Relevant bibliographies by topics / Expanding knowledge in the physical sciences

Academic literature on the topic 'Expanding knowledge in the physical sciences'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Expanding knowledge in the physical sciences"

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Saparniyazov, Sansizbay K. "TECHNOLOGY OF ORGANIZATION OF TOURISM AND ECO-TOURISM IN THE DEVELOPMENT OF STUDENT’S KNOWLEDGE OF PHYSICAL EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 02 (February 1, 2022): 77–82. http://dx.doi.org/10.37547/pedagogics-crjp-03-02-14.

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Tourism is a reality that today embodies the specific forms and manifestations of social (economic, political and spiritual-enlightenment) life. Regardless of the modern content and interpretation of tourism, it is a science that teaches the legal basis and methods of organizing sports tourism. He promotes the ideas of physical and spiritual recreation, encouraging young people to clean the environment, strengthening the student body, expanding knowledge about the homeland and its nature, self-awareness and local lore.
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Manning, Patrick. "The Life Sciences, 1900–2000: Analysis and Social Welfare from Mendel and Koch to Biotech and Conservation." Asian Review of World Histories 6, no. 1 (January 30, 2018): 185–208. http://dx.doi.org/10.1163/22879811-12340030.

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Abstract The life sciences underwent a dramatic transformation during the twentieth century, with an expansion in fundamental knowledge of the process of evolution and its molecular basis, through advances in health care that greatly extended human life, and by the combination of these advances to address the problem of conserving the many forms of life threatened by expanding human society. The essay highlights the worldwide emphasis on social welfare in the years 1945–1980 and the expanding role of international collaboration, especially in the International Biological Program and its advances in ecology and the notion of the biosphere, and in the emergence of molecular biology. This was also the era of the Cold War, yet military confrontation had fewer implications for life sciences than for the natural sciences in that era. After 1980, deregulation and neoliberalism weakened programs for social welfare, yet links among the varying strands of life sciences continued to grow, bringing the development of genomics and its many implications, expanding epidemiology to include reliance on social sciences, and deepening ecological studies as the Anthropocene became more and more prevalent. In sum, the experience of the life sciences should make it clear to world historians that scientific advance goes beyond the achievements of brilliant but isolated researchers: those same advances rely substantially on social movements, migration, and the exchange of knowledge across intellectual and physical boundaries.
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Malik, Jayraj, Vaishali Keluskar, and Sulem Ansari. "Expanding the Role of Oral Physician in Early Diagnosis of Commonly Occurring Systemic Diseases." International Journal of Health Sciences and Research 12, no. 12 (December 22, 2022): 132–35. http://dx.doi.org/10.52403/ijhsr.20221222.

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Dentistry deals with the identification, mitigation, and prevention of diseases of teeth, gums, mouth, and jaw. Dentistry can have an effect on your overall health and for treating patients with chronic diseases and other conditions safely and effectively, dentists need to have a solid knowledge of basic clinical medicine. Dentists should possess the same level of knowledge as physicians in all other branches of medicine due to changes in life expectancy and lifestyles, as well as the rapid advancement of biomedical sciences and help in diagnosing systemic diseases based on oral findings. The present review throws a spotlight on these activities and also suggests some of the measures that can be adopted to modify dental education to turn dentists into oral physicians by early diagnosing of systemic diseases. Key words: Dentistry, disease, education, physician, primary care
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Basoglu, Umut Davut. "The Importance of Physical Literacy for Physical Education and Recreation." Journal of Education and Training Studies 6, no. 4 (March 18, 2018): 139. http://dx.doi.org/10.11114/jets.v6i4.3022.

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As the basis of characteristics, qualifications, behaviors, awareness, knowledge and understanding of the development of healthy active living and physical recreation opportunities Physical Literacy (PL); has become a global concern in the fields of physical education and recreation since its first use as a term. Experts from different countries and disciplines underline the necessity of expanding the PL context. Despite this international recognition, neither the existence of a work on PL in nor a model of PL in physical education programs has yet to be seen in Turkish literature. The aim of this study is to introduce such an important concept to Turkish literature by a comprehensive literature review and to present the prominence of PL in terms of physical education, physical activity and sports fields. In addition, under the scope of this study, undergraduate and graduate programs in which physical educators are trained to shape both all students and athletes are examined and various proposals are made about how to place PL in these programs. By examining the graduate and postgraduate programs of faculties of sport and physical education and sport sciences in 98 universities in Turkey and NCTR, we come to a conclusion that between the 3.-6. semesters of graduate programs, the introduction of the PL course, training and modules will increase the awareness and competence of the PL. Moreover we expect that it would be beneficial to train these field specialists and bring them to my country through the opening of specific post-graduate training programs in the field of PL.
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Boateng, Sakyiwaa, Jogymol Kalariparampil Alex, Folake Modupe Adelabu, Thamsanqa Sihele, and Vuyokazi Momoti. "Pre-Service Teachers' Perspectives towards the Use of GammaTutor in Teaching Physical Sciences in South African Secondary Schools." International Journal of Learning, Teaching and Educational Research 21, no. 6 (June 30, 2022): 304–23. http://dx.doi.org/10.26803/ijlter.21.6.18.

