Relevant bibliographies by topics / Physics, Practical

Contents

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

Academic literature on the topic 'Physics, Practical'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Physics, Practical"

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Shugart, C. G. "Practical physics." Physics Teacher 25, no. 3 (March 1987): 190. http://dx.doi.org/10.1119/1.2342209.

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Ellis, Don. "Practical Physics." Physics Teacher 42, no. 6 (September 2004): 324. http://dx.doi.org/10.1119/1.1790332.

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Usher, T. D., and P. K. Dixon. "Physics goes practical." American Journal of Physics 70, no. 1 (January 2002): 30–36. http://dx.doi.org/10.1119/1.1405502.

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Purcell, Edward M. "New Practical Physics." American Journal of Physics 65, no. 8 (August 1997): 693. http://dx.doi.org/10.1119/1.18635.

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SHIMO, Michikuni. "Health Physics as Practical Science." Japanese Journal of Health Physics 52, no. 1 (2017): 3–4. http://dx.doi.org/10.5453/jhps.52.3.

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Rhule, Tanyia. "Practical radiotherapy, physics and equipment." Radiography 16, no. 3 (August 2010): 256. http://dx.doi.org/10.1016/j.radi.2010.02.003.

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Peters, Tim. "Practical lessons for physics teachers." Physics World 10, no. 10 (October 1997): 19. http://dx.doi.org/10.1088/2058-7058/10/10/16.

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Shapiro, A., and Sung-Hee Lee. "Practical Character Physics for Animators." IEEE Computer Graphics and Applications 31, no. 4 (July 2011): 45–55. http://dx.doi.org/10.1109/mcg.2010.22.

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Zhang, Hui Liang, Ding Ding Shi, and Chun Yuan Zhang. "Learning Physics Using Practical Engineering Projects." Advanced Materials Research 156-157 (October 2010): 1082–85. http://dx.doi.org/10.4028/www.scientific.net/amr.156-157.1082.

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A problem solving strategy based on practical engineering projects in physics has been developed. The survey shows that 85% of the students think this strategy can help them improve self-directed learning skills, their communication skills and problem solving skills in their learning process.
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Belham, N. D. "The practical physics of hearing aids." BMJ 305, no. 6868 (December 19, 1992): 1569–70. http://dx.doi.org/10.1136/bmj.305.6868.1569.

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Dissertations / Theses on the topic "Physics, Practical"

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Wang, Huamin. "Practical water animation using physics." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31745.

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Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2010.
Committee Chair: Greg Turk; Committee Member: C. Karen Liu; Committee Member: Irfan Essa; Committee Member: Jarek Rossignac; Committee Member: Peter J. Mucha. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Babalola, Femi. "Advancing practical physics in africa's schools." Thesis, Open University, 2017. http://oro.open.ac.uk/50740/.

