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Статті в журналах з теми "Reality science"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

Baumberg, Jeremy J. "Reality science." Physics World 31, no. 6 (June 2018): 48. http://dx.doi.org/10.1088/2058-7058/31/6/37.

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2

Steklov, V. A. "Judgment Concept «Virtual Reality» Modern Science." Contemporary problems of social work 4, no. 1 (2018): 84–90. http://dx.doi.org/10.17922/2412-5466-2018-4-1-84-90.

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3

Ruttkamp, Emma. "Reality in science." South African Journal of Philosophy 18, no. 2 (May 1999): 149–91. http://dx.doi.org/10.1080/02580136.1999.10878182.

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4

Kenway, R. D. "Virtual-reality science." Contemporary Physics 35, no. 1 (January 1994): 37–39. http://dx.doi.org/10.1080/00107519408217494.

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5

Rescher, Nicholas. "Science and Reality." ProtoSociology 22 (2006): 171–85. http://dx.doi.org/10.5840/protosociology20062226.

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6

Hanes, Pavel. "Theological Axiology of Reality." Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II 12, no. 2 (September 15, 2022): 19–36. http://dx.doi.org/10.15633/pch.12202.

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Анотація:

In the present discussion of the multiplicity of sciences as against the unity of knowledge, sometimes the possibility of one super-science is advocated with a suggestion that all other scientific methods should be reduced to just one method of a one particular, usually natural science. Such reductionism often leads to disrespectful pronouncements at the address of all other sciences and their methods.This article advocates theological foundations for a multiplicity of scientific methods. Biblical ontology introduces a series of dualities called here, for the lack of a better word, “biblical graded dualism.” It is a system of asymmetrical dualities that give substance to the idea of the hierarchy of being. In the article an axiological view of reality is deduced that should facilitate a more respectful and fruitful debate among the sciences.

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7

Turlayev, V. A., and B. I. Karipbayev. "Problems of defining legal reality in philosophy and legal science." Bulletin of the Karaganda university History.Philosophy series 3, no. 103 (September 30, 2021): 146–52. http://dx.doi.org/10.31489/2021hph3/146-152.

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The article considers the problems of determining the legal reality category in the law philosophy. The aim of the research is to generalize scientific knowledge and theories that reveal the category of legal reality. With the help of general and special research methods analysis and generalization of scientific material is carried out, consideration of various approaches to legal reality in order to identify the main features and constituent elements of this category. The points of view and scientific positions of philosophers and legal theorists in the field of researching the legal reality problems are analyzed and compared. The categories of «legal reality», «legal life», «legal system» as phenomena of social reality interacting with each other and constituting the broadest philosophical and legal category of «legal reality» are considered. The result of the research is the consideration of legal reality as the most general category, which includes the entire spectrum of legal phenomena occurring in social life. The legal reality research is considered to be the basic requirement of modern humanitarian science, which aims to ensure the most complete the human personality development in harmony with public interests and needs, the most important of which are mediated through law and legislation. The main determining the right reality problems are highlighted, which are due to a wide range of the phenomenon under consideration, a large constituent elements number, a different law understanding and the elements included in this category. Legal reality is a complex category, it is the real existence of legal matter as a type of social reality, which is characterized by universal existence forms of matter: space, time, movement.

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8

Ackermann, Robert, and R. Tuomela. "Science, Action and Reality." Philosophical Review 96, no. 4 (October 1987): 585. http://dx.doi.org/10.2307/2185394.

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9

Cleary, John J. "Science, Universals, and Reality." Ancient Philosophy 7 (1987): 95–130. http://dx.doi.org/10.5840/ancientphil198778.

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10

Walker, Robert S. "Science and Political Reality." Science 269, no. 5221 (July 14, 1995): 146–47. http://dx.doi.org/10.1126/science.269.5221.146.c.

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11

Thorp, James A., and K. E. Thorp. "Science, Skepticism & Reality." Gazette of Medical Sciences 2, no. 4 (August 12, 2021): 32–34. http://dx.doi.org/10.46766/thegms.pubheal.21081005.

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12

Walker, Robert S. "Science and Political Reality." Science 269, no. 5221 (July 14, 1995): 146–47. http://dx.doi.org/10.1126/science.269.5221.146-c.

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13

Loughlin, Michael. "Management, Science and Reality." Philosophy of Management 4, no. 2 (2004): 35–44. http://dx.doi.org/10.5840/pom20044220.