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This paper reports on introducing a techno-blended model for science teaching in South African senior secondary schools. Technological Pedagogical Content Knowledge (TPACK) framework was used as a lens for the interpretation of pre-service science teachers' use of the GammaTutor tool in the classroom for collaboration and creativity. The study employed an interpretivist multi-case design that purposefully sampled ten pre-service science teachers. Data were collected through non-participatory classroom observation and interviews. Data were then analysed qualitatively using deductive approaches with a modified version of TPACK as an analytical framework. The study found that pre-service science teachers were enthusiastic about using the GammaTutor tool because they believed it engaged their learners in the teaching-learning process and facilitated the assessment of tasks. The pre-service teachers felt that the GammaTutor tool enhanced their instruction by expanding their access to teaching-learning resources and personalising instruction. Additionally, the pre-service teachers discussed their concerns, particularly in assisting underperforming learners and effectively utilizing inquiry-based instruction using the GammaTutor tool. Notwithstanding certain apparent drawbacks, the study contributes to our understanding of how the TPACK concept might be employed as a framework for analysis in a particular situation. More crucially, teaching and learning are founded on the thorough integration of technological tools in day-to-day classroom activities.
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Cunha, Lilian Suelen de Oliveira, and Fernando Hellmann. "Ethics, bioethics and physical education: a systematic review of a necessary convergence." Revista Bioética 30, no. 2 (June 2022): 444–61. http://dx.doi.org/10.1590/1983-80422022302540en.

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Abstract This article seeks to identify what scientific journals have been publishing in terms of ethics and bioethics in the field of physical education. We carried out a systematic literature review in January 2020 in LILACS, SciELO, Web of Science, Virtual Health Library, PubMed, Scopus, ERIC, and SPORTDiscus. Articles in English published between 2005 and 2018 were found, with 12 studies selected according to the expected inclusion criteria. It resulted in four categories: physical education as a means for personal development in the school environment, potential of sport as a means for moral education as virtue formation, level of knowledge of physical education professionals about ethics, and ethics in the training of these professionals. We consider that, although issues related to ethics and bioethics in physical education appear in the literature, expanding studies on this theme, still on the margins of scientific production in the field, is necessary.
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Strauss, Wolfgang, and Monika Fleischmann. "Artistic Practice as Construction and Cultivation of Knowledge Space." Leonardo 37, no. 2 (April 2004): 141–46. http://dx.doi.org/10.1162/0024094041139229.

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This article presents the netzspannung.org Internet platform, a media laboratory on the Internet that not only collects high-quality information on digital culture and media production but also interlinks this information, contextualizes it and makes it available on-line as a constantly expanding knowledge space that, like a library, can be explored by the public as an interactive installation and an educational space. In the broadest sense, the aim of this project is to visualize and semantically network information to create “knowledge spaces” that can be explored interactively and in real time and that are accessible to the user through play. Technologies, online tools and intuitive interfaces are being developed that support communication between the digital and physical spaces and investigate new forms of knowledge acquisition as “knowledge-based arts.”
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Gedugoshev, Ratmir Ruslanovich. "Using the Incident Method in the Development of Social Responsibility of Young Police Officers." KANT 44, no. 3 (September 2022): 219–23. http://dx.doi.org/10.24923/2222-243x.2022-44.40.

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The purpose of the study is to characterize the pedagogical potential of the incident method in the development of social responsibility of young police officers. The scientific novelty consists in describing the possibilities of the incident method for expanding legal knowledge, developing moral qualities, and forming successful models of behavior for young police officers. The results of the study are the characteristics of simulated situations compiled within the framework of the incident method, including three areas of work: a) discussion of moral dilemmas involving legal and moral choices; b) solving problems containing typical options for actions and an operational tactical approach; c) simulation of extreme conditions requiring the use of physical force, special means, weapons.
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Sudiro, P. "The Earth expansion theory and its transition from scientific hypothesis to pseudoscientific belief." History of Geo- and Space Sciences 5, no. 1 (June 20, 2014): 135–48. http://dx.doi.org/10.5194/hgss-5-135-2014.

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Abstract. During the first half of 20th century, the dominant global tectonics model based on Earth contraction had increasing problems accommodating new geological evidence, with the result that alternative geodynamic theories were investigated. Due to the level of scientific knowledge and the limited amount of data available in many scientific disciplines at the time, not only was contractionism considered a valid scientific theory but the debate also included expansionism, mobilism on a fixed-dimension planet, or various combinations of these geodynamic hypotheses. Geologists and physicists generally accepted that planets could change their dimensions, although the change of volume was generally believed to happen because of a contraction, not an expansion. Constant generation of new matter in the universe was a possibility accepted by science, as it was the variation in the cosmological constants. Continental drift, instead, was a more heterodox theory, requiring a larger effort from the geoscientists to be accepted. The new geological data collected in the following decades, an improved knowledge of the physical processes, the increased resolution and penetration of geophysical tools, and the sensitivity of measurements in physics decreased the uncertainty level in many fields of science. Theorists now had less freedom for speculation because their theories had to accommodate more data, and more limiting conditions to respect. This explains the rapid replacement of contracting Earth, expanding Earth, and continental drift theories by plate tectonics once the symmetrical oceanic magnetic striping was discovered, because none of the previous models could explain and incorporate the new oceanographic and geophysical data. Expansionism could survive after the introduction of plate tectonics because its proponents have increasingly detached their theory from reality by systematically rejecting or overlooking any contrary evidence, and selectively picking only the data that support expansion. Moreover, the proponents continue to suggest imaginative physical mechanisms to explain expansion, claiming that scientific knowledge is partial, and the many inconsistencies of their theory are just minor problems in the face of the plain evidence of expansion. According to the expansionists, scientists should just wait for some revolutionary discovery in fundamental physics that will explain all the unsolved mysteries of Earth expansion. The history of the expanding-Earth theory is an example of how falsified scientific hypotheses can survive their own failure, gradually shifting towards and beyond the limits of scientific investigation until they become merely pseudoscientific beliefs.
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DYER, JOSEPH. "The Place of Musica in Medieval Classifications of Knowledge." Journal of Musicology 24, no. 1 (January 1, 2007): 3–71. http://dx.doi.org/10.1525/jm.2007.24.1.3.

