Journal articles on the topic 'Planetarium shows'
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Trump, Jason B., and M. Jeannette Lawler. "Planetarium Use In Introductory Astronomy Courses." Journal of Astronomy & Earth Sciences Education (JAESE) 9, no. 1 (June 1, 2022): 1–16. http://dx.doi.org/10.19030/jaese.v9i1.10404.
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Many planetariums are situated at institutions of higher learning, but there is little documentation about how these facilities are being used. We present an analysis of a survey designed to explore planetarium use in introductory astronomy courses taught to undergraduates. The survey asked about 11 learning objectives, which were chosen through an investigation of online course descriptions at 10 universities in the United States. Planetarium users answered questions about what they are teaching, how long they are teaching it, and what media they are using to teach it. We distributed the survey to approximately 289 institutions around the United States which were categorized as institutions of learning in the online Worldwide Planetariums Database. There were 85 responses to the survey with 78 providing enough information to be useful. Results show that college and university planetariums are primarily being used to teach the night sky and that planetarium users at these institutions prefer to teach through unscripted use rather than scripted shows. We discuss potential implications to content development and further research in instructional methodology.
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SubbaRao, Mark U. "Effectively Coordinating Museums and Planetariums Worldwide." Proceedings of the International Astronomical Union 14, A30 (August 2018): 536–41. http://dx.doi.org/10.1017/s1743921319005301.
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AbstractInformal science educators at museums and planetariums face the challenging task of engaging a diverse public audience in contemporary science. To do this they need a solid background in the science itself, educational pedagogy, and modern practices in science communication. The task has gotten even more challenging in the era of big data. Interpreting and visualizing these datasets in planetarium shows and museum exhibits requires specialized technical skills. Furthermore, the increasing pace of discovery means that informal science educators have less time to accomplish these tasks. This presentation will summarize a variety of museum and planetarium community efforts to address these challenges through worldwide collaboration and coordination among museums and planetariums. Solutions include content sharing and distribution mechanisms as well as networking museums and planetariums together to create global worldwide events.
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Voelzke, Marcos Rincon, Rachel Zuchi Faria, Marcos Pedroso, Christiane Jacinto, and Luiz Claudio Pereira da Silva. "Project Watching the Sky: a playful and constructivist approach in the practice of night sky observation to 2nd grade elementary school students in the city of Santo André." EPJ Web of Conferences 200 (2019): 02007. http://dx.doi.org/10.1051/epjconf/201920002007.
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Currently, the population shows a growing interest in astronomy-related content. The contact with informal spaces, such as planetariums and observatories, can help to better problematize the subject with children and adults. This paper presents the proposal made by the Johannes Kepler Planetarium to introduce astronomy in a playful way for elementary school students in the city of Santo André.
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Ownsworth, J. R., B. Haeussler, E. Johnston, and N. Hatch. "The Inflativerse – The University of Nottingham's inflatable planetarium." Proceedings of the International Astronomical Union 10, H16 (August 2012): 636. http://dx.doi.org/10.1017/s1743921314012599.
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The Inflativerse is a mobile planetarium run by volunteers lead by the Physics and Astronomy departments at the University of Nottingham. This is a new project set up in 2011 to offer free of charge planetarium shows and activities for schools and public events.
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Farney, Michael Noble. "Looking Up: Observational Astronomy for Everyone." Physics Teacher 60, no. 3 (March 2022): 226–28. http://dx.doi.org/10.1119/5.0019979.
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Physics teachers are sometimes asked to teach an astronomy course for non-majors. One can’t make that class dance and sing without the starry night, but on a brightly lit campus viewing deep sky objects may seem impossible. Hence instructors often opt for planetarium shows. However: 1) Planetariums aren’t the real thing. 2) People living in large swaths of the United States cannot access one. Nevertheless, thanks to binoculars and small wide-field telescopes, those who teach the heavens can provide both show and substance under light-polluted skies. This article presents a dozen “pitfalls” to avoid.
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Stoeva, Penka, and Alexey Stoev. "Informal astronomy education in Bulgaria at the beginning of the XXI century: organization, continuum, results." Proceedings of the International Astronomical Union 15, S367 (December 2019): 363–64. http://dx.doi.org/10.1017/s1743921321000016.
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AbstractThe report shows the current opportunities for obtaining astronomical knowledge in school and outside it, through the use of non-formal education. These are school and extracurricular activities, schools, astronomical competitions and Olympiads, observation expeditions. For 25 years Bulgaria has been participating in the International Olympiads in Astronomy and Astronomy and Astrophysics with National Teams. The role and place of the system of Public Astronomical Observatories and Planetaria in the system of non-formal education in astronomy are discussed (In Bulgaria there are 7 Public astronomical observatories with a planetarium). Specialized activities in their school forms allow the formation of sustainable astronomical knowledge and observational habits.
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Canas, Lina, Pedro B. Silva, and Antonio Pedrosa. "Espinho Planetarium's Public Outreach on Light Pollution." Proceedings of the International Astronomical Union 10, H16 (August 2012): 726. http://dx.doi.org/10.1017/s174392131401309x.
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AbstractNavegar Foundation has dedicated the past twelve years to astronomy public outreach by engaging the community in activities provided by the planetarium and observatory. The activities developed range from exhibitions to telescope observing sessions and planetarium shows. Whether partnering with local entities or with a variety of joint national and international activities, Navegar always had a proactive policy on raising awareness of light pollution issues. The outcomes of these activities are discussed.
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Clarke, T. R. "Philosophy and Directions in Planetarium Programming." International Astronomical Union Colloquium 105 (1990): 365–66. http://dx.doi.org/10.1017/s0252921100087200.
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I am going to start with the premise that planetariums serve several roles in their communities:1. They are popularizers of astronomy and space science2. They support and enhance the teaching of astronomy and related subjects within the formal education system3. They provide a community resource for astronomical informationNot all planetariums incorporate all of these roles or do so to the same degree.Planetariums, as facilities, come in a variety of forms. At one extreme might be a space theater with its wide-format films. A major public facility would have a strong emphasis on public shows and school programming. A college or school facility would emphasize programming for the education system at some or all levels with some or no public programs. At the other extreme would be the small portable planetariums with 100 per cent use for school activities.
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García, Beatriz, Silvina Pérez Álvarez, Victor Bibé, Andrés Risi, and Lisandro Gino. "Night Sky Protection Initiatives in Argentina." Proceedings of the International Astronomical Union 10, H16 (August 2012): 752. http://dx.doi.org/10.1017/s1743921314013349.
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AbstractLight Pollution is a global problem. Some local actions carried out by a network of professional and amateur astronomers in Argentina are changing the way to attack this problem, taking into account measurements, education, public activities, planetarium shows and legislation proposals.
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Adi, Alifiano Rezka, and Selamet Riyadi. "Space Syntax Analysis on Edu-Tourism Accessibility (Case Study: Planetarium UIN Walisongo Area)." Sinektika: Jurnal Arsitektur 20, no. 1 (January 28, 2023): 22–31. http://dx.doi.org/10.23917/sinektika.v20i1.19342.
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Planetarium UIN Walisongo is an educational facility that not only accommodates academic needs but is also projected to become a tourism destination in Semarang. The density of activity is the main focus that must be considered. The building's existence in the middle of the campus also demands that it has good visual access. The study focused on configuration and visibility analysis by looking at their effect on accessibility around the building. The research was conducted using quantitative methods with a descriptive and simulation framework. The simulation process is carried out using a space syntax approach with Depthmap software. Macroanalysis shows that the building is located in the central area with a relatively high integration value. The high intelligence value shows that the spatial configuration is relatively easy to recognize. The wide and integrated road makes this area have relatively high visibility. Microanalysis shows that the pedestrian around the Planetarium is not well connected. Space engineering by connecting pedestrians is carried out to provide better accessibility. Achievement efficiency is the main consideration to produce a high value of integration and visibility around the building. Therefore, the area quality will be better with an accessible space on macro and micro scales
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Barve, Kunda. "The Planetarium as a Medium for Teaching Astronomy." International Astronomical Union Colloquium 98 (1988): 219. http://dx.doi.org/10.1017/s025292110009309x.