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In countries with a long tradition of laboratory based teaching, practical work is seen by many teachers as an essential aspect of their practice. It is widely accepted that practical work not only enables skills acquisition but also leads to greater conceptual understanding. However, whilst there has been much research into the factors that affect teaching and learning of practical science across the economically developed countries, there has been little research into the existing conditions and the factors which affect teaching and learning of practical physics in African schools. This study provide the description of the present position and an analysis of possible beneficial interventions to the teaching and learning of practical physics in African secondary schools. The issues are relevant to all educational sectors. Qualitative and quantitative data were collected from four countries in Africa. Surveys were carried out with 550 final year secondary school students and 44 secondary school physics teachers. Qualitative data were gathered from focus group discussions with the students and semi-structured interviews with; physics teachers, heads of science departments, school principals and ministry officials. Other key stakeholders including physics curriculum planners, physics educationalists from the tertiary institutions and voluntary Institute of Physics coordinators were also interviewed. The survey data were analysed numerically to produce descriptive statistics while qualitative data were transcribed and coded to provide easy retrieval of the themes that emerged. The findings from the study reveal that there is a wide gap between practice in developed countries and the countries studied. This gap is attributable to many factors, some of which are predictable, e.g. various resource constraints. Other factors include ambivalent or negative teacher and pupil attitudes with prioritisation of ‘theory’ and a limited interest in or awareness of the importance of inquiry. These factors underlie the lack of practical physics assessment in some countries in Africa which is a further disincentive to practical physics engagement. Based on the findings of this study, nine recommendations were made. Countries wishing to improve practice should undertake a broadly based audit of existing practice taking into account the full range of barriers and drivers. The physics curriculum should be reviewed to explore reduction of content to allow teachers spend time on practical activities. Initial training and continuous professional development of physics teachers should prioritise teaching of practical physics. Assessment of practical skills should be required for qualification and used formatively. Government funding should be allocated to build, equip and maintain adequate school laboratories. Physics teachers should be encourage to adopt the use of learning technologies and open source software in the teaching and learning of practical physics. Physics teachers across Africa should be encouraged to use social media to develop a closer association that will spread effective practice. Teacher motivation should be enhanced by recognition of success in the delivery of practical physics. Students should be encouraged and motivated to learn practical physics by placing employability and relevant inquiry in the foreground. This single study could only provide limited data on teaching across the continent. Further investigation is required before the conclusions could be generalised with complete confidence.
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Yoder, Theodore J. "Practical fault-tolerant quantum computation." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/115680.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Physics, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 190-201).
For the past two and a half decades, a subset of the physics community has been focused on building a new type of computer, one that exploits the superposition, interference, and entanglement of quantum states to compute faster than a classical computer on select tasks. Manipulating quantum systems requires great care, however, as they are quite sensitive to many sources of noise. Surpassing the limits of hardware fabrication and control, quantum error-correcting codes can reduce error-rates to arbitrarily low levels, albeit with some overhead. This thesis takes another look at several aspects of stabilizer code quantum error-correction to discover solutions to the practical problems of choosing a code, using it to correct errors, and performing fault-tolerant operations. Our first result looks at limitations on the simplest implementation of fault-tolerant operations, transversality. By defining a new property of stabilizer codes, the disjointness, we find transversal operations on stabilizer codes are limited to the Clifford hierarchy and thus are not universal for computation. Next, we address these limitations by designing non-transversal fault-tolerant operations that can be used to universally compute on some codes. The key idea in our constructions is that error-correction is performed at various points partway through the non-transversal operation (even at points when the code is not-necessarily still a stabilizer code) to catch errors before they spread. Since the operation is thus divided into pieces, we dub this pieceable fault-tolerance. In applying pieceable fault tolerance to the Bacon-Shor family of codes, we find an interesting tradeoff between space and time, where a fault-tolerant controlled-controlled-Z operation takes less time as the code becomes more asymmetric, eventually becoming transversal. Further, with a novel error-correction procedure designed to preserve the coherence of errors, we design a reasonably practical implementation of the controlled-controlled-Z operation on the smallest Bacon-Shor code. Our last contribution is a new family of topological quantum codes, the triangle codes, which operate within the limits of a 2-dimensional plane. These codes can perform all encoded Clifford operations within the plane. Moreover, we describe how to do the same for the popular family of surface codes, by relation to the triangle codes.
by Theodore J. Yoder.
Ph. D.
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Motlhabane, Abraham Tlhalefang. "Educators' approaches to physics practical work / Abraham Tlhalefang Motlhabane." Thesis, North-West University, 2005. http://hdl.handle.net/10394/903.