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ABSTRACT Medieval classifications of knowledge (divisiones scientiarum) were created to impose order on the ever-expanding breadth of human knowledge and to demonstrate the interconnectedness of its several parts. In the earlier Middle Ages the trivium and the quadrivium had sufficed to circumscribe the bounds of secular learning, but the eventual availability of the entire Aristotelian corpus stimulated a reevaluation of the scope of human knowledge. Classifications emanating from the School of Chartres (the Didascalicon of Hugh of St. Victor and the anonymous Tractatus quidam) did not venture far beyond Boethius, Cassiodorus, and Isidore of Seville. Dominic Gundissalinus (fl. 1144––64), a Spaniard who based parts of his elaborate analysis of music on Al-Fāārāābīī, attempted to balance theory and practice, in contradistinction to the earlier mathematical emphasis. Aristotle had rejected musica mundana, and his natural science left little room for a musica humana based on numerical proportion. Consequently, both had to be reinterpreted. Robert Kilwardby's De ortu scientiarum (ca. 1250) sought to integrate the traditional Boethian treatment of musica with an Aristotelian perspective. Responding to the empirical emphasis of Aristotle's philosophy, Kilwardby focused on music as audible phenomenon as opposed to Platonic ““sounding number.”” Medieval philosophers were reluctant to assign (audible) music to natural science or to place it among the scientie mechanice. One solution argued that music, though a separate subiectum suitable for philosophical investigation, was subalternated to arithmetic. Although drawing its explanations from that discipline, it nevertheless had its own set of ““rules”” governing its proper activity. Thomas Aquinas proposed to resolve the conflict between the physicality of musical sound and abstract mathematics through the theory of scientie medie. These stood halfway between speculative and natural science, taking their material objects from physical phenomena but their formal object from mathematics. Still, Thomas defended the superiority of the speculative tradition by asserting that scientie medie ““have a closer affinity to mathematics”” (magis sunt affines mathematicis) than to natural science.
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Dissertations / Theses on the topic "Expanding knowledge in the physical sciences"

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Nicolau, Daniela E. "Knowledge production and transfer in physical and life sciences /." Access via Murdoch University Digital Theses Project, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061122.141122.

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Nicolau, Daniela. "Knowledge production and transfer in physical and life sciences." Thesis, Nicolau, Daniela (2002) Knowledge production and transfer in physical and life sciences. PhD thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/229/.

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Questions about knowledge flows between different fields of science are important from a policy perspective. This thesis focuses on knowledge transfer between physical sciences and life sciences. Science and technology are increasingly intertwined in a complex continuum. This complexity of the science and technology today asks for a concerted, articulated and comprehensive understanding of the process of science and technology. The approach that this research has taken is to analyse the process of science and technology. The thesis asks: What is the trade of science and technology? In order to answer this question we developed an anatomy of knowledge and we analysed the internal developments in science via the analysis of the role of the researchers as carriers and producers of knowledge. Secondly the thesis asks: What are the mechanisms and directions on which scientfic knowledge migrates? This research postulates that the analysis of the process of science and technology translates to the analysis of the production and transfer of scientific and technological knowledge. What is obvious and essential for science and technology is the difference between the specific mechanisms of knowledge production. This thesis suggests that the modem mode of knowledge production is characterized by an increasing density of communication on three levels: between science and technology - on one hand - and society on the other-; between scientific practitioners; and with the entities of the physical and social world. Central to our research is the concept of 'mode of knowledge production ' with mode 1 and mode 2 being defined by Gibbons. The four case studies employed emphasise on how collaboration across disciplines is highly important for the production of new knowledge. The main characteristic of newly emerging fields in an increasing synergy between disciplines, which leads to several types of communication between them. With the increasing of the interdisciplinary intensity the border between the production of knowledge and the transfer of knowledge begins to be blurred. The transfer of knowledge occurs today at a more conceptual level. It follows that the production of knowledge has a large component of knowledge transfer. To study it, this thesis proposes a quasiquantitative model. In this unified framework for the knowledge transfer mechanisms, transfer is seen as a process with a number of stages and forms. We tested our framework on four case studies. The third part of the thesis proposes a taxonomy of interdisciplinarity. and deals with the social engineering of knowledge transfer that is the design of adequate guidelines for policies aiming at maximization of knowledge transfer. In this way the thesis aims to contribute to the understanding of processes of development of new emerging scientific fields.
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Nicolau, Daniela. "Knowledge production and transfer in physical and life sciences." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061122.141122.