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Being sited in a large city (with about 10 million inhabitants), the planetarium at Bombay has to try to meet the requirements of a very wide range of visitors, some 3.3 million of whom have seen presentations. These visitors come from very different linguistic, cultural, religious, economic and educational backgrounds, which pose many problems in arranging suitable programmes. (There are 16 major languages and many less common ones.) School children make up the bulk of visitors and presentations for them are linked to their academic grade. Amateur astronomical organisations are gradually coming into existence in India, and the planetarium provides help and encouragement to them. Special shows are made for many individual groups of people, ranging from lovers of poetry and fine arts to invalids and the handicapped. A wide range of additional activities such as competitions, field trips and exhibitions is also provided.
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Hellot, Roger. "The Strasbourg Observatory." International Astronomical Union Colloquium 98 (1988): 222. http://dx.doi.org/10.1017/s0252921100093180.
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The Alsace Group of the S.A.F. is closely associated with the Strasbourg Observatory and is responsible for supervising visits by the public after planetarium shows. The 6-inch refractor was restored by three of the amateurs and the Group has the use of the 21-cm refractor for planetary photography and other projects.
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Feitzinger, J. V., M. Hünerbein, R. Kordecki, U. Lemmer, G. Monstadt, and J. Prölβ. "Teaching and Popularizing Astronomy and Space Sciences at the Observatory of the City of Bochum." International Astronomical Union Colloquium 105 (1990): 350–51. http://dx.doi.org/10.1017/s0252921100087145.
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The tasks and aims of the Bochum Observatory are popularization of astronomy and space sciences, and adult education. In general, as a cultural center for natural sciences we must translate scientific nomenclature into the language of the nonspecialist. Astronomy is ideal for presenting the basic facts of scientific methodology and reasoning to the publicA planetarium is the most versatile instrument for teaching basic astronomy and space sciences to the general public as well as to school groups. We take great care to avoid a lecture-like style in the programs. Audience surveys have shown that most visitors don’t want to get the feeling of being educated as in school. Nevertheless, we first have to motivate before we can educate. Instead, most visitors want merely to enjoy astronomy in the pleasant atmosphere of the dome. Consequently, our public planetarium shows contain elements of entertainment. We use many special effects, panoramas, and all-sky projections for a most precise simulation of astronomical phenomena. The audience should get the thrilling impression of witnessing things from close up. For example, they all become passengers on an imaginary spacecraft visiting the rugged terrain of Valles Marineris on Mars, the swirling clouds in Jupiter’s atmosphere, or even the vicinity of a whirlpool-like accretion disc around a supermassive black hole in the core of an active galaxy. We use the potential of the planetarium as an “illusion factory” to increase the visitors’ positive attitude towards astronomy and space travel. Special music, sound, and noise effects add to the impression.
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Orchiston, W., and R. J. Dodd. "Education and Public Astronomy Programs at the Carter Observatory: An Overview." Publications of the Astronomical Society of Australia 13, no. 2 (May 1996): 165–72. http://dx.doi.org/10.1017/s1323358000020737.
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AbstractThis paper outlines the extensive range of public programs offered by the Carter Observatory, including ‘public nights’, new planetarium and audio-visual shows, displays, the Carter Memorial Lectures, the annual Astronomical Handbook and other publications, a monthly newspaper column and three monthly radio programs. It also deals with the Observatory’s involvement in undergraduate and postgraduate astronomy at Victoria University of Wellington, various adult education training programs, ‘Overnight Extravaganzas’, holiday programs, and the recent development of the Education Service in response to the introduction of an astronomy curriculum into schools throughout New Zealand. Some possible future developments in the public astronomy and education areas are also discussed.
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Cohendet, Patrick, Richard Chenier, Laurent Simon, and Lucy Stojak. "Centech, a world-class business incubator based in the Montréal innovation district, inspired by Barcelona 22@." Journal of Evolutionary Studies in Business 7, no. 2 (July 1, 2022): 40–69. http://dx.doi.org/10.1344/jesb2022.2.j106.
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The objective of the paper is to highlight the process behind the design and development of Centech, a world-class incubator located in Montreal and recognized as one of the most successful university incubators in the world. Centech is housed in a cultural heritage building, the old Dow Planetarium, situated in the heart of the innovative district of Montréal, the “Quartier de l’innovation” (QI). Based on a methodology using different sets of data (interviews, series of reports made for the Montréal-Barcelona Summer School on Management of Creativity and Innovation, etc.), the paper shows how the development of Centech was in large part inspired by 22@Barcelona. The conclusion highlights the importance of an iconic collaborative place in the building of a local ecosystem of innovation.
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Schultz, Sara K., and Timothy F. Slater. "Use Of Formative Assessment-Based Active Learning By Astronomy Educators Teaching In Live Planetarium Learning Environments." Journal of Astronomy & Earth Sciences Education (JAESE) 8, no. 1 (June 1, 2021): 27–38. http://dx.doi.org/10.19030/jaese.v8i1.10389.
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Planetariums were created to teach astronomy by simulating motions of the star-filled night sky; however, simply having a virtual reality facility to immerse learners beneath a projected night sky in and of itself is insufficient to automatically ensure student learning occurs. Modern teaching strategies, like active learning, have consistently shown to move students toward deeper understanding in classrooms; yet, active learning approaches seem to be only rarely observed in planetariums. Use of Ruiz-Primo and Furtak’s (2006) coding scheme to define and analyze formative assessment conversations between classroom teachers and students reveals that unless teachers are formally taught how to use formative assessment-based active learning, such approaches are largely absent in classrooms studied. The goal of this 2-phase study was to evaluate the nature of active learning-based formative assessment conversation cycles in the planetarium. The first phase systematically analyzes 26 recordings of live planetarium programs to describe and document presence of active learning teaching strategies. The second phase conducts interviews to determine rewards and barriers to using formative assessment-based active learning in the planetarium. Analysis suggests scant evidence of complete formative assessment conversation cycles, despite that varying degrees of interactivity between the planetarium lecturer and the audience do exist. It is not that planetariansdon’t ask questions, but responses rarely serve to systematically guide instructional decisions aligned with modern pedagogy. Moreover, these planetarians hold a wide range of definitions of what constitutes active learning and often view their primary responsibility as inspiration rather than education, lending explanatory power to why active learning is largely absent.
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Narlikar, Jayant V. "A Series of Astronomy Programs for Television in India." International Astronomical Union Colloquium 105 (1990): 342–45. http://dx.doi.org/10.1017/s025292110008711x.
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Astronomy, unlike most other sciences, arouses great curiosity amongst laypeople. It is a subject that can be described relatively easily in public lectures. Distinguished astronomers like James Jeans and Arthur Eddington in the past and many more in recent times have “stooped down” to the public level to share the excitement of astronomical discoveries. Today, the popularization program normally proceeds in four different ways — through popular articles, public lectures, planetarium shows, and radio – TV programs. However, this overwhelming public interest in astronomy brings its own difficulties. Not all of it is motivated by a scientific interest! Many persons read mystic significance into astronomical findings. Many more are guided by astrological interest. Many fail to perceive the scientific basis for astronomy, a subject whose laboratory is the whole cosmos with objects too remote to be subject to scientific experimentation.
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Zsalsabilla, Meivi Naura, Benny Hendriana, and Khusniyati Masykuroh. "Pengembangan media augmented reality sistem tata surya (solar system) pada anak usia 5–7 tahun." Jurnal Inovasi Teknologi Pendidikan 9, no. 2 (November 3, 2022): 136–48. http://dx.doi.org/10.21831/jitp.v9i2.51771.
