Relevant bibliographies by topics / School: School of Chemical and Physical Sciences

Academic literature on the topic 'School: School of Chemical and Physical Sciences'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School: School of Chemical and Physical Sciences"

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Pekhnyo, Vasyl, Anatoliy Omel’chuk, and Olga Linyucheva. "SCIENTIFIC ELECTROCHEMICAL SCHOOL OF KYIV." Ukrainian Chemistry Journal 88, no. 6 (July 27, 2022): 71–101. http://dx.doi.org/10.33609/2708-129x.88.06.2022.71-101.

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An overview dedicates to the directions of scientific research and achieved results in the field of electrochemistry, initiated by scientific institutions and in higher educational institutions of Kyiv. Academician O.V. Plotnikov is the forerunner of the world- known Kyiv School of Electrochemistry, formed in the last century's twenties: M.I. Usanovych, V.O. Izbekov, Ya.A. Fialkov, Yu.K. Delimarskyi, I.A. Sheka, and many other scientists known to the general scientific community. O.V. Plotnikov and his followers are one of the first to attempt to combine the most progressive theoretical provisions on electrolytic dissociation, the chemical theory of solutions, and the chemistry of complex compounds for that time. World achievements of the Kyiv School of Electrochemistry were provided by the results of such fundamental research as the chemical theory of solutions, acid-base interactions (Usanovich's theory), the structure of the electric double layer (the Yesin-Markov effect, the reduced Antropov scale of potentials), physical chemistry and electrochemistry of molten electrolytes, kine­tics electrode processes, electrometallurgy, electrochemical materials science, electrochemical power engineering. Representatives of our School significantly expanded the knowledge of mass transfer in electrochemical systems with molten electrolytes (the phenomenon of the transfer of metals from the anode to the cathode). New technological processes of obtaining and refining heavy non-ferrous metals (bismuth, lead, indium, etc.), finishing metal surfaces, extraction of radionuclides, electroplating technology, and environmental monitoring have been introduced into the practice of industrial production. Research in electrochemical materials science is closely connected to solving the problems of electrochemical energy, particularly, the creation of new sources of current, including solid-state, hydrogen generators, and converters of solar energy into electrical power. The studies of electrochemical aspects of the extraction of some refractory metals from natural raw materials, the creation of new materials with specified functional properties, catalysts, and electrocatalysts, the latest galvanic coatings, electrode and electrolyte materials for chemical current sources and supercapacitors, valuable inorganic compounds, metal and carbon nanophases, corrosion inhibitors are expanding the scientific direction of elect­rochemical materials science.
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Sherburn, Michael. "Introduction to Supramolecular Chemistry By Helena Dodziuk." Australian Journal of Chemistry 55, no. 5 (2002): 357. http://dx.doi.org/10.1071/ch02004_br.

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Introduction to Supramolecular ChemistryBy Helena DodziukKluwer Academic Publishers, The Netherlands.December 2001, 364 pp.ISBN 1402002149Hardcover, 82.00 GBP.Introduction to Supramolecular Chemistry by Dr Helena Dodziuk of the Institute of Physical Chemistry, Polish Academy of Sciences, is a broad summary of chemical aspects of supramolecular science. * Dr Michael Sherburn is a senior lecturer in organic chemistry at the School of Chemistry, the University of Sydney.
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S, Khairil Mizal, Praveen Kumaran, Ainul Husna K, and Ahmad Faizol H. "Development of Safety Briefing Kit for School of Health Sciences." Asian Journal of Medicine and Biomedicine 6, S1 (November 4, 2022): 9–11. http://dx.doi.org/10.37231/ajmb.2022.6.s1.504.