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Questions about knowledge flows between different fields of science are important &om a policy perspective. This thesis focuses on knowledge transfer between physical sciences and life sciences. Science and technology are increasingly intemvined in a complex continuum. This complexity of the science and technology today asks for a concerted, articulated and comprehensive understanding of the process of science and technology. The approach that this research has taken is to analyse the process of science and technology. The thesis asks: What is the trade of science and technologv? In order to answer this question we developed an anatomy of knowledge and we analysed the internal developments in science via the analysis of the role of the researchers as carriers and producers of knowledge. Secondly the thesis asks: What are the mechanisms and directions on which scientzjic knowledge migrates? This research postulates that the analysis of the process of science and technology translates to the analysis of the production and transfer of scientific and technological knowledge. What is obvious and essential for science and technology is the difference between the specific mechanisms of knowledge production. This thesis suggests that the modem mode of knowledge production is characterized by an increasing density of communication on three levels: between science and technology - on one hand - and society on the other-; between scientific practitioners; and with the entities of the physical and social world. Central to our research is the concept of 'mode of knowledge production ' with mode 1 and mode 2 being defined by Gibbons. The four case studies employed emphasise on how collaboration across disciplines is highly important for the production of new knowledge. The main characteristic of newly emerging fields in an increasing synergy between disciplines, which leads to several types of communication between them. With the increasing of the interdisciplinary intensity the border between the production of knowledge and the transfer of knowledge begins to be blurred. The transfer of knowledge occurs today at a more conceptual level. It follows that the production of knowledge has a large .component of knowledge transfer. To study it, ths thesis proposes a quasiquantitative model. In h s unified &mework for the knowledge tmnsfer mechanisms, transfer is seen as a process with a number of stages and forms. We tested our framework on four case studies. The third part of the thesis proposes a taxonomy of interdsciplinarity. and deals with the social engineering of knowledge transfer that is the design of adequate guidelines for policies aiming at maximization of knowledge transfer. In this way the thesis aims to contribute to the understanding of processes of development of new emerging scientific fields.
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Florez, Omar Ulises. "Knowledge Extraction in Video Through the Interaction Analysis of Activities Knowledge Extraction in Video Through the Interaction Analysis of Activities." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1720.

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Video is a massive amount of data that contains complex interactions between moving objects. The extraction of knowledge from this type of information creates a demand for video analytics systems that uncover statistical relationships between activities and learn the correspondence between content and labels. However, those are open research problems that have high complexity when multiple actors simultaneously perform activities, videos contain noise, and streaming scenarios are considered. The techniques introduced in this dissertation provide a basis for analyzing video. The primary contributions of this research consist of providing new algorithms for the efficient search of activities in video, scene understanding based on interactions between activities, and the predicting of labels for new scenes.
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Toerien, René. "Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25508.

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Education in South Africa is a national concern and the training and professional development of teachers, especially in science and mathematics, has consequently been prioritised by the National Government. More than 60 percent of the teachers in South Africa are older than 40 years of age, which means that within the next 10-15 years many experienced teachers will exit the system, leaving a younger and less experienced cohort of teachers behind. This study aims to make explicit the learning trajectories of physical sciences teachers, specifically with respect to their knowledge for teaching chemical bonding, in order to support other teachers and thereby accelerating the route to expertise. Learning can be viewed as change, and change has a trajectory. Mapping the learning trajectories, and the significant events that influenced teachers' learning over time, can give insight into how the change had taken place. This study used a mixed methods approach within the pragmatic research paradigm to map learning trajectories for a group of 60 South African physical sciences teachers. Pedagogical content knowledge (PCK), the unique knowledge held by teachers, was used for the theoretical framing of the study. An adapted version of the Model of Teacher Professional Knowledge and Skill, including PCK, was used as an analytical framework. A measuring instrument for topic specific knowledge for teaching chemical bonding was designed and validated using the Rasch measurement model. Quantitative and qualitative analysis of the teachers' responses to the instrument and a grounded analysis of story-line interview data from ten purposively selected teachers were used to identify the factors that played a role in the development of the teachers' knowledge. A further qualitative analysis of PCK episodes from the interview data revealed how the above factors influenced the teachers' knowledge. Findings revealed that teaching the same content multiple times and at multiple grade levels, embracing changes in the curriculum as opportunities for learning, and further studies at tertiary level, especially completing post-graduate studies in education, all played a role in the teachers' perceived shifts in their topic specific knowledge for teaching (TSKFT). Three learning trajectories were identified for the teachers in this study: teachers shifted towards deeper conceptual understanding of the content and used more sophisticated explanatory frameworks; teachers shifted towards more integrated topic specific knowledge for teaching; and teachers shifted from being text book bound and teacher-focussed towards becoming more student-focussed in their approach to teaching. The findings from this study provide guidelines for professional development programmes in terms of differentiated support to teachers according to their career stages and the inclusion of content specific training programmes which makes teaching for conceptual progression explicit. A further recommendation includes encouraging teachers to embark on post-graduate studies in education as this played a pivotal role in shifting teachers' topic specific knowledge for teaching chemical bonding.
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Kiken, Laura G. "Knowledge and Perceived Ambiguity of Physical Activity Recommendations and Physical Activity in Men and Women in the United States." Also available to VCU users at:, 2006. http://hdl.handle.net/10156/2192.