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Penelitian ini bertujuan menghasilkan sebuah produk berupa aplikasi augmented reality atau AR tentang sistem tata surya untuk anak usia 5-7 tahun. Karena pada saat ini sumber belajar untuk mengenal sistem tata surya hanya bisa melalui buku bergambar, alat peraga dan berkunjung ke planetarium namun tidak semua bisa dengan mudah mengakses itu semua dengan menggunakan teknologi akan sangat membantu untuk dapat mengenal sistem tata surya. Metode yang digunakan dalam penelitian ini ialah metode penelitian RD (Research and Development) dengan model pengembangan ADDIE yang dibagi menjadi lima tahap yaitu analyze, design, development, implementation, dan evaluation. Media pembelajaran augmented reality sistem tata surya ini telah diverifikasi oleh pakar media dan pakar materi. Ahli media mendapatkan hasil rata-rata 92% kategori sangat valid dan ahli materi hasilrata-rata 92% kategori sangat valid. Selain telah divalidasi oleh para ahli, media pembelajaran ini juga telah diujicobakan kepada guru dan orangtua. Hasil tes guru TK Al Munawwarah adalah 89% dalam kategori sangat valid, dan hasil tes orang tua adalah 81% dikategorikan valid. Dapat disimpulkan bahwa media augmented reality sistem tata surya pada anak usia 5-7 tahun dapat dikategorikan valid dan layak digunakan serta dapat dikembangkan.This study aims to produce an augmented reality application about the solar system for 5-7 years old of early childhood education students as the solar system learning resources could only be accessed by books, props, or by visiting the planetarium. However, not all access could be provided by the media mentioned above to help students learn more about the solar system. The RD (Research and Development) method with Addie was employed in this research. Five steps are used in this research: analyze, design, development, implementation, and evaluation. This augmented reality learning media has been validated by several experts, such as media and material experts. The average result by media experts is 92%, and 92% by material experts. This indicates that the categories are highly reliable. Besides this, learning media has also been tested on teachers and parents. Thus, the test result shows that TK Al Munawwarah teachers 89% and student parents show 81% of test results categorized as valid. From the result, it can be concluded that the Augmented Reality learning media for early childhood students aged 5-7 years could be a valid category, preferred to use by an early childhood student, and can be developed.
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Barnett, R. Michael. "Planetarium Show on Dark Matter." Nuclear and Particle Physics Proceedings 273-275 (April 2016): 1208–10. http://dx.doi.org/10.1016/j.nuclphysbps.2015.09.190.
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Edirisinghe, Mahesh, Dammith Rupasinghe, and C. Prasad Jinadasa. "Design Methods of Lightning Protection Systems by Keeping Aesthetic View of Architecturally Complex Structures." International Letters of Chemistry, Physics and Astronomy 52 (June 2015): 126–33. http://dx.doi.org/10.18052/www.scipress.com/ilcpa.52.126.
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The primary focus of this study is to understand design methods of appropriate lightning protection systems (LPS) for architecturally complex structures without any harmful affect to its aesthetic view. Two sites selected for this study consisting of architecturally complex structures named ‘Kuruluduwa Suspension Foot Bridge’ located in Matara, Sri Lanka (6.05No/80.20Eo) and ‘National Planetarium Building’ located in Colombo, Sri Lanka (6.95No/79.85Eo). Average lightning flash density for these two locations were 2.5 flyr-1km-2 and 2.3 flyr-1km-2 respectively. Different design methods were used to identify the most suitable LPS, based on the area of protection afforded by each one. After analyzing those two sites, it was able to introduce proper LPS for both sites by keeping architectural design as it is with no change for its aesthetic view. This study shows possibility of achieving this challenging task even for already constructed structures with present LPS standards successfully. When designing the architectural part of the structure, the architect should concern both on the visual appearance and the LPS. Creating a miniature model of the structure would be another suggestion which could be used to find the actual visual impact of the design and as well as to validate the protection system.
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Edirisinghe, Mahesh, Dammith Rupasinghe, and C. Prasad Jinadasa. "Design Methods of Lightning Protection Systems by Keeping Aesthetic View of Architecturally Complex Structures." International Letters of Chemistry, Physics and Astronomy 52 (June 2, 2015): 126–33. http://dx.doi.org/10.56431/p-c0wigc.
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The primary focus of this study is to understand design methods of appropriate lightning protection systems (LPS) for architecturally complex structures without any harmful affect to its aesthetic view. Two sites selected for this study consisting of architecturally complex structures named ‘Kuruluduwa Suspension Foot Bridge’ located in Matara, Sri Lanka (6.05No/80.20Eo) and ‘National Planetarium Building’ located in Colombo, Sri Lanka (6.95No/79.85Eo). Average lightning flash density for these two locations were 2.5 flyr-1km-2 and 2.3 flyr-1km-2 respectively. Different design methods were used to identify the most suitable LPS, based on the area of protection afforded by each one. After analyzing those two sites, it was able to introduce proper LPS for both sites by keeping architectural design as it is with no change for its aesthetic view. This study shows possibility of achieving this challenging task even for already constructed structures with present LPS standards successfully. When designing the architectural part of the structure, the architect should concern both on the visual appearance and the LPS. Creating a miniature model of the structure would be another suggestion which could be used to find the actual visual impact of the design and as well as to validate the protection system.
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Iwaniszewska, Cecylia. "Methods of Popularizing Astronomy in Various Countries." International Astronomical Union Colloquium 98 (1988): 214. http://dx.doi.org/10.1017/s0252921100092952.
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AbstractSome interesting methods of popularizing astronomy in various countries were reviewed, and may be divided into two types: active and passive methods. Active methods include: 1.Astronomy in the countryside. Astronomical camps for both children and grownups, who normally live in towns, to learn basic astronomical facts. (Italy)2.Astro-puppets. Visitors to an observatory are greeted by puppets (Copernicus, Galileo, etc.) who not only give talks, but also converse with the audience. (Argentina)3.Hand-operated devices. A simple orrery showing the movement of the Earth, and other devices that viewers operate for themselves. (India)4.Graphical calendars. Several popular observatories collaborate to produce a yearly calendar showing planetary rising and setting times, etc. (Czechoslovakia)5.Amateur clubs. High-school and university students became so interested in astronomy that they formed their own group and now produce a magazine and carry out observing, etc. in a country where there is no professional astronomical institution. (Paraguay)6.An interdisciplinary approach. Various meetings and workshops are arranged to bring together astronomy, physics, biology, geology, etc., leading to a better understanding of modern science. (Japan)7.Astronomical competitions. Everything from children’s drawings to special tests and papers, sometimes connected with special events. Also awards for the best work of popularization in a given year. (Worldwide)Passive methods are far more traditional, and include planetarium shows, including special ones for pilgrims (India); special exhibitions; radio and television programmes; public lectures; popular magazines usually edited for special groups of readers. Finally, what about humorous astronomical stories or pictures, is that active or passive?
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Moussas, Xenophon. "The Antikythera Mechanism: The oldest mechanical universe in its scientific milieu." Proceedings of the International Astronomical Union 5, S260 (January 2009): 135–48. http://dx.doi.org/10.1017/s1743921311002225.
