Relevant bibliographies by topics / Achievements in Physical Science

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Achievements in Physical Science'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Achievements in Physical Science"

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Sulistiyono, Sulistiyono, Sugiyanto Sugiyanto, Agus Kristiyanto, Sapta Kunta Purnama, Jumadil Saputra, Siswantoyo Siswantoyo, and Nawan Primasoni. "The Impact of Long-Term Athlete Development-Based Exercise Towards Physical Ability and Academic Achievement." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 18 (July 7, 2021): 1073–83. http://dx.doi.org/10.37394/23207.2021.18.101.

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High training intensity, volume, and academic demands have negatively affected young athletes' academic achievements. This study is written to determine the differences in the effects of long-term athlete development-based football training on football players' physical abilities and academic achievements aged 10 and 12 years. Forty-four young football players were involved in this study divided into two age groups of 10 (n = 21) and 12 (n = 23). Before and after the six-month and one-year treatment, physical abilities, consisting of 30 m sprint ability and leg muscle explosive power, were measured using a vertical jump test and aerobic endurance with a multistage fitness test (MFT). In contrast, academic achievement was measured by documenting the scores of mathematics, language, science, social sciences in the report book. The results showed that the long term athlete development-football training model impacted physical abilities but did not affect academic achievements. There was no significant difference between groups of ages 10 and 12. Long-term athlete development-based football training can develop physical abilities and support young football players to complete academic activities.
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Kibirige, Israel, and Asaph Romolus Mogofe. "Integrating language literacy in physical sciences in Riba Cross District, South Africa." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 547–62. http://dx.doi.org/10.18844/cjes.v16i2.5635.

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The language of teaching and learning challenges Physical Sciences teachers and impacts learners’ achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments which are fundamental to language literacy, suggesting that integrating literacy in science teaching was inadequate. Learners had difficulties in contributing to word walls, writing reports, and arguing from evidence. The lack of integration suggests that teachers lacked training in integrating language literacy into science teaching. These findings underscore the need for workshops to enable teachers to incorporate language literacy in teaching Physical Sciences. Keywords: arguing from evidence, integrate, language literacy, reading and report writing
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McMorrow, D. F. "Physical sciences at Diamond: past achievements and future opportunities." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 373, no. 2036 (March 6, 2015): 20130150. http://dx.doi.org/10.1098/rsta.2013.0150.

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The start of user operation at the Diamond Light Source in January 2007 marks a major milestone for the physical sciences in the UK. The routine delivery to the UK community of ultra-bright X-ray beams from the third-generation source has provided us with capabilities that were available previously only at international sources, and indeed has created some that are unique. Here, a personal view is given of some of the achievements to date, and possible future opportunities outlined.
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Heinrich, Kurt F. J. "The Life and Achievements of Raymond Castaing." Microscopy and Microanalysis 4, no. 5 (October 1998): 517. http://dx.doi.org/10.1017/s1431927698210506.

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The father of instrumental microanalysis, Raymond Castaing, died on April 10, 1998. With him, we lost one of the outstanding figures in modern materials characterization. He was creative and innovative in physical research, in invention of instruments, in teaching, and in science management. At a time when science tends toward an inexorable division into smaller and more specialized provinces, an investigator of truly wide-ranging interests and capabilities, in the best traditions of renaissance curiosity, has left us.
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Kitaeva, N. S., Yu M. Shiryakina, R. R. Mukhametov, and R. O. Shitov. "NIKOLAY SEMENOVICH LEZNOV: BIOGRAPHY AND CONTRIBUTION TO THE DEVELOPMENT OF SCIENCE." Proceedings of VIAM, no. 7 (2021): 112–24. http://dx.doi.org/10.18577/2307-6046-2021-0-7-112-124.

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The main life stages of a doctor of technical sciences, professor, honored worker of science and technology of the RSFSR, a major specialist in the field of creation and implementation of polymers for new aviation materials, whose name was Nikolai Semenovich Leznov (12/17/1904–06/25/1984), were considered. The scientific works and achievements of the founder of the laboratory for the synthesis of polymers, binders for non-metallic materials, special liquids and physical and chemical studies of polymer materials of VIAM were analyzed and described.
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Marov, M. Ya, and D. P. Cruikshank. "Commission 16: Physical Study of Planets & Satellites/Etude Physique des Planètes & Satellites." Transactions of the International Astronomical Union 23, no. 1 (1997): 203–13. http://dx.doi.org/10.1017/s0251107x00027826.