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Schreiber, Raphael, and Moisin Monica Bota. "Rebranding “Made in India” through Cultural Sustainability : Exploring and Expanding Indian Perspectives." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-25395.

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This exploratory study is a first attempt to translate the Indian cultural context from a socio-cultural, and legal perspective by identifying the values attributed to Indian textile craftsmanship by Indian textile and fashion stakeholders, and how their perspective is influenced by the global recognition and perception of Indian textile crafts and connotation of “Made in India”. At the same time the study investigates the meaning of “sustainability” in the Indian cultural context, in relation to textile craftsmanship, and how this relates to the Western concept of “sustainability”. Through field research in conjunction with a series of in-depth unstructured interviews, this study reveals that Cultural Sustainability is the dominating narrative in the Indian cultural context due to the prevalence of culturally embedded sustainability practices and the role of textile craftsmanship in sustaining livelihood, being a unique exercise of positioning Indian textile craftsmanship within a framework of cultural heritage as a valuable source of knowledge for sustainable practices in the fashion and textile industry. Unique about this study are the India-centric approach combined with the ethnicity of the subjects interviewed - who are, without exception, Indian nationals, whose work, voice and reputation are shaping India's contemporary textile craft -sustainability narrative (being referred to as the “Indian textiles and fashion elite”) and the framing of traditional craftsmanship from a legal perspective, introducing the notion of legal protection of traditional textile knowledge and traditional cultural expressions.
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Van, de Merwe Chelsey Lynn. "Student Use of Mathematical Content Knowledge During Proof Production." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8474.

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Proof is an important component of advanced mathematical activity. Nevertheless, undergraduates struggle to write valid proofs. Research identifies many of the struggles students experience with the logical nature and structure of proofs. Little research examines the role mathematical content knowledge plays in proof production. This study begins to fill this gap in the research by analyzing what role mathematical content knowledge plays in the success of a proof and how undergraduates use mathematical content knowledge during proofs. Four undergraduates participated in a series of task-based interviews wherein they completed several proofs. The interviews were analyzed to determine how the students used mathematical content knowledge and how mathematical content knowledge affected a proof’s validity. The results show that using mathematical content knowledge during a proof is nontrivial for students. Several of the proofs attempted by the students were unsuccessful due to issues with mathematical content knowledge. The data also show that students use mathematical content knowledge in a variety of ways. Some student use of mathematical content is productive and efficient, while other student practices are less efficient in formal proofs.
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DuCoff, David. "Recycling: Knowledge, Demographic & Motivational Factors Which Differentiate Behavior." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2287.

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This study focuses on motivation -Involved in recycling behavior among residents of Muhlenberg County, Kentucky. Knowledge of recycling and how it was acquired, and the variables of environmental concern, economic incentive and the peer pressure were compared so that behavior could be distinguished that separated recyclers from nonrecyclers. Talcott Parsons' work in action theory and George Homans' work in exchange theory provide the theoretical foundation for my study. The research was approached in a qualitatively based design with interviews of twenty area residents. Demographic factors of age, sex, religious affiliation, church attendance, education and income of respondents were solicited. In addition to interviews, I administered a demographic survey. Recycling behavior was correlated positively with older age, convenience, female sex, higher levels of education, higher income, affiliation with liberal church denominations, and urban residence. It was negativley correlated with church attendance. Recyclers were better informed about environmental topics, especially those pertaining to recycling. Peer pressure was shown to have a positive effect on recyclers and recycling behavior. Recyclers were concerned about the quality of their environment, while nonrecyclers felt that the quality of the local environment was above average.
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Gazsi, Claudia Capelle. "Expectations of Physical Therapist Employers, and Academic and Clinical Faculty Regarding Entry-level Knowledge, Skills, and Behavior of Physical Therapist Graduates in Acute Rehabilitation Practice." Thesis, NSUWorks, 2011. https://nsuworks.nova.edu/hpd_pt_stuetd/19.

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Purpose: This study aimed to determine entry-level characteristics of new Doctor of Physical Therapy (DPT) graduates from the perspective of physical therapist employers (PTE), academic faculty (PTF), and final affiliation clinical instructors (CI); determine consensus of those characteristics; and determine if new DPT graduates met entry-level expectations in the adult, acute rehabilitation practice setting or where they have fallen short of expectations. Subjects: Participants included 35 CIs, 40 PTEs, and 43 PTFs, recruited from CARF accredited adult, acute rehab facilities (PTEs and CIs) and PT education programs with DPT graduates (PTFs). Method: A 4-round classic Delphi study was conducted with 3 participant panels through SurveyMonkey TM . Participants rated suggested characteristics and definitions for agreement and ranked them for importance on 5-point Likert scales ranging from “strongly disagree ” to “strongly agree ” and “very unimportant ” to “very important ”, respectively. Controlled feedback to participants included median and interquartile range with a summary of rating rationale responses by round. Results: Percent response of Likert scale agreement ratings and importance rankings determined consensus for “strongly agree ” and “very important ”. Overall Delphi study participation was 60.2%. Agreement and importance opinions of 53 participant generated entry-level characteristics and definitions showed a lack of consensus amongst participants. Five characteristics met 80% consensus for importance: safe, ethical, integrity, communication, and recognition of red flags for PT; only safe achieved consensus for agreement. Seventy-nine percent of participants agreed that new DPT graduates are meeting expectations, 15% agreed with concerns and 6% disagreed. Conclusions: Results appear to indicate consensus of select entry-level characteristics and majority agreement that new DPT graduates are meeting expectations albeit with some concerns in the adult, acute rehab practice setting. Agreement ratings and importance rankings appear to indicate divergence in opinions of new graduate characteristics. Recommendations: Further investigation is needed to understand differences in participant group opinions of entry-level expectations and determine consensus in other practice settings.
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Books on the topic "Expanding knowledge in the physical sciences"