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AbstractIn this review the oldest known advanced astronomical instrument and dedicated analogue computer is presented, in context. The Antikythera Mechanism a mysterious device, assumed to be ahead of its time, probably made around 150 to 100 BCE, has been found in a 1st century BCE shipwreck near the island of Antikythera in a huge ship full of Greek treasures that were on their way to Rome. The Antikythera Mechanism is a clock-like device made of bronze gears, which looks much more advanced than its contemporary technological achievements. It is based on mathematics attributed to the Hipparchus and possibly carries knowledge and tradition that goes back to Archimedes, who according to ancient texts constructed several automata, including astronomical devices, a mechanical planetarium and a celestial sphere. The Antikythera Mechanism probably had a beautiful and expensive box; looking possibly like a very elaborate miniature Greek Temple, perhaps decorated with golden ornaments, of an elegant Hellenistic style, even perhaps with automatic statuettes, ‘daemons’, functioning as pointers that performed some of its operations. Made out of appropriately tailored trains of gears that enable to perform specialised calculations, the mechanism carries concentric scales and pointers, in one side showing the position of the Sun in the ecliptic and the sky, possibly giving the time, hour of the day or night, like a clock. The position of the Moon and its phase is also shown during the month. On the other side of the Mechanism, having probably the size of a box (main part 32×20×6 cm), are two large spiral scales with two pointers showing the time in two different very long calendars, the first one concerning the eclipses, and lasting 18 years 11 days and 8 hours, the Saros period, repeating the solar and lunar eclipses, and enabling their prediction, and the 19 year cycle of Meton, that is the period the Moon reappears in the same place of the sky, with the same phase. An additional four-year dial shows the year of all Greek Festivities, the so-called ‘games’ (Olympic, Pythian, Isthmian etc). Two additional dials give the Exeligmos, the 54 year and 34 day cycle, which provides a more accurate prediction of eclipses. It is possible that the Mechanism was also equipped with a planetary show display, as three of the planets and their motion (stationary points) are mentioned many times in the manual of the instrument, so it was also a planetarium. From the manual we have hints that the mechanism was probably also an observational instrument, as having instructions concerning a viewfinder and possibly how to orient the viewfinder to pass a sunbeam through it, probably measuring the altitude of the Sun. There are fragmented sentences that probably give instructions on how to move the pointers to set the position of the Sun, the Moon and the planets in their initial places in the ecliptic, on a specific day, or how to measure angular distances between two celestial bodies or their coordinates. This mechanism is definitely not the first one of its kind. The fact that it is accompanied with instructions means that the constructor had in its mind to be used by somebody else and one posits that he made at least another similar instrument.
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Yu, Ka Chun, Kamran Sahami, Victoria Sahami, and Larry C. Sessions. "Using A Digital Planetarium For Teaching Seasons To Undergraduates." Journal of Astronomy & Earth Sciences Education (JAESE) 2, no. 1 (June 1, 2015): 33. http://dx.doi.org/10.19030/jaese.v2i1.9276.
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Computer-generated simulations and visualizations in digital planetariums have the potential to bridge the comprehension gap in astronomy education. Concepts involving three-dimensional spatial relationships can be difficult for the layperson to understand, since much of the traditional teaching materials used in astronomy education remain two-dimensional in nature. We study the student performance after viewing visualizations in an immersive theater and in non-immersive classrooms for the topic of seasons in an introductory undergraduate astronomy course. Using weekly multiple-choice quizzes to gauge student learning, comparison of curriculum tests taken immediately after instruction and pre-instruction quizzes show a significant difference in the results of students who viewed visualizations in the planetarium versus their counterparts who viewed non-immersive content in their classrooms, and those in the control group that saw no visualizations whatsoever. These results suggest that the immersive visuals help by freeing up cognitive resources that can be devoted to learning, while visualizations shown in the classroom may be an intrinsically inferior experience for students.
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Sherin, Zachary, Philip Tan, Heather Fairweather, and Gerd Kortemeyer. "“Einstein’s Playground”: An Interactive Planetarium Show on Special Relativity." Physics Teacher 55, no. 9 (December 2017): 550–54. http://dx.doi.org/10.1119/1.5011832.
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Hintz, Eric G., Michael D. Jones, M. Jeannette Lawler, Nathan Bench, and Fred Mangrubang. "Adoption Of ASL Classifiers As Delivered By Head-Mounted Displays In A Planetarium Show." Journal of Astronomy & Earth Sciences Education (JAESE) 2, no. 1 (June 1, 2015): 1. http://dx.doi.org/10.19030/jaese.v2i1.9274.
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Accommodating the planetarium experience to members of the deaf or hard-of-hearing community has often created situations that are either disruptive to the rest of the audience or provide an insufficient accommodation. To address this issue, we examined the use of head-mounted displays to deliver an American Sign Language sound track to learners in the planetarium Here we present results from a feasibility study to see if an ASL sound track delivered through a head-mount display can be understood by deaf junior to senior high aged students who are fluent in ASL. We examined the adoption of ASL classifiers that were used as part of the sound track for a full dome planetarium show. We found that about 90% of all students in our sample adopted at least one classifier from the show. In addition, those who viewed the sound track in a head-mounted display did at least as well as those who saw the sound track projected directly on the dome. These results suggest that ASL transmitted through head-mounted displays is a promising method to help improve learning for those whose primary language is ASL and merits further investigation.
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Garca, Guillermo M., Juan I. Gerini, and Andrea F. Costa. "Inclusion of deaf and hearing-impaired people in a planetarium show." Proceedings of the International Astronomical Union 15, S367 (December 2019): 500–502. http://dx.doi.org/10.1017/s1743921321001149.
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AbstractIn the Planetarium of the city of Rosario the deaf and the hearing-impaired people could only perceive the visual elements of the show, such as the starry sky and the video images, which are meaningless without the narration. The technical team detected the problem and implemented a solution, adapting a particular show with a team of interpreters and a deaf person, with a low cost of development and arriving to great results.
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TAKAHASHI, Mariko, and Yasuo MATSUMORI. "Effectiveness of the Planetarium Show and Evaluation of Changes in Children's Ideas." Journal of Research in Science Education 42, no. 2 (March 29, 2002): 1–12. http://dx.doi.org/10.11639/sjst.kj00005017920.
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Ford, H. C., R. Ciardullo, G. H. Jacoby, and X. Hui. "Planetary Nebulae in Galaxies Beyond the Local Group." Symposium - International Astronomical Union 131 (1989): 335–50. http://dx.doi.org/10.1017/s0074180900138690.
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Planetary nebulae can be used to estimate the distances to galaxies and to measure stellar dynamics in faint halos. We discuss surveys which have netted a total of 665 candidate planetary nebulae in NGC 5128 (Cen A), NGC 5102, NGC 3031 (M81), NGC 3115, three galaxies in the Leo Group (NGC 3379, NGC 3384, NGC 3377), NGC 5866, and finally, in NGC 4486 (M87). Radial velocities of planetaries in M32 have shown that its halo velocity dispersion is most likely isotropic. Radial velocities of planetaries in M31 show that ∼ 2/3 of the nebulae with projected radii between 15 and 30 kpc are members of a rotating thick disk with slight asymmetric drift, while ∼ 1/3 belong to a slowly rotating halo. Velocities of 116 nebulae in NGC 5128 reveal pronounced rotation and a slowly declining velocity dispersion in the halo out to 20 kpc. The [O III] λ5007 luminosity functions (PNLFs) in NGC 5128, M81, and the three Leo Galaxies have the same shape over the first magnitude. The highly consistent distances derived from the brightnesses of the jth nebula and the median nebula in different fields in the same galaxy and from different galaxies in the same group lend strong support to the suggestion that planetaries are an accurate standard candle in old stellar populations. Comparison of theoretical luminosity functions to the observed PNLFs shows that there is a very small dispersion in the central star masses.
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Hawkins, George, and B. Zuckerman. "Spatial Deconvolution of IRAS Observations of Planetaries." Symposium - International Astronomical Union 131 (1989): 186. http://dx.doi.org/10.1017/s0074180900137945.
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The sizes of fifty planetaries at the four IRAS wavelengths are presented as a result of performing spatial deconvolution of survey mode data. We obtain an increase in resolving of a factor of about 2 or 3 from the normal IRAS detector sizes of 45″, 45″, 90″, and 180″ at wavelengths 12, 25, 60 and 100 microns. Most of the planetaries deconvolve at 12 and 25 microns to sizes equal to or smaller than the optical size. Some of the nebulae such as NGC 6720 and NGC 6543 show full width at half maximum at all IRAS wavelengths that are about equal to the optical size, while others give an increasing size with wavelength. The profiles of a few interesting cases are shown. The method and results should allow comparison with models for infrared emission from dust from planetary nebulae.