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Occupational safety and health (OSH) briefings for employees and other interested parties are crucial in ensuring the proper dissemination of minimal OSH requirements and information across the organization [1]. The implementation in Malaysia is based on OSH regulations as outlined by the Department of Safety and Health Malaysia. The challenge here is the requirement for OSH briefing shall be different depending on the facility and operations themselves. Adding up, it is crucial for OSH briefing to be delivered with the right content to everyone efficiently and simply but as accurately and easily understandable as possible [2]. Several studies have indicated the multiple types of hazards available in tertiary education settings (i.e., university, college, polytechnic, etc.) which include physical, chemical, biological, electrical, and even radiological [3–5]. As tertiary education settings have multiple types of occupancy ranging from students, academic staff, support staff, contractors, and visitors, the risk of injury to the occupants is feasible. Hence, the objective of this study was to identify the elements of OSH briefing content and develop an OSH briefing kit for tertiary education settings. Understanding and evaluating elements of OSH briefing require a systematic approach for reviewing documents, both printed and electronic materials, hence document analysis methods were utilized [6]. Reports, articles, books, standards, and guidelines with a keyword of safety briefing were used to filter the identified documents and every identified information on OSH briefing is categorized into larger elements. These produced the total elements needed in conducting an effective OSH briefing. An OSH briefing kit was developed for the School of Health Sciences, Universiti Sains Malaysia (USM) based on the identified elements. By utilizing the face validity method [7], the OSH was then discussed and verified by seven experts consisting of the school emergency team. Using an adopted four sections, thirteen questions of five points Likert scale questionnaire were used to assist experts in reviewing the OSH briefing kit. This study has been reviewed and approved by the USM Human Research Ethics Committee (USM/JEPeM/22020125). Through extensive literature, there were seven safety briefing elements identified for a good safety briefing [1–3,5,8] as summarized in Figure 1. The scope of the safety briefing served as the learning outcomes must be informed to the participant earlier during each safety briefing session. A specified facility background is necessary as different facilities might have different layouts and arrangements. General safety and security requirements should be stated clearly as each facility is unique and might have different risks. Basic personal protective equipment (PPE) is required to ensure that everyone entering the facility is minimally protected in preventing or minimizing injuries. Common hazards, which are typically identified by a comprehensive risk management process, will ensure that everyone understands the hazards located across the facility while reiterating the necessity of general safety and security regulations and basic PPE needs. An essential emergency procedure provides everyone with an understanding of basic response to the emergency which includes notification, communication, evacuation process, and route including assembly area and accountability process. Finally, the briefing time should be less than 15 minutes to ensure short and precise communications and to minimally disrupt the main activity or operations. The developed OSH briefing kit was tailored to the School of Health Sciences requirements and consisted of a presentation slide for a manual briefing by respective emergency team personnel as well as the three minutes and 40 seconds of pre-recorded OSH briefing multimedia depending on the availability of non-emergency team members. There were 13 slides in the presentation, each with pre-written text to make the briefing process simpler. School event organizers could have the option to use any of the two materials from the OSH briefing kit. The kit utilizes the elements of effective safety briefing identified earlier. Through the experts' validations process, it was agreed that the OSH briefing kit has good information quality with an average score of 4.26 indicating the accuracy of the content covered. The usefulness of the kit was also consented by experts at 4.52 average score indicating comprehensive general OSH requirement in the school. The OSH briefing kit scored 4.24 on average for usage characteristic and the overall satisfaction of the kit was at 4.29 average score. It is concluded that in developing an effective OSH briefing, a total of seven (7) elements should be considered to ensure the comprehensiveness of the briefing, hence the novelty of this study. The elements are suitable to be used in developing an OSH briefing for tertiary education settings, but the content should be tailored based on the entity itself. Future studies will include the evaluation of the developed OSH briefing kit for the end-user in understanding the acceptability and understanding of the minimum OSH requirement in tertiary education settings.
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Mlinac-Jerković, Kristina, Vladimir Damjanović, Svjetlana Kalanj-Bognar, and Jasna Lovrić. "Marking a Century of the Department of Chemistry and Biochemistry at School of Medicine in Zagreb." Croatica chemica acta 92, no. 3 (2019): 435–42. http://dx.doi.org/10.5562/cca3554.

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In 2018 the Department of Chemistry and Biochemistry at Zagreb School of Medicine celebrated 100 years since it was established by professor Fran Bubanović. This essay is focused on his successors, outstanding teachers and scientists, professors Tomislav Pinter and Mihovil Proštenik, members of Yugoslavian (today Croatian) Academy of Sciences and Arts. Tomislav Pinter was a prominent physical chemist who had an original approach and gave novel interpretation of van der Waals and Wohl’s equations. He also served as the president of Croatian Chemical Society. Neurobiochemist Mihovil Proštenik started as an organic chemist at “Prelog’s Zagreb School of Organic Chemistry”. He collaborated with two Croatian Nobel prize winners in chemistry: his PhD thesis supervisor Vladimir Prelog and Lavoslav Ružička. He was the founder of “Zagreb School of Lipidology”, discovered a new sphingoid base C20-sphingosine, and had a major role in the establishment of Ruđer Bošković Institute. Herein we honor their contributions to Croatian science and beyond, and share so far unpublished valuable material from the Department archive.
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Özkanbaş, Müge, and Özgecan Taştan Kırık. "Implementing collaborative inquiry in a middle school science course." Chemistry Education Research and Practice 21, no. 4 (2020): 1199–217. http://dx.doi.org/10.1039/c9rp00231f.