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Ovchinnikov, N. F. Print͡s︡ipy teoretizat͡s︡ii znanii͡a︡. Moskva: Rossiĭskai͡a︡ akademii͡a︡ nauk, In-t filosofii, 1996.

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Wynn, Charles M. Natural science: Bridging the gaps. 3rd ed. Needham Heights, Mass: Ginn Press, 1991.

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Wynn, Charles M. Natural science: Bridging the gaps. 4th ed. Needham Heights, MA: Simon & Schuster Custom Pub., 1998.

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Markula, Pirkko. Foucault, sport and exercise: Power, knowledge and transforming the self. London: Routledge, 2006.

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1964-, Pringle Richard, ed. Foucault, sport and exercise: Power, knowledge and transforming the self. London: Routledge, 2006.

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Djupsjöbacka, Stefan. Dialogue in the crisis of representation: Realism and antirealism in the context of the conversation between theologians and quantum physicists in Göttingen 1949-1961. Åbo: Åbo Akademi University Press, 2005.

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Shapiro, Barbara J. A culture of fact: England, 1550-1720. Ithaca: Cornell University Press, 2000.

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Canadian Association for Information Science. Conference. Advancing knowledge: Expanding horizons for information science : proceedings of the 30th Annual Conference of the Canadian Association for Information Science, Faculty of Information Studies, University of Toronto, May 30-June 01, 2002 = L'avancement du savoir : élargir les horizons des sciences de l'information : travaux de 30e congr`es annuel de l'Association canadienne des sciences de l'information, Faculty of Information Studies, University of Toronto, 30 mai-01 juin 2002. [Toronto: Canadian Association for Information Science, 2002.

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1954-, Reuther R., ed. Metals in society and in the environment: A critical review of current knowledge on fluxes, speciation, bioavailability and risk for adverse effects of copper, chromium, nickel and zinc. Dordrecht: Kluwer Academic, 2004.

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Physical Sciences: Questions and Answers (Test Your Knowledge Series). National Learning Corp, 1997.

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Book chapters on the topic "Expanding knowledge in the physical sciences"

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Heggen, Marianne Presthus, and Anne Myklebust Lynngård. "Curious Curiosity – Reflections on How Early Childhood Lecturers Perceive Children’s Curiosity." In International Perspectives on Early Childhood Education and Development, 183–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_11.

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AbstractCuriosity and wonder are considered fundamental for children’s development. However, no precise definition of curiosity exists, and there is little research on the nature of curiosity. There is also a lack of knowledge and ideas about how pedagogy can sustain and stimulate curiosity. Drawing upon empirical material from semi-structured interviews with seven Early Childhood Teacher Education (ECTE) lecturers from the disciplines of mathematics, arts, literature, drama, pedagogy, science and physical education about their view of children’s curiosity, the authors aim to explore the lecturers’ understanding of children’s curiosity and how this understanding varies between disciplines. Children enact their curiosity in a cultural-historical context. The cultural-historical tradition of outdoor play is a part of the institution’s practices influencing the children, while the children may use curiosity to influence the content of these practices. Although the lecturers are from different disciplines, their understanding of curiosity were consistent, particularly with regards to their focus on bodily expressions of curiosity. Expanding the concept of curiosity, we suggest the term bodily curiosity to recognise and operationalise a sensory, active and embodied search for answers. Similarly, we suggest the term bodily wonder about a kind of embodied philosophising.
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Gavroglu, Kostas. "Textbooks of The Physical Sciences and The History of Science." In Adapting Historical Knowledge Production to the Classroom, 55–59. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-349-5_4.

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Shukla, Piyush Kumar, and Madhuvan Dixit. "Big Data." In Handbook of Research on Security Considerations in Cloud Computing, 326–44. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8387-7.ch016.

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In this chapter, Big Data provide large-volume, complex structure, heterogeneous and irregular growing data sets include multiple and autonomous different resources. In this chapter, With the growing improvement of networking sites, image information storing capacity become big issue too, Big Data concept are most growing expanding in all technical area and knowledge engineering domains, including physical, medical and paramedical sciences. Here a data-driven method consist demand-driven aggregation of information and knowledge mining and analysis, user interest prototyping, security and privacy aspects has been presented.
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Sharma, Sushil K., Nilmini Wickramasinghe, and Jatinder N. D. Gupta. "SMEs in Knowledge-Based Economies." In Encyclopedia of Information Science and Technology, First Edition, 2523–28. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch447.