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Davis, John. "A Royal English Medieval Astrolabe Made for Use in Northern Italy." Journal for the History of Astronomy 48, no. 1 (February 2017): 3–32. http://dx.doi.org/10.1177/0021828616681214.
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This article describes a medieval English astrolabe usually known as Mensing-26 and now in the Adler Planetarium and Astronomical Museum in Chicago. Details of its star positions and names, saints feast days, metallurgy, construction, and general style (featuring a “quatrefoil” rete) are examined and used to place the instrument as one of a small group of astrolabes, epitomised by the great Sloane astrolabe, which has been associated with King Edward III. Using this hypothesis, potential original owners of the instrument in c. 1330–1340 are proposed. It is also shown how the astrolabe was later modified to have a second life as a working instrument in Renaissance Florence.
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Kulikov, I. M., and V. A. Protasov. "“Virtual Planetarium” Code for Astrophysical Objects Modeling: Mathematical Model, Methodology and First Results." Vestnik NSU. Series: Information Technologies 17, no. 2 (2019): 81–90. http://dx.doi.org/10.25205/1818-7900-2019-17-2-81-90.
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The complexity of astrophysical processes lies in simultaneous consideration of components with different nature. So, for example, in the problem of collision of galaxies the three-dimensional dynamics of interstellar gas and stellar component is considered. The modeling of these components could be based on completely different classes of numerical methods. One possible solution to this problem is the use of the Eulerian-Lagrangian approach, in which the physical quantities are concentrated in material points, which is typical for the SPH method, and the calculation of forces is made on an adaptive grid bound to the system of material points. This approach uniformly takes into account both the dynamics of the continuous medium and discrete particles, and also eliminates a number of disadvantages typical for the original method. The calculation of the gravitational interaction is carried out by solving the Poisson equation for the gravitational potential. Herewith, all the particles are projected onto the computational grid and the potential values in each cell are calculated using this grid. The solution of the Poisson equation for the gravitational potential is performed using Fast Fourier Transform. The new “Virtual Planetarium” code for astrophysical objects modeling based on SPH method, supplemented by Godunov method for calculating pressure and momentum flows between particles, and Fast Fourier Transform method to solve the Poisson equation for the gravitational potential, is described in the paper. Rationale for the transition to such numerical model is given in the paper. Kinetic and hydrodynamic approaches are described in detail. The modeling of collapse of an isothermal gas cloud is performed, the ability of the method to reproduce the development of instabilities in the form of the formation of two density sleeves is shown.
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Hafiz Safiai, Mohd, Muhamad Firdaus Ab Rahman, Mohamad Zulfazdlee Abul Hassan Ashari, Ezad Azraai Jamsari, and Nurul Ilyana Muhd Adnan. "THE FEASIBILITY OF ISLAMIC ASTROTOURISM IN MALAYSIA." International Journal of Advanced Research 8, no. 11 (November 30, 2020): 162–66. http://dx.doi.org/10.21474/ijar01/11988.
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Islamic astrotourism is a form of tourism that involves the sites with astronomical, historical and archaeological interest such as observatories, mosques, museums, and planetariums. This article discusses a study on the feasibility of Islamic astrotourism in Malaysia. This article aims to enlighten the role of Islamic astronomy may significantly contribute to tourism. A qualitative method was used in this article using instrument such as document analyses, interviews and observations. The result shows that there is a tight collaboration between Islamic astronomy and tourism in some activities held by astronomical institutions and travel agencies, including of amateur astronomers and astronomical organizations such as tours, conferences, carnivals, and publications. In addition, it will show the efficiency of involvement of such organizations in the development of Islamic astrotourism in Malaysia.
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Prastyo, Irman Said, Muhammad Nurkhanif, Muhammad Iftirozun Ni'am, Apriana Apriana, and Lalu Muhammad Abdi Zamakhsyari. "Digistar 6-Based Planetarium as an Educational Media for Learning about the Sun Position Using a Horizontal Coordinate System." Physics Education Research Journal 4, no. 1 (October 13, 2022): 1–6. http://dx.doi.org/10.21580/perj.2022.4.1.11013.
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A good understanding of the labeling of the positions of celestial bodies, including the Sun, in a horizontal coordinate system, is absolutely necessary as a basis for understanding astronomy and astrophysics. The existence of media that can be used to provide simulations of the celestial sphere and its coordinate system is very important to support the learning process. Through this quantitative descriptive statistical research with One-Group Pretest-Posttest Design, it can be shown that the use of Digistar 6-Based Planetarium as an educational medium can improve students' understanding of the position of the Sun in a horizontal coordinate system. The increase in understanding was marked by an increase in the average percentage of correct answers from pretest to posttest by 32.89%, an increase in the percentage of minimum and maximum correct answers by 54% and 60%, respectively, and an increase in the number of passes in the PAP version by 53.34%.
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Gáspár, Orsolya. "The optimization process leading to the tessellation of the first geodesic dome structure, the first Planetarium of Jena." International Journal of Space Structures 37, no. 1 (December 8, 2021): 49–64. http://dx.doi.org/10.1177/09560599211064110.
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The tessellation of the first built geodesic dome structure (the first planetarium of Jena, designed by Walther Bauersfeld, built 1922–23) has been unknown until recently. While original documentation of the tessellation has been published, the concept behind it has not been uncovered. This article presents the evolution of the final tessellation based on Bauersfeld’s hand-written notes found in the Zeiss Archives in Jena. Bauersfeld contemplated various methods of subdivision and performed detailed calculations and optimality analysis on them—preceding the theoretical studies on the tessellation of geodesic domes by almost 30 years. His key findings, relevant and comparable with later studies are highlighted. The concept of the presumably final tessellation is revealed to be the equal-area triangulation of the sphere—which has to the author’s knowledge not been considered ever since for geodesic domes. The remarkably simple algorithm applied did not result in a theoretically exact solution (well known to Bauersfeld), but as shown in this article in engineering terms it got sufficiently close. Moreover, it is concluded that the resulting tessellation excels in terms of important parameters (e.g. edge length ratio, number of different edges) compared to existing practical and theoretical solutions.
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Brown, Daniel. "Exploring Skyscape in Stellarium." Journal of Skyscape Archaeology 1, no. 1 (July 10, 2015): 93–112. http://dx.doi.org/10.1558/jsa.v1i1.26956.
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Exploring and engaging with the skyscape is an important method for developing meaning in the context of archaeoastronomical findings. In some cases the appearance of the sky needs to be simulated to reproduce conditions as they would have been experienced during the time period of interest. To achieve this goal planetarium software such as Stellarium has been used in the past. This paper will describe the context into which work with Stellarium has to be set to ensure a full skyscape experience. The precision of the sky simulated using Stellarium is shown to be as good as one degree for time periods dating back as far as 4000 BC. Most importantly, the paper also illustrates the opportunities photorealistic panorama imported into Stellarium have in conveying realism and also allowing for a fuller experience of temporal rhythms that enforce the skyscape experience. Finally, we conclude that Stellarium offers an ideal environment to develop skyscapes beyond the usual factual and representative dimension towards an artistic tool to convey mood and capture emotion.
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Gacheva, Anastasia G. "Russia and Europe, Man and History in the Book by Vladimir Kantor “Dostoevsky’s Two Homelands: an Attempt at Comprehension”." Voprosy Filosofii, no. 2 (February 8, 2023): 132–42. http://dx.doi.org/10.21146/0042-8744-2023-2-132-142.
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The article is a reflection on the book by the Russian writer and philosopher Vladimir Kantor, which examines the interaction in Dostoevsky’s creative consciousness of two historical and cultural streams coming from Russia and Europe, having a single source in Christianity and ultimately converging in the ideal of all-humanity. The relevance of the appearance of this book is shown, which, relying on Dostoevsky and European thinkers, raises the problem of the religious crisis and allows us to reveal the ethical and axiological content of the Russian idea in the aspect of the movement towards a new version of planetarity. The watershed is marked between the historiosophical model based on the idea of the civilizational alienation of Russia and the West to each other, and the vision of Dostoevsky, for whom Russia and Europe are spiritual sisters and co-workers in history, designed to transfer humanity from a state of enmity to a state of brotherhood.