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14

Chen, Thomas. "Science fiction becomes reality." IEEE Network 24, no. 4 (2010): 2–3. http://dx.doi.org/10.1109/mnet.2010.5510910.

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15

Bogdanovski, Goran, Matjaž Farič, Andreja Kopač, and Dragana Alfirević. "Reality or science fiction?" Maska 34, no. 195 (March 1, 2019): 88–105. http://dx.doi.org/10.1386/maska.34.195.88_7.

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16

Powell, Lucy. "Science fiction or reality?" International Review of Psychiatry 21, no. 3 (January 2009): 273–75. http://dx.doi.org/10.1080/09540260902748076.

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17

Almeder, Robert. "Science, Action and Reality." Idealistic Studies 22, no. 3 (1992): 217–18. http://dx.doi.org/10.5840/idstudies199222320.

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18

Ebling, Maria R. "Science Fiction or Reality?" IEEE Pervasive Computing 13, no. 3 (July 2014): 2–4. http://dx.doi.org/10.1109/mprv.2014.55.

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19

Walker, R. S. "Science and Political Reality." Science 269, no. 5221 (July 14, 1995): 146–47. http://dx.doi.org/10.1126/science.269.5221.146-b.

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20

Petrovec, Dragan, and Mitja Muršič. "Science Fiction or Reality." Prison Journal 91, no. 4 (October 12, 2011): 425–47. http://dx.doi.org/10.1177/0032885511424392.

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Анотація:

The article presents probably the most relevant research to date on the Slovene prison system. The study was conducted through a 2-year research project sponsored by Ministry of Justice and carried out by the Institute of Criminology in Ljubljana. Along with a “longitudinal” study of the social climate in Slovene prison institutions, it evaluates the concepts, practices, and results of so-called sociotherapy as a specific approach to treatment of offenders. “Specific” in this case means that treatment simultaneously encompasses life in prison, the offenders’ social environment, and the inclusion of prison staff. Sociotherapy began as an experiment during the mid-70s and led to astonishing results, namely, the “opening” of prison institutions for almost all inmates, regardless of the length of sentence or the crime committed. Applying the findings of sociotherapy every 5 years since 1980, the social climate in every Slovene prison institution has been measured to assess the quality of support and control prisoners receive and the discipline and treatment philosophies at work in the system. Finally, the article deals with the situation after Slovene independence in 1991 and the passage of new legislation. Against expectations, we find that with the advent of democracy, standards of prisoner treatment have dropped. However, the success of the experiment should encourage all countries seeking to reduce the significant costs of incarceration and attempting to make prison institutions more humane.

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21

Wenc, Christine. "Science fiction transforming reality." Endeavour 33, no. 3 (September 2009): 85–86. http://dx.doi.org/10.1016/j.endeavour.2009.06.002.

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22

Wood, John. "Embedding Open Science in Reality." Data Intelligence 3, no. 1 (February 2021): 106–15. http://dx.doi.org/10.1162/dint_a_00083.

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Анотація:

The Open Science (OS) movement has achieved extraordinary results in very few years. In this paper I argue it is now necessary to embed OS in the wider ecosystem of research and innovation, acknowledging some of the outstanding issues that need to be resolved as it beds down into the way research is done in the future. By sticking to a purest approach to OS its impact and current momentum may be lost. Digital technologies and global connectivity have ensured that OS is here to stay and will continue to expand its influence in the future. However, OS cannot stand aloof from what is the reality of what is happening elsewhere otherwise it will do a disservice to itself and the challenges facing the world.

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23

Seif, Farouk Y. "Reality Beyond Humanities-Science Schism." American Journal of Semiotics 31, no. 3 (2015): 311–36. http://dx.doi.org/10.5840/ajs20161124.

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24

Vizcaíno Estevan, Antonio. "Integrating Archaeology. Science - Wish - Reality." AP: Online Journal in Public Archaeology 3 (January 6, 2017): 143. http://dx.doi.org/10.23914/ap.v3i0.36.

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25

Ahmad, Norita, Areeba Hamid, Vian Ahmed, Norita Ahmad, and Preeti Chauhan. "Data Science: Hype and Reality." Computer 55, no. 2 (February 2022): 95–101. http://dx.doi.org/10.1109/mc.2021.3130365.

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26

Domenici, P. V. "The Reality of Science Funding." Science 273, no. 5280 (September 6, 1996): 1319–0. http://dx.doi.org/10.1126/science.273.5280.1319.