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Today’s Information Age is having a dramatic effect on businesses as well as on the life styles of people. Globalization, rapid technological change and the importance of knowledge in gaining and sustaining competitive advantage characterize this information age. Traditionally, economists have seen capital, labor, and natural resources as the essential ingredients for economic enterprise. The new economy of the 21st century is increasingly based on knowledge with information, innovation, creativity and intellectual capitalism as its essential ingredients (Persaud, 2001). Today’s modern economy then, is based more on intangibles, information, innovation, and creativity, and their abilities to facilitate expanding economic potential (Persaud, 2001) and the exploitation of ideas rather than material things. Many new terms have been coined for this new economy such as “knowledge-based economy”, “borderless economy”, “weightless economy”. and “digital economy” to name a few (Woodall, 2000). This new economy seems to defy the basic economic law of scarcity which means, if a physical object is sold, the seller ceases to own it. In this new economy, however, when an idea is sold, the seller still possesses it and can sell it over and over again (Woodall, 2000). Traditional economic theory assumes that most industries run into “diminishing returns” at some point because unit costs start to rise, so no one firm can corner the market. In the new economy, knowledge-based products and services have “increasing returns” because knowledge-based products are expensive to produce for the first time, but cheap to reproduce. High fixed costs and negligible variable costs give these industries vast potential for economies of scale (Sharma, Wickramasinghe & Gupta, 2003; Woodall, 2000).
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Rudolph, John L. "The Science Education We Have." In Why We Teach Science (and Why We Should), 69–81. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780192867193.003.0003.

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Abstract This chapter describes what the general public as well as policymakers and many science educators think of as high-quality science education. It is characterized by a focus on the mastery of disciplinary content knowledge in science subjects such as biology, chemistry, and physics. A sound program of science education, moreover, typically aspires to have students engage in authentic scientific research or practice in a “hands-on” way. Many believe that good schools should focus on providing “rigorous” teaching in the sciences, including courses that prepare students for technical careers and college through expanding access to Advanced Placement coursework. Such rigorous coursework, it’s believed, will also produce many of the other general-education benefits of learning science. All these approaches to science education heavily emphasize student learning of disciplinary content, that is, the facts and theories of each subject.
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"Expanding Horizons." In History of Modern Physical Sciences, 72–121. PUBLISHED BY IMPERIAL COLLEGE PRESS AND DISTRIBUTED BY WORLD SCIENTIFIC PUBLISHING CO., 2004. http://dx.doi.org/10.1142/9781860946042_0003.

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"An Expanding Universe." In History of Modern Physical Sciences, 266–84. WORLD SCIENTIFIC (EUROPE), 2021. http://dx.doi.org/10.1142/9781786349859_0013.

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"Physical Knowledge." In Encyclopedia of Sciences and Religions, 1710. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_100817.

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"Dialogues about Knowledge and Power in Totalitarian Political Culture." In History of Modern Physical Sciences, 276–300. PUBLISHED BY IMPERIAL COLLEGE PRESS AND DISTRIBUTED BY WORLD SCIENTIFIC PUBLISHING CO., 2004. http://dx.doi.org/10.1142/9781860946011_0011.

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"Limits of Knowledge in the Physical Sciences." In Doing Educational Research, 405–37. BRILL, 2006. http://dx.doi.org/10.1163/9789087901202_017.

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Conference papers on the topic "Expanding knowledge in the physical sciences"

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Tsai, Hsine-Jen, Les Miller, Ming Hua, Sree Nilakanta, and Meher Vani Bojja. "Expanding the Disaster Management Knowledge Space through Spatial Mediation." In 2012 45th Hawaii International Conference on System Sciences (HICSS). IEEE, 2012. http://dx.doi.org/10.1109/hicss.2012.262.

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Croasdell, D. T., and Y. K. Wang. "Virtue-nets: toward a model for expanding knowledge networks." In 37th Annual Hawaii International Conference on System Sciences, 2004. Proceedings of the. IEEE, 2004. http://dx.doi.org/10.1109/hicss.2004.1265594.

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Shires, M. A., and M. S. Craig. "Expanding citizen access and public official accountability through knowledge creation technology: one recent development in e-democracy." In 36th Annual Hawaii International Conference on System Sciences, 2003. Proceedings of the. IEEE, 2003. http://dx.doi.org/10.1109/hicss.2003.1174321.

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TOPTAŞ DEMİRCİ, Pervin, Nevzat DEMİRCİ, and Erdal DEMİRCİ. "THE EFFECTS OF EATING HABITS, PHYSICAL ACTIVITY, NUTRITION KNOWLEDGE AND SELF-EFFICACY LEVELS ON OBESITY." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/70.

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Jiang, Ruiyi. "An Investigation on Chinese Primary Teachers’ Knowledge of Physical Occupational Health Problems." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.152.

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Samson, Susan, Nastaran Zahir, Sheila M. Judge, Stuart Cornew, Bob Riter, Jeri Francoeur, Anne Meyn, et al. "Abstract 4767: Regional strategies for expanding the evolving continuum of Physical Sciences-Oncology Network (PS-ON) research advocacy experiences." In Proceedings: AACR Annual Meeting 2018; April 14-18, 2018; Chicago, IL. American Association for Cancer Research, 2018. http://dx.doi.org/10.1158/1538-7445.am2018-4767.