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Process Oriented Guided Inquiry Learning (POGIL®) as a collaborative inquiry method has been widely used in teaching chemistry to high school and college students. This paper presents the impact of POGIL on 65 middle school students’ understanding about nature of matter. It is a quasi-experimental non-equivalent control group design study in which a control group taught by whole class instruction was compared to the experimental group which was taught by POGIL in the context of the “Particulate Nature of Matter (PNM) Unit” including PNM, physical and chemical change and density topics. A Nature of Matter Achievement Test was administered as both pre- and post-test. It was found that a POGIL method improved students’ achievement more than teacher-centered whole-class instruction. This study provides evidence supporting the fact that POGIL is an effective pedagogy to teach nature of matter to middle school students.
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Grigoriev, N. D. "Chemist, Practitioner, Teacher… Ivan Alekseevich Kablukov (1857–1942)." World of Transport and Transportation 20, no. 1 (December 17, 2022): 113–19. http://dx.doi.org/10.30932/1992-3252-2022-20-1-13.

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2022 marks the 165th anniversary of the birth of the outstanding Russian scientist Ivan Alekseevich Kablukov. The main field of scientific interests and discoveries of Academician Kablukov relates to electrochemistry of non-aqueous solutions. I. A. Kablukov is also known as a teacher and populariser of science, the founder of the school of physical chemists in Russia, as the author of a number of works on the history of chemistry.In 1896, at the Moscow Imperial Engineering School of the Department of Railways (now Russian University of Transport), Kablukov founded the Department of Chemistry, which he led for a long time. In total, Kablukov’s scientific heritage includes more than three hundred works.Corresponding Member of the Academy of Sciences of the USSR (1928), Honorary Member of the Academy of Sciences of the USSR (1932), Honorary Member of the Society of Lovers of Natural Science, Anthropology and Ethnography (since 1921), Member of Russian Physico-Chemical Society, Society for Acclimatisation of Animals and Plants (since 1898), All-Union Chemical Society n.a. D. I. Mendeleev (in 1934 he was elected vice-president of Moscow branch of AUCS) and many other scientific societies. Honoured Professor of Moscow University (since 1910).A. Kablukov owns fundamental work on the theory of solutions, thermochemistry, and processing of mineral raw materials into fertilisers. He was an outstanding teacher.
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Makri, Kyriaki. "The Content of Meteorology in Greek Geosciences’ Textbooks." World Journal of Educational Research 9, no. 5 (October 14, 2022): p43. http://dx.doi.org/10.22158/wjer.v9n5p43.

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In the Greek primary and secondary education, weather phenomena and climate change are mainly approached through the courses of Physics, Geology, Geography and Chemistry. The main objective of teaching Science is to acquire knowledge about theories, laws and principles. The expected result is that the student will be able to interpret the physical, chemical, biological and geological phenomena, as well as their interactions. Furthermore, teaching Science aims to develop the personality of the student through the promotion of independent thinking and the ability to reasonably deal with difficult situations. In this context, this research seeks to investigate the adequacy of the knowledge provided in existing school textbooks on weather events with impact on society. This study is based on the content analysis method, adopting the following four key steps: Specification of the objectives, identification of the analysis term, clustering of the data and data analysis. The main focus of the work is the chronological approach of the content of Meteorology in Geosciences and Natural Sciences, and Junior High School textbooks.
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Putica, Katarina, and Lidija Ralević. "Unapređivanje hemijske pismenosti učenika osnovnih škola kroz kontekstualni pristup obradi nastavne jedinice Alkani." Inovacije u nastavi 35, no. 1 (2022): 91–100. http://dx.doi.org/10.5937/inovacije2201091p.