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27

TIPLER, FRANK J. "From science fiction to reality?" Nature 354, no. 6352 (December 1991): 362. http://dx.doi.org/10.1038/354362a0.

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28

Busuttil, Katerina. "From science fiction to reality." Materials Today 11, no. 7-8 (July 2008): 1. http://dx.doi.org/10.1016/s1369-7021(08)70132-9.

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29

Cynthia J. Miller, A. Bowdoin Van Riper, and Loren P.Q. Baybrook. "Science and Technology Confront Reality." Film & History: An Interdisciplinary Journal of Film and Television Studies 40, no. 1 (2010): 4–5. http://dx.doi.org/10.1353/flm.0.0132.

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30

Giese, Michael J., and Kenneth R. Seger. "A vision science reality check." Optometry - Journal of the American Optometric Association 81, no. 2 (February 2010): 55–56. http://dx.doi.org/10.1016/j.optm.2009.10.004.

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31

Giles, Jim. "Making science fiction a reality." New Scientist 215, no. 2881 (September 2012): 48. http://dx.doi.org/10.1016/s0262-4079(12)62334-3.

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32

Cohen, Deborah. "The rise of reality science." BMJ 330, no. 7501 (May 19, 2005): 1216. http://dx.doi.org/10.1136/bmj.330.7501.1216.

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33

Laybats, Claire, and Luke Tredinnick. "From science fiction to reality." Business Information Review 34, no. 1 (March 2017): 6–8. http://dx.doi.org/10.1177/0266382117692438.

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34

Bishop, G. R. "European science: myth or reality?" Physics Bulletin 39, no. 8 (August 1988): 304. http://dx.doi.org/10.1088/0031-9112/39/8/005.

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35

Castañeda Cataña, MA, R. Amato, C. Sepulveda, and MJ Carlucci. "Knowledge Evolution: Inert sciences to living science." Global Journal of Ecology 7, no. 2 (September 27, 2022): 082–89. http://dx.doi.org/10.17352/gje.000066.

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Анотація:

Modern mentality tends to minimize what is real to a physical world that is accessible to its senses, instruments, reasoning and equations, ignoring other states of reality that, clearly throughout humanity’s history have been known. Modern human believes that he is capable of dispensing all knowledge from what he has been taught in the past by starting over again, trusting only their point of view and their own new prejudices. His attention increasingly focusing outwards prevents him from looking inwards, towards the center of consciousness, of being, which is, however, the first data that has been imposed on us and the basis on which necessarily everything else rests. A physical analysis of a piece of music or a painting, however scientific it might be, does not annul the meaning- so deeper and on another type of level-shows that the reality of a work of art is much more than its physical components. This objective work creates communication bonds interconnecting classical and modern science, relating different areas of knowledge. Like the invisible presence of microorganisms that participate in the evolution of nature, we intend to give a new approach to recovering the empirical knowledge long way forgotten by modern science in order to strengthen the reality of the parts that do not precede the whole, but when are born acquire sense together with the whole. Their role as “parts” is only a role in the cognitive process, not in the generative process.

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36

Rozin, Vadim Markovich. "Ways to envisage social science, social reality and ontology." Культура и искусство, no. 1 (January 2020): 17–26. http://dx.doi.org/10.7256/2454-0625.2020.1.32042.

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Анотація:

This article raises a question on the existence of representations on social nature as an ultimate ontology of social sciences. The complications that do not allow acknowledging such existence are being formulated. The author points at the modern alternative interpretations of ultimate ontology of social sciences – the representations on culture, self-developing systems with synergetic effects, sociality, interculture, etc. It is claimed that the concept of nature was introduced for determining the conditions for an effective practical action in scientific research. In order to clarify the perceptions of ultimate ontology of social science, the article discusses the peculiarities of social science and theory, as well as demarcation of the ideal objects, schemes, and models. As a result, the author was able to demonstrate that the traditional definition of social nature has virtually become obsolete, and is not efficient with regards to social sciences. It is offered to replace it with the categorical representations, which may be considered as the ultimate ontology of social sciences. However, it requires the new designation and characterization of the structure and essence of social sciences.

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37

Cohen, Jon. "Doses of reality." Science 372, no. 6545 (May 27, 2021): 896–99. http://dx.doi.org/10.1126/science.372.6545.896.