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Research in physics education has indicated that physics practical work is based heavily on recipe-following, with little attention being paid to the teaching and learning of skills (Johnstone & Letton. 1 9W:ll, Johnstone & Letton, 1991:83, Meester & Maskill, 1995:576). The approach commonly used by educators was a cut-and-dried laboratory procedure, which minimises learner involvement (Olney, 1997: 1345). Recently. new approaches to science laboratory work have been implemented (Hake. 1992). In South Africa a new approach called Outcomes Based Education (OBE) was introduced in 1995. Notwithstanding these changes, learners still do not learn how to do practical work effectively. (Meester & Maskill, 1995:576). Educators still prefer the authoritarian style of teaching, the emphasis being on the acquisition of factual knowledge and preparation for examinations. The aim of this study is to investigate how secondary school science educators approach practical work in physics at the FET-level in the North West Province, South Africa. The empirical study was conducted with 46 educators attending an ACE (Advanced Certificate in Education) upgrading programme at the North-West University, Potchefstroom Campus, South Africa. The educators were divided into six groups. One educator in each group presented a micro-lesson on Ohm's law, while the rest of the group members role-played the learners. The micro-lessons were video-taped, transcribed, analysed and discussed. Questionnaires (Appendices B, P and Q) were used in this study. The first questionnaire (Appendix B) was given to educators as an assignment to individually prepare a lesson on Ohm's law in order to probe their views on an OBE lesson in physics, its characteristics, practical work and its outcomes. The second questionnaire (Appendix P) was developed and completed by the researcher to record, evaluate and analyse observations in the video-taped micro-lessons. The last questionnaire (Appendix Q) was used to gauge perceptions of educators on video-taped micro-teaching as a tool in modelling educators' approaches to physics practical work. The results indicate that the educators that participated in this study experienced problems in approaching physics practical work. They lacked skills in facilitating practical work in physics. Instead of outcomes-based approaches, the educators' approaches revolved around the transfer of factual information through "chalk and talk" and confirmation of taught concepts through routines-guided experiments. The researcher intervened by engaging educators in viewing the video-tapes, an in-depth discussion or the video-tapes and the preparation and presentation or a "model" lesson. All (100%) (Table 6.17) the educators that participated in this study indicated that the use of videotaped micro-teaching lessons could help in the training of educators. A CD-ROM containing video-clips or all the micro-lessons was developed. The intention of the researcher is that the video-clips should be used at workshops, seminars, conferences and training institutions. Their merits and the demerits should then be discussed.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.
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Al-Ameen, Talal Abdullah Khalid. "Theoretical and practical aspects of dielectrophoresis." Thesis, Bangor University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278914.

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Middlemiss, Richard Paul. "A practical MEMS gravimeter." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7788/.

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The ability to measure tiny variations in the local gravitational acceleration allows – amongst other applications – the detection of hidden hydrocarbon reserves, magma build-up before volcanic eruptions, and subterranean tunnels. Several technologies are available that achieve the sensitivities required (tens of μGal/√Hz), and stabilities required (periods of days to weeks) for such applications: free-fall gravimeters, spring-based gravimeters, superconducting gravimeters, and atom interferometers. All of these devices can observe the Earth tides; the elastic deformation of the Earth’s crust as a result of tidal forces. This is a universally predictable gravitational signal that requires both high sensitivity and high stability over timescales of several days to measure. All present gravimeters, however, have limitations of excessive cost (£70 k) and high mass (<8 kg). In this thesis, the building of a microelectromechanical system (MEMS) gravimeter with a sensitivity of 40 μGal/√Hz in a package size of only a few cubic centimetres is discussed. MEMS accelerometers – found in most smart phones – can be mass-produced remarkably cheaply, but most are not sensitive enough, and none have been stable enough to be called a ‘gravimeter’. The remarkable stability and sensitivity of the device is demonstrated with a measurement of the Earth tides. Such a measurement has never been undertaken with a MEMS device, and proves the long term stability of the instrument compared to any other MEMS device, making it the first MEMS accelerometer that can be classed as a gravimeter. This heralds a transformative step in MEMS accelerometer technology. Due to their small size and low cost, MEMS gravimeters could create a new paradigm in gravity mapping: exploration surveys could be carried out with drones instead of low-flying aircraft; they could be used for distributed land surveys in exploration settings, for the monitoring of volcanoes; or built into multi-pixel density contrast imaging arrays.
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Vilaythong, Thongloon. "The role of practical work in physics education in Lao PDR." Doctoral thesis, Umeå universitet, Institutionen för fysik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-42134.