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Organic chemistry represents an essential part of everyday life, but previous research indicates that traditional organic chemistry teaching, which focuses on the transmission of academic content, insufficiently promotes the development of pupils' chemical literacy in this field. Since context-based teaching approach has the potential to improve scientific literacy, in order to compare the effectiveness of the aforementioned teaching approaches in terms of developing elementary school pupils' chemical literacy in the field of organic chemistry, a pedagogical experiment with parallel groups was conducted. The experiment was organized within the elaboration of the teaching unit Alkanes and it encompassed 148 eighth-grade elementary school pupils (76 pupils in the experimental and 72 pupils in the control group). Through the elaboration of the content about alkanes, pupils develop chemical literacy in regard to the structure and nomenclature of these compounds, their physical and chemical properties and oil and its derivatives as energy sources, as well as environmental pollutants. Upon the elaboration of the abovementioned teaching unit, the experimental group achieved a significantly higher overall percentage of correct answers on the test that checked the development of pupils' chemical literacy in regard to alkanes on all three levels (knowledge, application and reasoning), which implies that context-based teaching approach could significantly enhance elementary school pupils' chemical literacy, in the field of organic chemistry.
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Putica, Katarina, and Lidija Ralević. "Unapređivanje hemijske pismenosti učenika osnovnih škola kroz kontekstualni pristup obradi nastavne jedinice Alkani." Inovacije u nastavi 35, no. 1 (2022): 91–100. http://dx.doi.org/10.5937/inovacije2201091p.

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Organic chemistry represents an essential part of everyday life, but previous research indicates that traditional organic chemistry teaching, which focuses on the transmission of academic content, insufficiently promotes the development of pupils' chemical literacy in this field. Since context-based teaching approach has the potential to improve scientific literacy, in order to compare the effectiveness of the aforementioned teaching approaches in terms of developing elementary school pupils' chemical literacy in the field of organic chemistry, a pedagogical experiment with parallel groups was conducted. The experiment was organized within the elaboration of the teaching unit Alkanes and it encompassed 148 eighth-grade elementary school pupils (76 pupils in the experimental and 72 pupils in the control group). Through the elaboration of the content about alkanes, pupils develop chemical literacy in regard to the structure and nomenclature of these compounds, their physical and chemical properties and oil and its derivatives as energy sources, as well as environmental pollutants. Upon the elaboration of the abovementioned teaching unit, the experimental group achieved a significantly higher overall percentage of correct answers on the test that checked the development of pupils' chemical literacy in regard to alkanes on all three levels (knowledge, application and reasoning), which implies that context-based teaching approach could significantly enhance elementary school pupils' chemical literacy, in the field of organic chemistry.
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Omilani, Nathaniel, and F. D. Elebute. "Analysis of misconceptions in chemical equilibrium among senior secondary school students in Ilesa Metropolis in Osun State, Niger." African Journal of Educational Studies in Mathematics and Sciences 16, no. 2 (December 21, 2020): 1–13. http://dx.doi.org/10.4314/ajesms.v16i.2.1.

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Physical chemistry has been an aspect of chemistry which students find difficult at the secondary and tertiary levels of education. In the past, the effort of researchers has been focused on the research that will identify various causal factors which can be attributed to the performance of the learners in this aspect of chemistry. Also, very few experimental studies, has been carried out to improve students’ performance. In order to find the right bases for all research that will improve students’ achievement, there is a need to profile the misconceptions in the aspect of physical chemistry which is chemical equilibrium. The purpose of this study is to determine students’ misconceptions regarding the concepts of chemical equilibrium. To diagnose students' misconceptions in this area, a two-tier multiple-choice question on chemical equilibrium test was administered to 300 high school students in Ilesa Metropolis of Osun- state, Nigeria. Descriptive analysis was used in analyzing the data, students’ responses in a Chemical Equilibrium Misconception Test (CEMT) were categorized. The results revealed widespread misconceptions among students in the areas related to (1) equilibrium constant (2) heterogeneous Equilibrium (3) Approach to chemical equilibrium, (4) Application of Le-Chatelier Principle and (5) adding a catalyst.
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Dissertations / Theses on the topic "School: School of Chemical and Physical Sciences"

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Holm, Sandra, and Ahlbin Mimmie Jönsson. "Naturvetenskap och estetik i förskolan : fysikaliska förändringar och upptäckande av vätskor med barn i förskolan." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21724.