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38

Finegold, B. "Lifting Reality Off." Science 338, no. 6108 (November 8, 2012): 744. http://dx.doi.org/10.1126/science.1229902.

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39

Mitchell, T. M. "Mining Our Reality." Science 326, no. 5960 (December 17, 2009): 1644–45. http://dx.doi.org/10.1126/science.1174459.

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40

Hite, Rebecca. "Virtual Reality." American Biology Teacher 84, no. 2 (February 1, 2022): 106–8. http://dx.doi.org/10.1525/abt.2022.84.2.106.

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Анотація:

Virtual Reality (VR) is an emerging technology that provides K–12 students with unique experiences for robust science learning by transporting them to a virtual world where they may engage directly with scientific phenomena. This is because VR creates lifelike three-dimensional spaces where students can manipulate objects; hear, see, and sometimes feel the environment; and explore places that mimic attributes of the real world. VR holds great utility in science education by engaging students in science topics that may be otherwise inaccessible to them in the real world. This inaccessibility may stem from the content (being too small, large, or abstract), safety issues (too hazardous or dangerous), not having access to the materials in their context, possessing physical or cognitive disabilities where they need to do the activity repeatedly or differently, or having cultural, religious, or ethical concerns related to conducting specific science experiments. This commentary discusses how three key types of VR hardware (VR viewers, desktop VR systems, and head-mounted displays) can be incorporated into science standards, curriculum, and instruction by delineating the pros and cons of each. The commentary concludes with specific, stepwise guidance in ideating, designing, and implementing VR-based experiences for K–12 students in the science classroom.

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41

Einstein, Albert. "Physics & reality." Daedalus 132, no. 4 (October 2003): 22–25. http://dx.doi.org/10.1162/001152603771338742.

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Анотація:

Editor's Note: There is probably no modern scientist as famous as Albert Einstein. Born in Germany in 1879 and educated in physics and mathematics at the Swiss Federal Polytechnic School in Zurich, he was at first unable to find a teaching post, working instead as a technical assistant in the Swiss Patent Office from 1901 until 1908. Early in 1905, Einstein published “A New Determination of Molecular Dimensions,” a paper that earned him a Ph.D. from the University of Zurich. More papers followed, and Einstein returned to teaching, in Zurich, in Prague, and eventually in Berlin, where an appointment in 1914 to the Prussian Academy of Sciences allowed him to concentrate on research. In November of 1919, the Royal Society of London announced that a scientific expedition had photographed a solar eclipse and completed calculations that verified the predictions that Einstein had made in a paper published three years before on the general theory of relativity. Virtually overnight, Einstein was hailed as the world's greatest genius, instantly recognizable, thanks to “his great mane of crispy, frizzled and very black hair, sprinkled with gray and rising high from a lofty brow” (as Romain Rolland described in his diary). In the essay excerpted here, and first published in 1936, Einstein demonstrates his substantial interest in philosophy as well as science. He is pragmatic, in insisting that the only test of concepts is their usefulness in describing the physical world, yet also idealistic, in aiming for the minimum number of concepts to achieve that description. In 1933, Einstein renounced his German citizenship and moved to the United States, where he lived until his death in 1955. A recipient of the Nobel Prize in physics in 1921, he was elected a member of the American Academy of Arts & Sciences in 1924.

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42

Librová, Hana. "The Decentralisation of Settlements - Vision and Reality. Part Two: Deconcentration in the Reality of the Czech Republic." Czech Sociological Review 33, no. 1 (February 1, 1997): 27–40. http://dx.doi.org/10.13060/00380288.1997.33.1.06.

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43

Korobkov, Andrei V., and Zhanna A. Zaionchkovskaia. "Russian brain drain: Myths v. reality." Communist and Post-Communist Studies 45, no. 3-4 (August 13, 2012): 327–41. http://dx.doi.org/10.1016/j.postcomstud.2012.07.012.