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Cirovic, Ivana, and Dusica Malinic. "Academic gender stereotypes of pre-service teachers." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 322–41. http://dx.doi.org/10.2298/zipi1302322c.

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This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers? gender stereotypes can affect students? achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering.
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Fedina, Olga V., Arthur R. Zakinyan, and Irina M. Agibova. "Design of science laboratory sessions with magnetic fluids." International Journal of Mechanical Engineering Education 45, no. 4 (May 26, 2017): 349–59. http://dx.doi.org/10.1177/0306419017708644.

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Application of new achievements in science and technology to the physics laboratory sessions can ensure the advancement of physics education. One particular example of the technologies giving new opportunities in the design of physics laboratory works is the magnetic fluid. We describe the laboratory works within the scope of the general physic course for the undergraduate students. Principal feature of the laboratories presented is the use of magnetic fluids. It makes possible to design some creative laboratory works, which can help to develop skills in performing scientific experiments and to increase the understanding of the physical concepts. The sample consists of 120 third-grade university students from the Department of General and Theoretical Physics in the North Caucasus Federal University in Stavropol, Russia. These laboratories arouse students’ interest and contribute to the achievement of high quality of learning outcomes. We also show that such laboratories engage students’ interest in the scientific research work.
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Chang, Huey-Por, and Norman G. Lederman. "The effect of levels of cooperation within physical science laboratory groups on physical science achievement." Journal of Research in Science Teaching 31, no. 2 (February 1994): 167–81. http://dx.doi.org/10.1002/tea.3660310207.

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Roth, Wolff-Michael. "Neo-piagetian predictors of achievement in physical science." Journal of Research in Science Teaching 27, no. 6 (September 1990): 509–21. http://dx.doi.org/10.1002/tea.3660270603.

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Dissertations / Theses on the topic "Achievements in Physical Science"

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Siu, Oi-ling. "Cognitive preference style and student achievement in the physical sciences /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12354557.

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蕭愛玲 and Oi-ling Siu. "Cognitive preference style and student achievement in the physical sciences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3120837X.

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Baker, Amber. "The relationship between teacher characteristics, classroom practices and learner achievement in Physical Science." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40446.

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South Africa has a unique cultural, historical, socio-economic and linguistic contextual complexity that influences the implementation the intended curriculum and educational policies. The contextual complexity continues to result in Science teachers entering into the teaching profession with a wide spread diversity in background and qualifications. The secondary data analysis used a concurrent mixed methods approach (QUAL + quan) to explore the interconnection between teacher characteristics, classroom practices and learner achievement in Physical Science. The primary sample consisted of 18 schools that were stratified by district and quintile. From the available data, nineteen Grade 12 Physical Science teachers with varying levels of qualifications and experience were analysed. A combination of qualitative and quantitative instruments, specifically, Science teacher questionnaires, Science lesson observations and Science teacher interviews, were explored. The data was analysed quantitatively using descriptive statistics, frequency tables and Pearson correlation coefficients. The qualitative data involved content analysis and the presentation of case studies and the themes that emerged. Significant Pearson correlations indicate a positive relationship between years of related experience and pass rates and also pointed to an interconnection between professional qualifications, related experience and learner achievement. Differences in teacher characteristics were also indicators of competency in content knowledge and ultimately influenced classroom practices. Four case studies are offered in an attempt to provide in-depth descriptions of the teacher characteristics and practices for Grade 12 Physical Science teachers in Gauteng. Recommendations for future research, teacher training and policy implementation are presented. The diversity in teacher characteristics, particularly in Physical Science classrooms, influences the classroom practices that teachers select in their day-to-day teaching and impacts learner outcomes in terms of achievement.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
unrestricted
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Pan, Yue. "Spousal Concordance in Academic Achievements and Intelligence and Family-Based Association Studies Identified Novel Loci Associated with Intelligence." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1734.