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Golovaty, V. V., and Yu F. Malkov. "Chemical Composition of Planetary Nebulae: A New Determination." Symposium - International Astronomical Union 155 (1993): 579. http://dx.doi.org/10.1017/s0074180900172535.
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A new method of the determination of planetary nebulae abundances is proposed. Unobserved ionization stages are taken into account with aid of the correlations between relative abundances of various ions which had been obtained from the grid of the photoionization models of planetary nebulae luminescence calculated by us. Simple approximative expressions for the determination of He/H, C/H, N/H, O/H, Ne/H, Mg/H, Si/H, S/H, and Ar/H are found. The chemical composition of 130 galactic planetary nebulae is revised. The observational data were compiled from 73 papers of many authors published in 1972–1991. Our mean abundances of C, N, O, Ne, S, Ar are 0.1–0.3 dex lower than the mean abundances of these elements found previously by other authors. Such a discrepancy may be due to an overestimation of “empirical” ionization correction factors in previous works. It is shown that the abundance of oxygen in massive stars-precursors may be reduced by 0.2 dex on average due to the ON-cycle, but the abundance of neon remains practically unchanged. A comparative analysis of the abundances in the galactic disk, bulge and halo nebulae is carried out. We found that helium is enhanced in the galactic bulge nebulae relative to the disk ones, but the mean nitrogen abundance and mean ratio N/O are lower in the bulge. Our data suggest that the second dredge-up did not take place in the stars-precursors of the bulge planetaries, and the helium and nitrogen enhancement in these nebulae is due to other mixing processes. The mean abundances of O, Ne, S, Ar in the galactic disk and galactic bulge nebulae are quite similar, and we must conclude that the stars-precursors of the bulge planetaries had been formed during the same burst of star formation as the stars-precursors of the disk nebulae, while the halo nebulae correspond to the previous burst.
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Stoev, A., and P. Maglova. "Yuri Gagarin public astronomical observatory – the first in Bulgaria: 60 years later." Heritage and Modern Times 4, no. 3 (November 23, 2021): 356–66. http://dx.doi.org/10.52883/2619-0214-2021-4-3-356-366.
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The report presents an analysis of the history of the Public Astronomical Observatory (NAO) "Yuri Gagarin", the city of Stara Zagora, which was officially opened on February 26, 1961. The initiative to open it belongs to a group of enthusiasts, among which the figure of Boncho Bonev is of particular importance. With financial and material assistance from the municipality of Stara Zagora, the first premises were equipped and the first astronomical instruments and equipment were purchased. The observatory bears the name of the world's first pilot - cosmonaut Yuri Gagarin. The natural evolution of the development of the Observatory is presented, as well as the need of creation an observational base outside the city, in the area of the Ayazmo Park (opened in 1968). The supply with amateur telescopes is shown, as well as of a large optical instrument for professional astronomical work – a refractor (200/3000 mm), the Kude system, the production of the Carl Zeiss, Jena (former East Germany). The acquired ZKP-2 planetarium at the Carl Zeiss factory in Jena expands the NAO's capabilities in the education and promotion of astronomy and space science.The evolution of extracurricular astronomy training and the mass popularization of the achievements of astronomy, aeronautics, physics and human technology in PAOP are analyzed, as well as scientific observations of artificial Earth satellites. In this connection, in 1979 a specialized out-of-town observation base was built in the area of the Stara Zagora Mineral Baths, equipped with one of the most modern devices of its time – the AFU-75 satellite camera. An attempt was made to periodize the history of PAOP «Yu. Gagarin», the main stages being arranged in time according to significant historical, technological, organizational or other events.
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Wylie, Douglas R. W., and Barrie J. Frost. "Responses of Neurons in the Nucleus of the Basal Optic Root to Translational and Rotational Flowfields." Journal of Neurophysiology 81, no. 1 (January 1, 1999): 267–76. http://dx.doi.org/10.1152/jn.1999.81.1.267.
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Wylie, Douglas R. W. and Barrie J. Frost. Responses of Neurons in the nucleus of the basal optic root to translational and rotational flowfields. J. Neurophysiol. 81: 267–276, 1999. The nucleus of the basal optic root (nBOR) receives direct input from the contralateral retina and is the first step in a pathway dedicated to the analysis of optic flowfields resulting from self-motion. Previous studies have shown that most nBOR neurons exhibit direction selectivity in response to large-field stimuli moving in the contralateral hemifield, but a subpopulation of nBOR neurons has binocular receptive fields. In this study, the activity of binocular nBOR neurons was recorded in anesthetized pigeons in response to panoramic translational and rotational optic flow. Translational optic flow was produced by the “translator” projector described in the companion paper, and rotational optic flow was produced by a “planetarium projector” described by Wylie and Frost. The axis of rotation or translation could be positioned to any orientation in three-dimensional space. We recorded from 37 cells, most of which exhibited a strong contralateral dominance. Most of these cells were located in the caudal and dorsal aspects of the nBOR complex and many were localized to the subnucleus nBOR dorsalis. Other units were located outside the boundaries of the nBOR complex in the adjacent area ventralis of Tsai or mesencephalic reticular formation. Six cells responded best to rotational flowfields, whereas 31 responded best to translational flowfields. Of the rotation cells, three preferred rotation about the vertical axis and three preferred horizontal axes. Of the translation cells, 3 responded best to a flowfield simulating downward translation of the bird along a vertical axis, whereas the remaining 28 responded best to flowfields resulting from translation along axes in the horizontal plane. Seventeen of these cells preferred a flowfield resulting from the animal translating backward along an axis oriented ∼45° to the midline, but the best axes of the remaining eleven cells were distributed throughout the horizontal plane with no definitive clustering. These data are compared with the responses of vestibulocerebellar Purkinje cells.
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Bretones, Paulo S. "A history of IAU Commission C1: a look from the Newsletters." Proceedings of the International Astronomical Union 13, S349 (December 2018): 419–30. http://dx.doi.org/10.1017/s1743921319000541.
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AbstractThis work aims to present the partial results of a project to collect and analyze all the issues of the Newsletters of Commission C1 (Astronomy Education and Development), formerly named Commission 46. The sources and the (hard) work to obtain printed editions, digitalize and make them available on the Internet are shown. Over 40 years, 86 issues from 1977 until 2017 were published. The Newsletters list the structure of the Commission featuring the names of presidents, vice-presidents, organizing committee, editors, printing and distribution responsible with editorial and presidential letters in the cover. A preliminary analysis of contents of the published material is done. The results present the main subjects of stories that were related to papers, teaching materials, book reviews, courses and meetings. Many solar eclipses and other phenomena were reported. Reports of important projects of the commission were published, such as: International Schools for Young Astronomers (ISYAs), the travelling telescope among others WG projects. Stories of travels and triennial reports from many countries were continuously published presenting many actions and activities for all school levels, non-school activities such as planetariums and many other astronomy subjects. Reports of the education sessions and business meetings held during the IAU GAs and projects in developing countries complemented these publications. Occasionally, papers dealing with great questions and subjects can be found. There are many published contributions that show the participation of many members from many countries and the efforts to improve the astronomy education throughout the world. The surveyed material can be very useful for the next generations of astronomy education researchers, practitioners and teachers, not only as a repository of historical documents, but also as an inspiration for future projects.
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Perez Neira, David, Olga De Marco Larrauri, and Patricio Alvarez Muñoz. "La huella ecológica de las naciones. Reflexiones globales, particularidades ecuatorianas / The ecological footprint of nations. Overall thoughts and the ecuadorian context." Ciencia Unemi 8, no. 14 (August 24, 2015): 93. http://dx.doi.org/10.29076/issn.2528-7737vol8iss14.2015pp93-103p.