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Det här examensarbetet fokuserar på hur man kan kombinera två innehållsaspekter i undervisning med barn i förskolan. Innehållet som bearbetas är naturvetenskap och estetik. Naturvetenskapsdelen i arbetet innefattar kemiska reaktioner och den estetiska delen innefattar drama. Dramat kommer att användas som ett verktyg för att lära om naturvetenskap med fokus på kemiska reaktioner. Studiens insamlingsmetod innefattar filmning och ljudinspelning. Resultatet i studien visar att barnens perspektiv blir synligt genom att barnen får berätta sina tankar om kemiska vätskor. Studiens resultat visar även att ett intresse har väckts bland barnen kring kemiska vätskor och detta lägger en grund för förskollärare att arbeta vidare med och utgå från barnens intresse.
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Öman, Sotterman Lars. "Undervisning i källkritik i grundskolans NO-ämnen åk 7–9 : En tematisk studie." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-301171.

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Syftet med denna uppsats är att undersöka på hur ämneslärare i grundskolans NO - ämnen företrädesvis kemi, men också biologi och fysik, i sin praktik bedriver undervisning om källkritik för att möta läroplanens mål och kunskapskrav inom detta område. Studien har baserats på inspelade kvalitativa semi-strukturerade intervjuer av åtta lärareverksamma i grundskolan. Resultaten har tagits fram genom tematisk analys och beskriverhur lärarna undervisar i källkritik i NO-ämnena, samt deras bedömning av de förmågor somde anser eleverna behöver för att tillgodogöra sig undervisningen i källkritik. Källkritiken behandlas främst som en aspekt i undervisningen tex i samband med olika påståenden eller frågor som eleverna tar upp baserat på information de tagit del av i samhällsdebatten eller i olika diskussionsforum. Lärarna diskuterar då tillsammans med eleverna vilka faktorer som gör att information är mer eller mindre trovärdig. Lärarna beskriver också att det är viktigt i undervisningen att lyfta fram att trovärdigheten för vetenskapliga påståenden är beroende av huruvida påståendet stöds av de vetenskapliga metoder som använts vid framtagningen och att påståendet har granskats av ämnes experter. Lärarna i denna studie beskriver att den viktigaste förmågan för att eleverna ska kunna källkritiskt granska information med ett naturvetenskapligt innehåll är deras kunskaper i de olika NO-ämnena. En annan viktig förmåga är att eleverna förstår hur de ska använda sökmotorer på internet för att kunna ta fram oberoende källor. Risken är annars att de hamnar i en s.k. sökbubbla och de inte erhåller relevant information.
The purpose of this thesis is to investigate how science teachers in compulsory school, preferably chemistry, but also biology and physics, in their practice conduct teaching about source credibility to meet the curriculum's goals and knowledge requirements in this area. The study has been based on recorded qualitative semi-structured interviews of eight teachers active in primary school. The results have been produced through thematic analysis and describe how the teachers teach source criticism in the science subjects, as well as the capabilities that the teachers believe the students need to be able to benefit the teaching ofsource credibility. Source credibility is mainly treated as an aspect of ordinary teaching, for example in connection with various statements or questions that students address based on information they have taken part in in the public debate or in various discussion forums is mainly treated as an aspect of the usual teaching. The teachers then discuss with the pupils which factors make information credible. The teachers also describe that it is important in the teaching to emphasize that the credibility of scientific statements depends on the statement being supported by the scientific methods used in the development and that the statement has been reviewed by subject matter experts. The teachers in this study describe that the most important capability for students to critically review information with a scientific content is their knowledge of the various NO subjects. Another important capability is that students understand how to use search engines on the Internet to be able to find independent sources. The risk is otherwise that they end up in a so called search bubble and they do not receive relevant information.
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Mahama, Wundow. "High school learners’ attitudes towards physical sciences." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1639.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in Research Methodology in the Department of Educational Psychology and Special Education at the University Of Zululand, 2018
The investigation of high school learners’ attitudes towards physical science has been one of the prominent areas of research for the science education research community globally for some time now. However, its current importance in South Africa is emphasised by the mounting evidence of poor performance in physical science at matriculation level. Consequently, identifying the nature of learners’ attitudes towards physical science, and promoting favourable attitudes towards physical science is increasingly a matter of concern. The present study therefore investigated high school learners’ attitudes towards physical science and the relationship between their attitudes and learners’ biographical data such as gender, age and grade level. Both systematic and stratified sampling techniques were used to select a sample size of 298 respondents from five high schools in the Nongoma circuit in KwaZulu-Natal province of South Africa. The research was based on descriptive research design to obtain information from respondents in their natural environment through the use of adopted attitude scale. Permission was sought and obtained through email to use the attitude scale. Descriptive and inferential statistics were used to present and analyse the data. The findings from the present study suggest that majority of high school learners hold positive attitudes towards physical science. Findings with regard to the relationship between learners’ attitudes and their biographical data reveal that there is no association between attitudes and learners’ biographical data such as gender, age and grade level. The findings from this study will add value to education policy pertaining to science education in the country. It will also contribute to the theory of attitudes towards physical science. However, there is a need in future to study ways of encouraging learners to have positive attitudes towards physical science.
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Montreuil, Richard. "High school sports: The perspectives of the school principals." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27537.