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Assortative Mating, the tendency for mate selection to occur on the basis of similar traits, plays an essential role in understanding the genetic variation on academic achievements and intelligence (IQ). It is an important mechanism explaining spousal concordance. We used principal component analysis (PCA) for spousal correlation. There is a significant positive correlation between spouses by the new variable PC1 (correlation coefficient=0.515, p<0.0001). We further research the genetic factor that affects IQ by using the same data. We performed a low density genome-wide association (GWA) analysis with a family-based association test to identify genetic variants that associated with intelligence as measured by WAIS full-score IQ (FSIQ). NTM at 11q25 (rs411280, p=0.000764) and NR3C2 at 4q31.23 (rs3846329, p=0.000675) were 2 novel genes that haven't been associated with IQ from other studies. This study may serve as a resource for replication in other populations and a foundation for future investigations.
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Cobbinah, Charles. "Achievement of ‘Assessment of Learning’ and ‘Assessment for Learning’ in Physical Science and Mathematics Continuous Assessment (Cass) practices in two East London District High Schools in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1013406.

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It has been argued that assessing learner performance is considered to be one of the most important things a teacher can do to promote learners’ learning. The Mathematics and Physical Science guidelines on assessment make a distinction between ‘assessment of learning’ and ‘assessment for learning’. Both processes are seen to be complementary aspects of continuous assessment (CASS) practices which constitute 25% of the final year learner’s mark in the National Senior Certificate. How teachers understand these processes and how they achieve them during their CASS practices were the focus of the study. This was a qualitative study in which two senior secondary schools in the East London District in the Eastern Cape participated. The respondents were four grade 12 Physical Science and Mathematics teachers and two heads of department (HoDs). Data were collected through semi-structured interviews and document analysis. There were five main findings. First, it was found that CASS assessment practices were skewed towards fulfilling accountability requirements of the Department of Education. Teachers focused on the Programme of Assessment (PoA) tasks and ignored other forms of assessment. Second, it appeared the use of the term ‘informal’ in the Department policy documents with regard to ‘assessment for learning’ encouraged teachers to treat informal assessment tasks as unimportant, not to be marked and recorded. In some cases assessment tasks were used to ‘occupy’ learners when teachers did not feel like teaching, so that learners would not be idle and disruptive in class. Third, some teachers did not set their own assessment tasks; they took previous papers and did cut and paste. Such a practice seemed to preclude assessment tasks that are tailor-made for particular learners. This practice also may undermine the alignment of learning outcomes and assessment standards. Fourth, moderation of CASS tasks was sometimes ignored and in other times done not strictly according to guidelines. These findings cast doubt on the validity and reliability of CASS marks. Finally, in most assessment for learning tasks, learners were not given feedback by teachers. This appears to undermine one of the most fundamental uses of assessment, which is feedback on performance that guides learning. It can be concluded that the CASS assessment practices did not reflect a balance between ‘assessment of learning’ and ‘assessment for learning’. This state of affairs seemed to be encouraged by the fact that district departmental support systems were too technicist and appeared to encourage teachers to do assessment to fulfil accountability purposes rather than for learners’ learning. It is recommended that research on assessment practices based on probability sampling for which results can be generalised to the target population should be carried out. It is further recommended that courses on assessment should be run for teachers in order to renew and/or give them assessment skills that will enable them to achieve a balance between assessment for learning and assessment of learning.
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Bermudez, Julia V. "Examining the effects of physics second on high school science achievement." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527677.

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In 2007 Pioneer High School, a public school in Whittier, California changed the sequence of its science courses from the Traditional Biology-Chemistry-Physics (B-C-P) to Biology-Physics-Chemistry (B-P-C), or "Physics Second." The California Standards Tests (CSTs) scores in Physics and Chemistry from 2004-2012 were used to determine if there were any effects of the Physics Second sequencing on student achievement in those courses. The data was also used to determine whether the Physics Second sequence had an effect on performance in Physics and Chemistry based on gender.

Independent t tests and chi-square analysis of the data determined an improvement in student performance in Chemistry but not Physics. The 2x2 Factorial ANOVA analysis revealed that in Physics male students performed better on the CSTs than their female peers. In Chemistry, it was noted that male and female students performed equally well. Neither finding was a result ofthe change to the "Physics Second" sequencing.

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Juta, Zukiswa. "Examining the influence of co-curricular activities on learner attitudes and achievement in physical sciences." University of the Western Cape, 2018. http://hdl.handle.net/11394/5967.