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La huella ecológica puede ser definida como un indicador biofísico que integra el conjunto de impactos que ejerce una comunidad sobre su entorno medido en términos de apropiación de ecosistemas considerando tanto los recursos necesarios como los residuos generados para el mantenimiento de dicha comunidad. El objetivo principal de este trabajo es presentar las principales reflexiones teóricas en torno a la huella ecológica, así como analizar los resultados más importantes a escala global y particularmente para Ecuador. Los resultados presentados por Global FootPrint Network muestran como a día de hoy existe un déficit ecológico a nivel mundial al haberse rebasado la biocapacidad planetaria. La responsabilidad de este hecho, en términos de huella, se reparte de forma desigual entre los diferentes países. A pesar de que Ecuador es un país con una huella ecológica “media”, ésta no ha dejado de incrementarse en los últimos años. Resultado que pone en evidencia el conflicto existente entre el modelo de desarrollo seguido y la sostenibilidad ambiental. AbstractThe ecological footprint can be defined as a biophysical indicator that integrates the sum of impacts that a population causes on its environment measured as human demand on the earth’s ecosystems. It takes into account the resources and the waste generated by a community. The main objective of this work is to show the main theoretical reflections about ecological footprints, as well as the most important results of this indicator on a global scale and particularly for Ecuador. The results presented by the Global Footprint Network show an ecological deficit because the global economy has exceeded global biocapacity. The responsibility for this is unevenly distributed between different countries. Although Ecuador is a country with an “average” ecological footprint, it has continued to increase in the last years. This result shows the conflict between the development model followed and environmental sustainability.
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Zavaleta Hernández, Sandra Kanety, and Cesari Irwing Rico Becerra. "La pandemia del SARS-CoV-2 como riesgo global: desigualdad e inseguridad humana." URVIO. Revista Latinoamericana de Estudios de Seguridad, no. 31 (September 1, 2021): 62–76. http://dx.doi.org/10.17141/urvio.31.2021.4985.
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La pandemia del SARS-CoV-2 cuestiona las estrategias de seguridad global dominantes y resalta las inmensas contradicciones de nuestro modo de vida. Este artículo tiene por objetivo analizar, desde la perspectiva de la seguridad humana, la pandemia como riesgo y amenaza para la vida social a escala global. Se retoman las categorías conceptuales de seguridad humana y riesgo global, para comprender las desigualdades, violencias estructurales y vulnerabilidades que acompañan la emergencia sanitaria y que perpetuarán sus afectaciones en el tiempo, para hacer de ella una crisis social total. Mediante las metodologías cuantitativa y cualitativa, se examinan algunas de las principales tendencias de riesgo que la pandemia representa. La hipótesis es que, con la pandemia, se suprimen los resquicios de seguridad y certeza brindados por la modernidad, cuyas contradicciones provocaron la catástrofe planetaria más importante en la historia reciente. Asimismo, la pandemia muestra que las estrategias ancladas a la seguridad tradicional no son las más apropiadas para enfrentar las consecuencias que tendrá la crisis sanitaria. La reivindicación de perspectivas multidimensionales sobre la seguridad se hace imprescindible, para responder a riesgos y amenazas.
Abstract
The SARS-CoV-2 pandemic has questioned the dominant international security strategies, and also highlighted the immense contradictions in our global way of life. From a human security perspective, this investigation analyses the pandemic as a risk and threat to social life on a global scale. The conceptual categories of human security and global risk are used to understand the inequalities, structural violence and vulnerabilities that accompany the health emergency and make it a total social crisis. Some of the main risk trends that the pandemic represents are quantitatively and qualitatively analyzed. It is proposed that the global pandemic is leading to the suppression of the loopholes of security and certainty provided by modernity, whose contradictions have led us to suffer the most important planetary catastrophe in recent history. Likewise, the pandemic has shown that the strategies anchored to traditional security are not the most appropriate to face the consequences that the current health crisis will have. Therefore, to respond to these risks and threats, it is essential to develop new perspectives on security.
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Ahmad, Zainal Arifin. "Pola Pembelajaran Agama Islam di Madrasah dalam Perspektif Pendidikan Holistik: Studi Kasus di Madrasah Aliyah Negeri 3 Sleman Yogyakarta." Sukma: Jurnal Pendidikan 2, no. 1 (June 4, 2018): 121–36. http://dx.doi.org/10.32533/02105(2018).
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This research aims at investigating the pattern of Islamic learning process at Yogyakarta-based Islamic senior high school-3 from holistic learning perspective. The research adopts qualitative approach. The research shows that the pattern of the Islamic learning process at the Islamic senior high school implemented in the unity of Islamic education curriculum with three main inseparable components, i.e. intra-curricular, extracurricular and hidden-curricular, has accommodated holistic learning principles. The accommodation can be evaluated from the implementation of basic holistic learning principles comprising of interconnectedness, wholeness and being. In spite of this accommodation, the research has found some weaknesses in the Islamic learning processs. First, the development of the five-level of learners potencies as envisioned in holistic learning, i.e. personal, community, social, planetary and cosmic, has not been formulated explicitly in the curriculum and lesson plan. The existing formulation only respects to the development of six dimensions of learners potencies, i.e. physical, emotional, intellectual, social, aesthetic, and spiritual. Second, the intra-curricular learning process is still more oriented to teaching for the test and less oriented to teaching for the whole task. Third, the subject matter of Islamic learning curriculum, i.e. al-Qur’an-Hadis, Akidah-Akhlak, and Fikih have not been integrated as a single unit. The three subject matters still stand on their own theme, and have not been integrated as a single unit. The research has successfully mapped out the characterizing pattern of quality development of Islamic learning process seen from the perspective of holistic learning at the madrasah.[Penelitian ini bertujuan untuk mengungkapkan pola pembelajaran agama Islam di MAN 3 Sleman Yogyakarta ditinjau dari perspektif pembelajaran holistik. Penelitian ini menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa proses pembelajaran agama Islam di MAN 3 Sleman Yogyakarta yang diimplementasikan dalam kesatuan program pembelajaran intrakurikuler, ekstrakurikuler, dan hidden curricular secara umum telah mengarah kepada pola pembelajaran holistik. Dikatakan demikian karena dalam penerapan kesatuan tiga program pembelajaran tersebut ditemukan adanya penerapan tiga prinsip dasar pembelajaran holistik yang meliputi connectedness, wholeness, dan being. Hanya saja, dalam proses pembelajaran agama Islam tersebut masih terdapat beberapa kelemahan. Pertama, secara konseptual, pengembangan lima level potensi peserta didik (personal, komunitas, sosial, planetari, dan kosmis) sebagaimana dicanangkan dalam pembelajaran holistik belum terumuskan secara eksplisit dalam kurikulum maupun dalam perencanaan pembelajaran agama Islam. Rumusan yang ada hanya berkenaan dengan pengembangan enam dimensi potensi peserta didik (fisik, emosi, intelektual, sosial, estetika, dan spiritual). Kedua, proses pembelajaran agama Islam intrakurikuler masih lebih dominan berorientasi pada teaching for the test dan kurang berorientasi pada teaching for the whole task. Ketiga, materi pelajaran agama Islam intrakurikuler yang meliputi Akidah-Akhlak, al-Qur’an-Hadis, dan Fikih masih merupakan materi pelajaran yang berdiri sendiri-sendiri dan belum terintegrasi sebagai satu kesatuan untuk dapat memberikan kemampuan kepada peserta didik dalam melakukan tugas-tugas yang bersifat kompleks dan menyeluruh (whole task). Penelitian ini memberi kontribusi dalam memetakan karakteristik pola proses pembelajaran agama Islam di madrasah ditinjau dari perspektif pembelajaran holistik.]