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The aim of this thesis is to get a better understanding of the role of practical work in physics education in the Lao People’s Democratic Republic (Lao PDR). The Lao PDR is one of least developed countries in the world with a weak base for science, and poor market opportunities for science graduates. The rapidly expanding educational system has many problems concerning quality of the infrastructure and staff competence. A combination of qualitative and quantitative methods was used in the study in order to assure reliability of the results. Data was collected through questionnaires, interviews, video-recordings, and my own ethnographic experiences of working in the Lao educational system for more than thirty years. The study was informed and results analysed with help of curriculum perspective and Cultural-Historical Activity Theory (CHAT). The findings show that Lao physics education curriculum at all levels is dominated by very traditional forms of teaching with an almost total absence of practical. Official curricular documents have statements prescribing teachers to do practical work in high school and university courses. However, few institutions have functioning equipment and skilled teachers for organising practical activities. Therefore, the majority of Lao students come to university and even can finish university without experience of practical work in physics. This shows the gap that exists between intended and implemented curricula. The majority of the students understand the importance of having practical activities in physics. However, after being exposed to laboratory experiments in an introductory physics course, they expressed criticism about the quality of instruction and the process of the practical work organisation. The laboratory group work analysis showed that discussions were mainly focused on understanding the experimental procedures, manipulating equipment, and collecting data for the report rather than on the physics content (object of activity, in CHAT terms). Based on the research results, it is possible to suggest that a systemic approach is needed to stimulate the development of a new practical work culture in schools and universities. This approach should include training and incentives for science teachers, development of assessment strategies including practical work, maintenance structures for physics equipment, and technical support for the organisation of demonstrations and laboratory exercises.
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Ruiter, Julia. "Practical Chaos: Using Dynamical Systems to Encrypt Audio and Visual Data." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1389.

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Although dynamical systems have a multitude of classical uses in physics and applied mathematics, new research in theoretical computer science shows that dynamical systems can also be used as a highly secure method of encrypting data. Properties of Lorenz and similar systems of equations yield chaotic outputs that are good at masking the underlying data both physically and mathematically. This paper aims to show how Lorenz systems may be used to encrypt text and image data, as well as provide a framework for how physical mechanisms may be built using these properties to transmit encrypted wave signals.
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Lai, Chi-shing. "An inquiry into teachers' concerns in their organization of practical work in school physics." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833340.

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Yin, Jun. "Practical issues in theoretical descriptions of experimental quantum state and entanglement estimation." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11579.

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xii, 133 p. : ill. (some col.)
We study entanglement estimation and verification in realistic situations, taking into account experimental imperfections and statistical fluctuations due to finite data. We consider both photonic and spin-1/2 systems. We study how entanglement created with mixed photon wave packets is degraded. We apply statistical analysis to and propose criteria for reliable entanglement verification and estimation. Finally we devote some effort to making quantum state estimation efficient by applying information criteria. This dissertation includes previously published co-authored material.
Committee in charge: Michael G. Raymer, Chair; Steven J. van Enk, Advisor; Stephen Hs,u Member; Jens U. Noeckel, Member; Je rey A. Cina, Outside Member;
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Books on the topic "Physics, Practical"

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Shukla, R. K. Practical physics. New Delhi: New Age International (P) Ltd., Publishers, 2006.

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Practical physics. 4th ed. Cambridge: Cambridge University Press, 2001.

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Practical physics. Philadelphia: Saunders College Pub., 1986.

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Practical physics. 3rd ed. Cambridge [Cambridgeshire]: Cambridge University Press, 1985.

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Mamourian, Alexander C. Practical MR physics. New York: Oxford University Press, 2010.

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Peet, Debbie, and Emma Chung. Practical Medical Physics. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781315142425.

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Physics : a practical approach. 2nd ed. Toronto: J. Wiley, 1991.