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The Canadian School Sport Federation, responsible for interscholastic sport, provides a mission to extend physical and athletic development, as well as, moral and social development (Canadian School Sport Federation, n.d.). To reach this mission, participation is needed not only by the coaches, who's role is central to the athletes experience (Roy, Trudel, & Lemyre, 2001), but also the school principals. As part of a research program examining the practice of interscholastic sports, we conducted interviews with 11 school principals and documented 'who' are the high school principals i.e. documented their past experiences and their role and perspective regarding high school sports. The main results showed that (a) most school principals had experience in sport as an athlete or a coach, (b) being a physical education teacher often led to the position of school principal, (c) the principals were conscious of the importance of school sports, and (d) they preferred to select coaches from within their school. Keywords: school sport/interscholastic sports, school principal
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Barnett, Tracie. "Predictors of physical inactivity among elementary school children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37089.pdf.

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Gerothanassis, I. P. "Application of a DSc in the School of Chemical Sciences." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539366.

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Dowell, Richard Marshall. "School Administrator Impact Upon Physical Restraints in Public Schools." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916.

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Parks, Krystyn. "Nutrition and physical activity curriculum for before and after school daycares." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1528021.

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The purpose of this project is to create fun and educational lesson plans for before and after school childcare providers of children in kindergarten through fifth grade. The lesson plan will incorporate aspects of physical activity and nutrition into the basic curriculum for this age group. The nutrition and physical activity curriculum contains four themed weekly lessons. Each lesson incorporates a nutrition discussion, an activity related to the discussion, and one group game. The lessons and activities were designed to incorporate minimal materials so that any facility could easily incorporate them. A committee of nutrition professionals and educators reviewed the curriculum and improvements were made based on their recommendations.

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Zetréus, Emma, and Moa Olsson. "To design security : A quantitative study of high school students security in the physical school environment." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40085.

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High school students' schooling is preparing for their future. It is therefore important that their school time is characterized by security and a good physical school environment. The purpose of this thesis is to investigate how the physical school environment outside the classroom affects the safety of high school students. The aim of the study is also to highlight a possible connection between how the design of various places in the school affects the safety of the students, connected to where the students mostly stay during the school day. Previous science and background facts about safety in the physical school environment emphasize how important it is with the school's design. There are numbers of relevant factors to consider when designing a school and how to promote security in the physical school environment. To be able to answer the issues of the thesis, quantitative surveys have been sent out to high schools students at a secondary school. Through bar charts, the result is presented and then analyzed based on the method bivariate analysis. The theoretical framework of the thesis consists of Simmel's sociological theory and the spatial theory perspective. The results of the study are analyzed on the basis of the theory perspective and compared with previous science and other background facts. The results of this study shows that students are safest in the dining room, the library and in the places where they mostly stay daily. The factors that contribute to security are mainly that people they feel safe with are there, open spaces and comfortable sound levels.
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Lohse, Peter A. (Peter Andreas). "Distribution of knowledge production in the chemical sciences in the US." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65786.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 43-44).
A citation analysis was carried out to gain an understanding of the geographical and institutional distribution of highly cited articles in the chemical sciences in the US over the last thirty years. The contribution of US chemistry departments was determined by quantifying the number of highly cited articles published by individual authors or groups of authors from the same department. Articles stemming from collaborative research across schools were not considered. The results show that a dilution in intradepartmental knowledge production has occurred both on a geographical and institutional level. Three chemistry departments have emerged as strong producers of high impact articles over the last thirty years: the University of North Carolina, Texas A&M University and the University of Utah. In terms of aggregate numbers of highly cited articles these three schools are in the top ten of over seventy schools which were evaluated; their chemistry departments are en par in terms of scientific impact with those from Ivy League schools like Stanford University, Harvard University and the California Institute of Technology. While the literature reports increasing concentration for the US research base, the present analysis shows a dilution in chemical knowledge production when collaborative efforts across departments and schools are excluded. This finding suggests that the increase in concentration in the US science base is not a uniform trend when studied on a more granular level.
by Peter A. Lohse.
M.B.A.
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Books on the topic "School: School of Chemical and Physical Sciences"

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Henryk, Matyja, Zielinski, Piotr G., d. 1986., Institute for Materials Science and Engineering (U.S.), Warsaw University of Technology, and Instytut Fizyki (Polska Akademia Nauk), eds. Summer School on Amorphous Metals, Wilga, Poland, September 16-21, 1985. Singapore: World Scientific, 1986.