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Powell, J. "IT research for construction as a manufacturing process: an EPSRC (Engineering and Physical Sciences Research Council) view." In IEE Colloquium on `Knowledge-Based Approaches to Automation in Construction'. IEE, 1995. http://dx.doi.org/10.1049/ic:19950838.

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Ilieva-Sinigerova, Silvia. "DIDACTIC TEST FOR ASSESSMENT OF THEORETICAL KNOWLEDGE IN TAEKWON-DO." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/140.

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ABSTRACT Successful performance and high sports achievements in martial arts depend on the various aspects of sports training - physical, technical, tactical, and psychological training. On the other hand, the increase in technical degree is related to a physical and theoretical exam. The aim of the present study is to assess the knowledge of athletes related to the history and creation of taekwon-do. Methodology: The study was carried out in April – May 2020. The research was aimed to explores the knowledge of the athletes, related to the history and creation of taekwon-do. The study involved 232 taekwon-do athletes (15.53 ± 4.30 years) with different sports experience and degree from 15 local taekwon-do clubs in Bulgaria. The online form test contains a total of 17 questions (4 personal and 13 specialized questions). Results: The largest accumulation of values (most athletes) received a result in the range of 11-16 points (68.53% of all tested). Most tasks have very good discrimination (0.40 ≤ DP ≤ 0.70). The calculated difficulty P of the questions used is in the range of 63-97%. Conclusion: Empirical data show that the test has good statistical characteristics and can be used to assess the theoretical knowledge of athletes during a promotion exam. The data obtained from the pedagogical experiment give grounds to claim that the level of knowledge and skills of taekwon-do athletes are at different levels.
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Eldevik, S., A. Hafver, I. Jakopanec, and F. Pedersen. "Risk, uncertainty, and “what if?”—a practical view on uncertainty and risk in the knowledge- and physical domain." In The 2nd International Conference on Engineering Sciences and Technologies. CRC Press Taylor & Francis Group 6000 Broken Sound Parkway NW, Suite 300 Boca Raton, FL 33487-2742: CRC Press, 2017. http://dx.doi.org/10.1201/9781315210469-149.

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Gautham, B. P., Natarajan Swaminathan, Rishabh Shukla, Trinath Gaduparthi, and Chetan Malhotra. "Digital Engineering Platform for Synergistic Decision-Making In Manufacturing Plant Operations: Research Questions." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-91277.

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Abstract Decision makers in the manufacturing industry ranging from plant operators to senior management make decisions based on a combination of defined procedures and rules, expert inputs and analysis, and their own knowledge and understanding of the problem context. Decision spaces are getting more complex, with the business paradigms shifting towards autonomous plants and servitization of products. With the advent of Internet of Things (IoT) and technologies such as machine learning and digital twins, the resources and capabilities available to decision-makers are expanding vastly. The gamut of concerns to be addressed is also expanding, with new challenges such as sustainability and its concomitant regulations and the pressure to make businesses more socially aware. Further, it would be ideal if decision-makers could easily draw upon the relevant knowledge, intuition, and experience of human experts, as well as knowledge currently buried in documents and data, and synthesize all the diverse inputs towards informed decision-making by integrating cyber, physical, and social systems. This motivates the question, “How do we create platforms that synergize these diverse knowledge sources and capabilities to facilitate better decision-making?” In this paper, we try to delve into identification of few key research questions and discuss opportunities and requirements around the same, that can aid in creating a digital platform to synergize all these diverse inputs and support decision-making. While this paper uses decision-making in manufacturing plant operations to explore the challenges and discuss one possible approach, the problem of enabling seamless synergy between the knowledge and capabilities of diverse human, IT and physical elements applies to all Cyber Physical Social Systems (CPSS).
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Reports on the topic "Expanding knowledge in the physical sciences"

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Meadow, Alison, and Gigi Owen. Planning and Evaluating the Societal Impacts of Climate Change Research Projects: A guidebook for natural and physical scientists looking to make a difference. The University of Arizona, June 2021. http://dx.doi.org/10.2458/10150.658313.

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As scientists, we aim to generate new knowledge and insights about the world around us. We often measure the impacts of our research by how many times our colleagues reference our work, an indicator that our research has contributed something new and important to our field of study. But how does our research contribute to solving the complex societal and environmental challenges facing our communities and our planet? The goal of this guidebook is to illuminate the path toward greater societal impact, with a particular focus on this work within the natural and physical sciences. We were inspired to create this guidebook after spending a collective 20+ years working in programs dedicated to moving climate science into action. We have seen firsthand how challenging and rewarding the work is. We’ve also seen that this applied, engaged work often goes unrecognized and unrewarded in academia. Projects and programs struggle with the expectation of connecting science with decision making because the skills necessary for this work aren’t taught as part of standard academic training. While this guidebook cannot close all of the gaps between climate science and decision making, we hope it provides our community of impact-driven climate scientists with new perspectives and tools. The guidebook offers tested and proven approaches for planning projects that optimize engagement with societal partners, for identifying new ways of impacting the world beyond academia, and for developing the skills to assess and communicate these impacts to multiple audiences including the general public, colleagues, and elected leaders.
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