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Анотація:

The paper analyzes the scale and dynamics of the Russian brain drain, one of the most politicized and hotly debated aspects of the post-Soviet migration. The major issues under consideration include the durability of the intellectual migration flow, its structural characteristics, and territorial orientation. Relying on the Russian State Committee on Statistics data, the research indicates that the real scale of intellectual migration is significantly smaller than is usually expected, even though in some regions and particular fields of Basic Sciences, including Mathematics, Physics, Biology, and Chemistry, and a limited number of research centers, brain drain has indeed acquired a magnitude threatening the existence of the established academic schools. At the same time, huge disparities in terms of the ability of specialists from different branches of science to find adequate jobs abroad are evident. Many academic subfields, including Humanities and Social Sciences, and most of the Russian regions show extremely low levels of intellectual migration and engagement in the international academic exchanges. The result is the practical exclusion of many branches of science and the majority of the Russian regions from the international academic system. Hence the goal of the Russian policy should be not limiting the intellectualmigration, but rather capitalizing on such of its positive aspects as the establishment of long term international academic contacts and the formation of the Russian elite diasporas abroad, actively engaged in cooperationwith the RF academic institutions. Of special interest for the authors are the recent attempts by the RF leadership to encourage the return of the Russian academics. The authors conclude that a more effective policy could be based on the use of diverse forms of cooperationwith the Russian academics abroad, both with or without their permanent relocation to the country, providing for the inclusion of the Russian science into the international academic networks.

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44

Miller, George H., Paul S. Brown, and Milo D. Nordyke. "Facing Nuclear Reality." Science 238, no. 4826 (October 23, 1987): 455–63. http://dx.doi.org/10.1126/science.238.4826.455.b.

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45

MILLER, G. H., P. S. BROWN, and M. D. NORDYKE. "Facing Nuclear Reality." Science 238, no. 4826 (October 23, 1987): 455–63. http://dx.doi.org/10.1126/science.238.4826.455-a.

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46

Weng, Cathy, Abirami Rathinasabapathi, Apollo Weng, and Cindy Zagita. "Mixed Reality in Science Education as a Learning Support: A Revitalized Science Book." Journal of Educational Computing Research 57, no. 3 (March 15, 2018): 777–807. http://dx.doi.org/10.1177/0735633118757017.

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Анотація:

This study aimed to explore whether the integration of virtual reality and augmented reality used in a specially designed science book could improve the students' science concept learning outcomes. A true experimental research design was conducted to check the effectiveness of the specially designed book in terms of learners' achievement. The sample for this study consisted of 80 fifth-grade students, divided into a control and an experimental group. The results revealed that using mixed reality (augmented reality and virtual reality) as a learning supplement to the printed book could improve students' learning outcomes, particularly for low spatial ability students. Finally, recommendations for future practices and research are discussed.

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47

Kjimova, Gjorgina. "PEDAGOGICAL REALITY THROUGH INNOVATIONS." Knowledge International Journal 34, no. 2 (October 4, 2019): 399–404. http://dx.doi.org/10.35120/kij3402399k.

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Анотація:

Pedagogy as a science of human upbringing needs to be innovated and changed in parallel with changes in science and society, аs at the same time she must be basis for change in both personality and society. The process of upbringing in practice is a reflection of the scientific findings from pedagogy and related sciences. The innovations produced from new knowledge in science have a central force in any science towards advancing the practice, and so in pedagogy. They aim to provide new approaches in the educational process and new quality in practice. Innovation aims to bring dynamics to science and continuous development. The upbringing with the enormous role of positive modifying human behavior and development is essential to the progress of the whole society. Education as a process that takes place from birth to the end of life, have a particular importance in the formal education phase, especially in school. Education within the school period has an pedagogical as well as educational character. Through all its components the upbringing of the intellectual, moral, aesthetic, working and bodily component influences the entire human development. Therefore, every new approach that will be applied in the educational process is important for refreshing the teaching and for enhancing the quality of education in every society. For this reason, it is necessary to look for innovation. Through the globalization of the world, knowledge from other cultures and civilizations is included in the teaching and acquisition of knowledge that enables innovative advancement ways in the educational process. The occurrence of drones related to technological development has enriched visualization opportunities as an important aspect of the educational process. There are also new learning opportunities through unusual themes and imaginations that stimulate thinking and are extremely important for the development of young people. These innovations and many more new approaches that change pedagogical theory and practice have been essential in the educational process of futuristic generations. The paper deals with the topic of innovation in the pedagogical process in primary education in the Republic of North Macedonia. It is a descriptive research wich elaborate the level of application of innovation in the process of education in primary education.

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48

KERR, R. A. "Greenhouse Model vs. Reality." Science 244, no. 4908 (June 2, 1989): 1042. http://dx.doi.org/10.1126/science.244.4908.1042.

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Cohen, J., and K. Kupferschmidt. "A dose of reality." Science 346, no. 6212 (November 20, 2014): 908–11. http://dx.doi.org/10.1126/science.346.6212.908.

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