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Magister Educationis - MEd (Mathematics and Science Education)
This study seeks to examine the influence of co-curricular activities on learner attitudes in Further Education and Training (FET) Physical Sciences. Butterworth FET school in the Eastern Cape Province, South Africa was used as a case example, where Grade 10 and Grade 11 learners were exposed to various Science related activities that allowed them to have a direct interaction and hands-on experience with curriculum and co-curricular Science activities. The case study was conducted at the researcher's school.When benchmarked against various international and national tests, the level of general performance of South African learners in Science and mathematics are lagging behind the rest of the world. In cluster meetings, many science education colleagues hypothesized that the poor achievement of leaners in the NSC (National Senior Certificate) and equivalent qualifications could possibly be attributed to learners' attitudes towards the subject. The purpose of this study was therefore to expose learners to various co-curricular Science activities and used this as a basis to examine learners' attitudes towards Physical Sciences. Learners were encouraged to actively engage in Science activities, investigations and projects, to explore if their attitude towards the subject could be influenced by these experiences. The study was underpinned by Constructivism, which helped learners to extract scientific meaning from what they already know, thus strengthening learners' cognition. A mixed method approach was used, using interviews and questionnaires as instruments for data collection. A sample of 35 learners and 3 teachers, was used. This research study found that context teaching through co-curricular activities helped learners to comprehend Physical Sciences better and gave them a chance to indulge with their science rich environment. They constructed scientific meaning from their experiences in the co-curricular science activities and appreciated this exposure as it assisted them to better understand science curriculum concepts. They related Physical Sciences to the context of their surroundings, which helped them to holistically grasp principles and laws used in the subject. This research study can add scientific value locally and nationally, as it provided a means to improve learners' attitudes towards Science in general, and Physical Sciences in particular. The research study further added to baseline data on limited South African studies and on learners' attitudes towards gateway subjects like Physical Sciences. This study recommended that the co-curricular activities should be merged with both GET and FET curricula.
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Taylor, Mark C. "Winning an independence achievement game." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0714103-153343/unrestricted/TaylorM072203f.pdf.

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Thesis (M.S.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0714103-153343. Includes bibliographical references. Also available via Internet at the UMI web site.
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Riedel, Marion. "Thinking Machines: Approaches, Achievements and Consequences." Thesis, Universitätsbibliothek Chemnitz, 2002. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200200425.

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The paper discusses the basics of Cognitive Science and describes the achievements of research at the field of Artificial Intelligence
Die im Rahmen des Seminars "Language - Mind - Brain: An Introduction to Psycholinguistics" der englischen Sprachwissenschaft entstandene Arbeit befasst sich mit den Grundlagen der Kognition und diskutiert die Ergebnisse der Forschung auf dem Gebiet der Künstlichen Intelligenz
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Lee, Pejing. "Factors of Achievement and Persistence of Minorities in Physics." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/436.

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This study explores how racial differences may influence achievement and persistence in physics by using data provided by the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college students throughout the United States about their backgrounds, high school science experiences, and science attitudes. This study draws upon previous studies to first determine the factors that predict achievement and persistence in physics by using hierarchal linear multiple regression analysis. Once statistically significant factors of persistence and achievement were determined, the study determines whether those variables are significantly different among students of determine races. The study found that race was ultimately not a good predictor of both achievement and persistence in physics; however, this does not necessarily mean that race was an insignificant component. Due to the nature of hierarchal regression analysis, the component of race may have been accounted for in other predictors. However, the analyzed predictors for could not fully account for the variance in either achievement or persistence. This may be due to the limited scope of the PRiSE survey, which did not include socioeconomic factors. The study concludes with a proposal for future research.
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Books on the topic "Achievements in Physical Science"

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Saskatchewan. Saskatchewan Industry and Resources. 25 Saskatchewan science & technology achievements. Regina: Government of Saskatchewan, 2005.

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Ivowi, U. M. O. Some achievements of the Nigerian Secondary Schools Science Project: Physics. Lagos, Nigeria: De-Sunshine International Pub. Co., 1986.

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Hoffmann, Klaus. Otto Hahn: Achievement and Responsibility. New York, NY: Springer New York, 2001.

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Physical science. 3rd ed. Dubuque, IA: Wm. C. Brown, 1996.