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Kimbrough, Ted D. Physical science, secondary school. [Chicago]: Board of Education, City of Chicago, 1990.

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American Chemical Society. Chemical sciences graduate school finder 1997-1998. Ann Arbor: ACS, 1997.

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Mukherji, Purabi, and Atri Mukhopadhyay. History of the Calcutta School of Physical Sciences. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0295-4.

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Chen, Loris. Painless physical sciences chemisty. Hauppauge, N.Y: Barron's Educational Series, 2011.

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Physical iScience. New York: Glencoe/McGraw-Hill Education, 2012.

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Littell, McDougal, ed. Physical Science. Evanston, IL: McDougal Littell, 2005.

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McLaughlin, Charles W. Glencoe physical science. New York, N.Y: Glencoe, 1999.

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Berkeley, University of California, Lawrence Hall of Science, and Lab-Aids Inc, eds. Issues & physical science. Ronkonkoma, NY: Lab-Aids, Inc., 2007.

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1938-, Trefil James S., Calvo Rita Ann, Cutler Kenneth, and McDougal Littell, eds. McDougal Littell physical science. Evanston, IL: McDougal Littell, 2006.

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Book chapters on the topic "School: School of Chemical and Physical Sciences"

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Komkov, A. G., G. L. Antipov, and E. G. Gurinovich. "Physical Activity Levels of School-Aged Children in St. Petersburg." In Current Research in Sports Sciences, 247–53. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-2510-0_36.

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Mukherji, Purabi, and Atri Mukhopadhyay. "Sir Asutosh Mookerjee (1864–1924)." In History of the Calcutta School of Physical Sciences, 1–20. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0295-4_1.

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Mukherji, Purabi, and Atri Mukhopadhyay. "Sir Chandrasekhara Venkata Raman (1888–1970)." In History of the Calcutta School of Physical Sciences, 21–76. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0295-4_2.

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Mukherji, Purabi, and Atri Mukhopadhyay. "Professor Debendra Mohan Bose (1885–1975)." In History of the Calcutta School of Physical Sciences, 77–91. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0295-4_3.

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Mukherji, Purabi, and Atri Mukhopadhyay. "Professor Meghnad Saha (1893–1956)." In History of the Calcutta School of Physical Sciences, 93–107. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0295-4_4.

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Mukherji, Purabi, and Atri Mukhopadhyay. "Professor Satyendra Nath Bose (1894–1974)." In History of the Calcutta School of Physical Sciences, 109–24. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0295-4_5.

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Mukherji, Purabi, and Atri Mukhopadhyay. "Sir Kariamanickam Srinivasa Krishnan (1898–1961)." In History of the Calcutta School of Physical Sciences, 125–47. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0295-4_6.

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Mukherji, Purabi, and Atri Mukhopadhyay. "Professor Sisir Kumar Mitra (1890–1963)." In History of the Calcutta School of Physical Sciences, 149–62. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0295-4_7.

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Greene, Jeffrey Alan, Janice L. Anderson, Christina E. O’Malley, and Nikki G. Lobczowksi. "Fostering Self-regulated Science Inquiry in Physical Sciences." In Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas, 163–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90928-8_6.

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Gao, Shangbin, and Liang Ye. "A Physical and Verbal Bullying Detecting Algorithm Based on K-NN for School Bullying Prevention." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 150–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22971-9_13.

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Conference papers on the topic "School: School of Chemical and Physical Sciences"

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Stefanova, Galina, Saule Kasimova, and Elena Kondratenko. "Developing methods for solving typical professional tasks for students of medical and biological majors based on integration of natural science subjects." In Innovations in Medical Science and Education. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsms.gnzl4373.