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Ahmad, Zainal Arifin. "Pola Pembelajaran Agama Islam di Madrasah dalam Perspektif Pendidikan Holistik: Studi Kasus di Madrasah Aliyah Negeri 3 Sleman Yogyakarta." Sukma: Jurnal Pendidikan 2, no. 1 (June 4, 2018): 121–36. http://dx.doi.org/10.32533/02105.2018.
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This research aims at investigating the pattern of Islamic learning process at Yogyakarta-based Islamic senior high school-3 from holistic learning perspective. The research adopts qualitative approach. The research shows that the pattern of the Islamic learning process at the Islamic senior high school implemented in the unity of Islamic education curriculum with three main inseparable components, i.e. intra-curricular, extracurricular and hidden-curricular, has accommodated holistic learning principles. The accommodation can be evaluated from the implementation of basic holistic learning principles comprising of interconnectedness, wholeness and being. In spite of this accommodation, the research has found some weaknesses in the Islamic learning processs. First, the development of the five-level of learners potencies as envisioned in holistic learning, i.e. personal, community, social, planetary and cosmic, has not been formulated explicitly in the curriculum and lesson plan. The existing formulation only respects to the development of six dimensions of learners potencies, i.e. physical, emotional, intellectual, social, aesthetic, and spiritual. Second, the intra-curricular learning process is still more oriented to teaching for the test and less oriented to teaching for the whole task. Third, the subject matter of Islamic learning curriculum, i.e. al-Qur’an-Hadis, Akidah-Akhlak, and Fikih have not been integrated as a single unit. The three subject matters still stand on their own theme, and have not been integrated as a single unit. The research has successfully mapped out the characterizing pattern of quality development of Islamic learning process seen from the perspective of holistic learning at the madrasah.[Penelitian ini bertujuan untuk mengungkapkan pola pembelajaran agama Islam di MAN 3 Sleman Yogyakarta ditinjau dari perspektif pembelajaran holistik. Penelitian ini menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa proses pembelajaran agama Islam di MAN 3 Sleman Yogyakarta yang diimplementasikan dalam kesatuan program pembelajaran intrakurikuler, ekstrakurikuler, dan hidden curricular secara umum telah mengarah kepada pola pembelajaran holistik. Dikatakan demikian karena dalam penerapan kesatuan tiga program pembelajaran tersebut ditemukan adanya penerapan tiga prinsip dasar pembelajaran holistik yang meliputi connectedness, wholeness, dan being. Hanya saja, dalam proses pembelajaran agama Islam tersebut masih terdapat beberapa kelemahan. Pertama, secara konseptual, pengembangan lima level potensi peserta didik (personal, komunitas, sosial, planetari, dan kosmis) sebagaimana dicanangkan dalam pembelajaran holistik belum terumuskan secara eksplisit dalam kurikulum maupun dalam perencanaan pembelajaran agama Islam. Rumusan yang ada hanya berkenaan dengan pengembangan enam dimensi potensi peserta didik (fisik, emosi, intelektual, sosial, estetika, dan spiritual). Kedua, proses pembelajaran agama Islam intrakurikuler masih lebih dominan berorientasi pada teaching for the test dan kurang berorientasi pada teaching for the whole task. Ketiga, materi pelajaran agama Islam intrakurikuler yang meliputi Akidah-Akhlak, al-Qur’an-Hadis, dan Fikih masih merupakan materi pelajaran yang berdiri sendiri-sendiri dan belum terintegrasi sebagai satu kesatuan untuk dapat memberikan kemampuan kepada peserta didik dalam melakukan tugas-tugas yang bersifat kompleks dan menyeluruh (whole task). Penelitian ini memberi kontribusi dalam memetakan karakteristik pola proses pembelajaran agama Islam di madrasah ditinjau dari perspektif pembelajaran holistik.]
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Kachur, Reynee, Michelle Fleming, and Sara Seidling. "Launching STEM Interst: Using Rockets to Propel to Excel in STEM Results of the Lift-Off for Teachers and Youths (LOFTY) Program." Proceedings of the Wisconsin Space Conference, December 14, 2012. http://dx.doi.org/10.17307/wsc.v0i0.30.
Full textAbstract:
The Lift-Off For Teachers and Youths (LOFTY) program brought together the UW Oshkosh Science Outreach Program within the College of Letters and Science and College of Education and Human Services faculty to provide a space-related science learning opportunity for in- service teachers that in turn excites and engages the students they teach in aerospace-related science, design and technology. This project dovetailed nicely with many of the other hands-on science programs already conducted by Science Outreach, while at the same time filling a void of increasing the content knowledge of elementary teachers, and increasing the interest and hands-on space-related science experiences for elementary students in Wisconsin. The LOFTY project also emphasized current NASA education goals including helping educators and students develop the critical skills and knowledge base in space-related science. By bringing in elements of an in-service hands-on teacher training, cross disciplinary discussions to incorporate a rocket unit into each subject, planetarium shows at the Buckstaff Planetarium, and using the framework of the Science Olympiad rules and values, the LOFTY project increased interest in and excitement for science, technology, engineering and mathematics (STEM).Â
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"Mathematical Lens: Planes, Ferries, and Cylinders: Some Conic Sections." Mathematics Teacher 103, no. 2 (September 2009): 104–8. http://dx.doi.org/10.5951/mt.103.2.0104.
Full textAbstract:
When the “Mathematical Lens” editors walked a mathematics trail in and around the San Francisco Museum of Modern Art several years ago, we marveled at the architecture—in particular, a central, open cylindrical column truncated at an angle (see photographs 1 and 2)—and considered the mathematics of the cross section. Since then, we received a photograph of the Shafran Planetarium at the Cleveland (Ohio) Museum of Natural History, taken by Julian D'Angela, a mathematics teacher in Hamilton, Ontario (see photograph 3), that shows a conical structure cut by a plane. Editor Bentele took more photographs of San Francisco structures truncated at varying angles and considered further the mathematics involved.
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"Mathematical Lens: Planes, Ferries, and Cylinders: Some Conic Sections." Mathematics Teacher 103, no. 2 (September 2009): 104–8. http://dx.doi.org/10.5951/mt.103.2.0104.
Full textAbstract:
When the “Mathematical Lens” editors walked a mathematics trail in and around the San Francisco Museum of Modern Art several years ago, we marveled at the architecture—in particular, a central, open cylindrical column truncated at an angle (see photographs 1 and 2)—and considered the mathematics of the cross section. Since then, we received a photograph of the Shafran Planetarium at the Cleveland (Ohio) Museum of Natural History, taken by Julian D'Angela, a mathematics teacher in Hamilton, Ontario (see photograph 3), that shows a conical structure cut by a plane. Editor Bentele took more photographs of San Francisco structures truncated at varying angles and considered further the mathematics involved.
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Fleckner, Uwe. "From Mythical to Mathematical Orientation: The "Cosmologicon" of the Hamburg Planetarium as a Branch of the Kulturwissenschaftliche Bibliothek Warburg." ARJ – Art Research Journal: Revista de Pesquisa em Artes 9, no. 1 (July 28, 2022). http://dx.doi.org/10.36025/arj.v9i1.29654.
Full textAbstract:
Aby Warburg’s “Collection of images on the history of astronomy and astrology”, opened 1930 in the Hamburg planetarium as a permanent exhibition, was the only completed project of his famous “image series” (the Atlas Mnemosyne included). Considered as a didactic tool for the citizens of Hamburg to understand the cultural history of astrology and astronomy, it assembled a wide range of reproductions of stars, constellations and superstitious as well as scientific images depicted in the arts from “primitive” peoples to the era of Dürer, Luther and Kepler. Warburg’s ambition was to create a reflexive distance (Denkraum) between men and the threatening phenomena experienced while looking into the sky: “The history of astronomy shows the manifold forms of human views of the world. Setting out from fear of demons and magic, humanity always has to travel afresh the path to the abstract logic of scientific observation”.
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"Planetarium show now available." Astronomy & Geophysics 60, no. 1 (February 1, 2019): 1.5. http://dx.doi.org/10.1093/astrogeo/atz009.
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