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Tillery, Bill W. Physical science. Dubuque, Iowa: Wm. C. Brown, 1991.

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Jonathan, Turk, and Turk Amos, eds. Physical science. Philadelphia: Saunders College Pub., 1991.

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Tillery, Bill W. Physical science. 6th ed. Dubuque, IA: McGraw-Hill, 2005.

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Jonathan, Turk, and Chang Raymond, eds. Physical science. 2nd ed. Fort Worth: Saunders College Pub., 1995.

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Physical science. 2nd ed. Dubuque, Iowa: Wm. C. Brown, 1993.

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Physical science. 3rd ed. Dubuque, IA: Wm. C. Brown, 1996.

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Book chapters on the topic "Achievements in Physical Science"

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Frigerio, Didone, Anett Richter, Esra Per, Baiba Pruse, and Katrin Vohland. "Citizen Science in the Natural Sciences." In The Science of Citizen Science, 79–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58278-4_5.

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AbstractThe natural sciences include the life and physical sciences and study nature through observing and understanding phenomena, testing hypotheses, and performing experiments. Key principles such as reliability, validity, objectivity, and predictability are achieved through transparent assumptions, methods, data, and interpretations as well as multidisciplinarity.In this chapter we present insights into the genesis of citizen science in the natural sciences and reflect on the intellectual history of the natural sciences in relation to citizen science today. Further, we consider the current scientific approaches and achievements of natural science projects, which are applying citizen science to address empirical and/or theoretical research, focusing on monitoring programmes. Presenting examples and case studies, we focus on the key characteristics of the scientific inquiries being investigated in the natural sciences through citizen science. Finally, we discuss the consequences of engagement in scientific processes in relation to the future of natural scientists in a complex world.
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Moraru, Raluca-Silvia, and Edwin Scheiber. "Loschmidt’s Achievements and Shortcomings in Elucidating the Structure of Organic Molecules." In Pioneering Ideas for the Physical and Chemical Sciences, 129–31. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0268-9_11.

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Huang, Jiao, Sameer Kumar, and Chuan Hu. "Physical Attractiveness or Personal Achievements? Examining Gender Differences of Online Identity Reconstruction in Terms of Vanity." In Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016), 91–99. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0203-9_9.

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Kolachana, Aditya, K. Mahesh, and K. Ramasubramanian. "Main characteristics and achievements of ancient Indian astronomy in historical perspective." In Sources and Studies in the History of Mathematics and Physical Sciences, 495–509. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7326-8_24.

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Fourme, Roger, Isabella Ascone, Richard Kahn, and Eric Girard. "High-Pressure Crystallography of Biomolecules: Recent Achievements. II – Applications." In NATO Science for Peace and Security Series B: Physics and Biophysics, 603–12. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9258-8_49.

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Fourme, Roger, Isabella Ascone, Mohamed Mezouar, Anne-Claire Dhaussy, Richard Kahn, and Eric Girard. "High-Pressure Crystallography of Biomolecules: Recent Achievements. I – Introduction, Materials and Methods." In NATO Science for Peace and Security Series B: Physics and Biophysics, 591–601. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9258-8_48.

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Harrison, Ken M. "SHG Images and Science Achievements." In The Patrick Moore Practical Astronomy Series, 219–26. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24874-5_10.

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Weikum, Gerhard, Johannes Hoffart, and Fabian Suchanek. "Knowledge Harvesting: Achievements and Challenges." In Lecture Notes in Computer Science, 217–35. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-91908-9_13.

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Lessnoff, Michael H. "Physical Science." In The Structure of Social Science, 11–31. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003218081-1.

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Westphal, Laurie E. "Physical Science." In Differentiating Instruction with Menus for the Inclusive Classroom Science, 49–78. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234272-6.

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Conference papers on the topic "Achievements in Physical Science"

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Robaeni, Rizaldo Septiano, Amung Ma’mun, and Berliana Berliana. "Learning Approaches and Academic Background towards Problem Solving and Learning Achievements." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007065605660570.

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Sriwahyuniati, Fajar, and Risti Nurfadhila. "Coaching Achievements KKO in Senior High School as an Evaluation to Sport Achievements." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.87.