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A higher school course in physics determines three main areas of training students of medical and biological majors. Professional tasks for biologists and doctors solved on the basis of physical and chemical knowledge are established, methods for their solving are developed. Examples of typical professional tasks and an algorithm of the method for their solving are given.
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Мифтахов, Эльдар, and Светлана Мустафина. "Cloud technologies in modeling physical and chemical processes." In International scientific conference "Ufa autumn mathematical school - 2021". Baskir State University, 2021. http://dx.doi.org/10.33184/mnkuomsh2t-2021-10-06.92.

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Zulfikar, Mr, Mr Nuzuli, and Sukardi Putra. "Physical Fitness Test for Senior High School." In Proceedings of the 2nd International Conference on Sports Sciences and Health 2018 (2nd ICSSH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icssh-18.2019.47.

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Li, Xiaojun. "Discussion on the Essence of School Physical Education." In 2nd International Conference on Civil, Materials and Environmental Sciences. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/cmes-15.2015.90.

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Bellova, Enis, and Eleonora Mileva. "PHYSICAL EDUCATION ONLINE TEACHING MODEL IN SCHOOL EDUCATION SETTINGS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/107.

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ABSTRACT Blending learning is a teaching method due to a combination of tradition teaching method combine will information technology communication. The COVID-19 pandemic gave us the possibility to increase the use of this new method to deliver physical education lessons. The purpose of this literature review is to gather information on the advantages or disadvantages of using physical education online teaching model. The collection of literature studies was carried out using a database search tool using keywords such as: COVID-19 pandemic, physical education lesson, teacher perception, blending learning disadvantages. From the research conducted, 45 research articles were identified. In the second phase of the research, the key words were added: motivation and perception. At this final search a total of 10 scientific articles were identified, where it was used in this literature review. Results from this literature review show that physical education online teaching method has a lot of benefits in managing PE classes. The results from this review show that there is no a unique consensus about the percentage of advantage or disadvantages using this PE online teaching method. This method although has a lot of benefits more research finding are needed about the level of self-motivation as from teacher and from students.
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Marinov, Todor. "STRUCTURAL SPECIFICS OF THE PHYSICAL ABILITY OF SECONDARY SCHOOL STUDENTS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/124.

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ABSTRACT Physical ability is a key indicator of the quality of the educational process at sports in schools. It is the subject of multiple publications, where the information analyzed by experts is used as the basis for tracking the quantitative changes in the development of motor qualities. Not much attention is given to determining its structure, which is defined by the interrelations when its specific qualities are manifested. The changes of the pre-determination of the motor qualities as a result of applying existing methodologies are not being analyzed. This, however, is of great interest to practice, since determining the structure of physical ability can provide for more precise planning of the process for the physical preparation of a lesson. The purpose of the study is to define the structural specifics of physical ability of secondary school students. To achieve this goal, a group of 581 students from 4th, 7th, and 12th grade (the grade levels of elementary, middle school and high school completion) was studied. The analysis of the results aims to reveal the interconnections between motor qualities, as the relationships observed reflect the effect of the subject content mastered by the students as this is defined by the state educational standards. It was observed that speed is the most informative indicator of the structure of physical ability among students from 1st grade to 7th grade, and the strength of the lower limbs is the most indicative indicator for students from 8th to 12th grade. Female students from the primary and secondary levels of education have a more harmonious structure of physical ability in comparison with the one of male students. The interconnections revealed lead to the creating specific methodological recommendations for the physical preparation of lessons for each educational stage.
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Tashiro, Asuki, and Kazuyuki Kojima. "Design of School Chair Seat Surface Considering Physical Burden." In 2020 IEEE 2nd Global Conference on Life Sciences and Technologies (LifeTech). IEEE, 2020. http://dx.doi.org/10.1109/lifetech48969.2020.1570619110.

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Said, Hariadi. "Physical literacy of elementary school students in Gorontalo 2018." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.70.

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Seisenbekov, Yerlan, Asylkhan Abishev, and Adilbai Tastanov. "MORPHOFUNCTIONAL EVALUATION OF PHYSICAL DEVELOPMENT OF SCHOOL-AGE CHILDREN." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/60.

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Winarno, M. E., Dona Sandy Yudasmara, Mr Taufik, and Riyad Fadhli Nurrul. "Identification of High School Physical Education Teacher Assessment Model." In Proceedings of the 2nd International Conference on Sports Sciences and Health 2018 (2nd ICSSH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icssh-18.2019.27.

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Reports on the topic "School: School of Chemical and Physical Sciences"

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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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