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Simbolon, Mesianna, Berliana Berliana, Mulyana Mulyana, Alimin Hamzah, Desmi Sartika, and Nur’aini Safitri. "The Relationship Among Organizational Stressor, Social Support, and Sports Performance on Athletes Achievements." In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.042.

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Pambudi, Duwi Kurnianto, Wawan S. Suherman, and Sulistiyono. "Football in Early Childhood, Achievements as Processes or Goals?" In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009788004240429.

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Kondratska, G. "The value of culture and language competence in studies of foreign scientists to prepare teachers of physical education." In IX International symposium «Humanities and Social Sciences in Europe: Achievements and Perspectives». Viena: East West Association GmbH, 2016. http://dx.doi.org/10.20534/ix-symposium-9-94-97.

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Bayu, Wahyu Indra, and Puguh Satya Hasmara. "The Relationship between Physical Fitness and Academic Achievement in Physical Education, Sport, and Health." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007056301240128.

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Asmuddin, Muhammad Rusli, Abdul Saman, Suhartiwi, and Salwiah. "The Effect of Physical Training on Rowing Sport Achievement." In 3rd International Conference on Education, Science, and Technology (ICEST 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201027.054.

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Alfatihah Ramayudha, Brio. "How is the Achievement of Students’ Physical Literacy?" In Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshpe-18.2019.34.

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Ilmawati, Hilda, Adang Suherman, Lasrina Lasrina, Stephani Stephani, and Friskawati Friskawati. "Correlation between Emotional Quotient (EQ) and Achievement Motivation on Pencak Silat Achievement." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007060102890291.

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Muslihin, Heri Yusuf. "Training of Trainers and Athlete Achievement." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007068807180721.

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Reports on the topic "Achievements in Physical Science"

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Hazi, A. Physical Sciences 2007 Science & Technology Highlights. Office of Scientific and Technical Information (OSTI), April 2008. http://dx.doi.org/10.2172/932400.

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Correll, D., and A. Hazi. Physical and Life Sciences 2008 Science & Technology Highlights. Office of Scientific and Technical Information (OSTI), May 2009. http://dx.doi.org/10.2172/959069.

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Kippen, Karen Elizabeth, James Michael Cruz, Mary Yvonne P. Hockaday, Alex Hugo Lacerda, Wesley Scott Wilburn, Steven H. Batha, Curt Allan Bronkhorst, et al. Experimental Physical Sciences Vistas Performance through Science Winter 2017. Office of Scientific and Technical Information (OSTI), February 2017. http://dx.doi.org/10.2172/1345131.

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Jannson, Tomasz P. Tribute to Emil Wolf: Science and Engineering Legacy of Physical Optics. Fort Belvoir, VA: Defense Technical Information Center, September 2004. http://dx.doi.org/10.21236/ada426727.

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Glissmeyer, John A. Review of the Physical Science Facility Stack Air Sampling Probe Locations. Office of Scientific and Technical Information (OSTI), September 2007. http://dx.doi.org/10.2172/927983.

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Kippen, Karen Elizabeth. Experimental Physical Sciences, Advancing physics and materials science for problems of national importance. Office of Scientific and Technical Information (OSTI), August 2015. http://dx.doi.org/10.2172/1212614.

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Good, R., and D. Keller, Jr. Fundamental research on surface science of coal in support of physical beneficiation of coal. Office of Scientific and Technical Information (OSTI), January 1989. http://dx.doi.org/10.2172/5633259.

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Good, R. J. Fundamental research on surface science of coal in support of physical beneficiation of coal. Office of Scientific and Technical Information (OSTI), January 1988. http://dx.doi.org/10.2172/5099954.

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Delegard, C. H. Liaison activities with the Institute of Physical Chemistry/Russian Academy of Science Fiscal Year 1995. Office of Scientific and Technical Information (OSTI), September 1995. http://dx.doi.org/10.2172/137338.

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Fahey, D. W., S. J. Doherty, K. A. Hibbard, A. Romanou, and P. C. Taylor. Ch. 2: Physical Drivers of Climate Change. Climate Science Special Report: Fourth National Climate Assessment, Volume I. Edited by D. J. Wuebbles, D. W. Fahey, K. A. Hibbard, D. J. Dokken, B. C. Stewart, and T. K. Maycock. U.S. Global Change Research Program, 2017. http://dx.doi.org/10.7930/j0513wcr.

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