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Hirsch, Alan J. Physics performance record for Physics : a practical approach. Toronto: Trifolium Books, 1998.

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Wilson, Jerry D. Physics: A practical and conceptualapproach. 3rd ed. Forth Worth: Saunders College, 1993.

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The Practical Use of Fracture Mechanics. Dordrecht: Springer Netherlands, 1989.

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Book chapters on the topic "Physics, Practical"

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Wynn-Jones, Andrea, Caroline Reddy, John Gittins, Philip Baker, Anna Mason, and Greg Jolliffe. "Radiotherapy Physics." In Practical Medical Physics, 155–202. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781315142425-6-8.

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Chung, Emma, and Justyna Janus. "Ultrasound Physics." In Practical Medical Physics, 51–69. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781315142425-3-4.

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Dubietis, Audrius, and Arnaud Couairon. "General Practical Considerations." In SpringerBriefs in Physics, 49–63. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14995-6_4.

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Chowdhury, Alimul. "Magnetic Resonance Imaging Physics." In Practical Medical Physics, 25–49. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781315142425-2-3.

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Lide, David R. "Practical Laboratory Data." In AIP Physics Desk Reference, 817–43. New York, NY: Springer New York, 2003. http://dx.doi.org/10.1007/978-1-4757-3805-6_27.

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Kibble, R. "Practical Work." In Making Use of Physics for GCSE, 93–102. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-10328-7_10.

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Makarov, Sergey N., Reinhold Ludwig, and Stephen J. Bitar. "From Physics to Electric Circuits." In Practical Electrical Engineering, 1–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-96692-2_1.

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N. Makarov, Sergey, Reinhold Ludwig, and Stephen J. Bitar. "From Physics to Electric Circuits." In Practical Electrical Engineering, 1–25. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21173-2_1.

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Peet, Debbie, Elizabeth Davies, Richard Raynor, and Alimul Chowdhury. "Radiation Safety." In Practical Medical Physics, 205–42. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781315142425-7-10.

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Towey, David, Lisa Rowley, and Debbie Peet. "Nuclear Medicine Imaging and Therapy." In Practical Medical Physics, 111–54. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781315142425-5-7.

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Conference papers on the topic "Physics, Practical"

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Shapiro, Ari, and Sung-Hee Lee. "Practical character physics for animators." In SIGGRAPH 2009: Talks. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1597990.1598045.

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Kurbanova, Egana Kiniiazovna, and Luiza Tsakhaevna Alieva. "In-Home Research on Physics as a Means of Implementing the Project Method in Physics Lessons." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-551602.

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Tsuda, Jumpei. "Practical rigid body physics for games." In ACM SIGGRAPH ASIA 2009 Courses. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1665817.1665831.

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Isbasoiu, Eliza Consuela, and Madalin Gabriel Preotesescu. "Practical Physics Applications - Web Service for Simulating." In 2010 Fourth Asia International Conference on Mathematical/Analytical Modelling and Computer Simulation. IEEE, 2010. http://dx.doi.org/10.1109/ams.2010.104.

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Vasina, N. E. "COACHING METHODOLOGY - INFLUENCE ON BRAIN NEUROBIOLOGY AND COMMUNICATION WITH QUANTUM PHYSICS." In SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-57-7.35.44.

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многие, кто знаком с коучингом, задаются вопросом: коучинг — это наука или околонаучное направление консалтинговых услуг? Но далеко не многие задумываются о том, как коучинг может быть связан с нейробиологией, нейронаукой в целом и даже с квантовой физикой. В этой статье я объясню эту связь и поделюсь выводами, на основе которых коучинг может рассматриваться как новая современная методология для эффективной работы со взрослыми людьми на их пути к системным изменениям в жизни, не только через постановку целей, но и работы по созданию и укреплению новых нейронных связей, отвечающих за привычки, автоматические действия, эмоции и даже индивидуальные мыслительные процессы и убеждения.
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Susarina, Lada Aleksandrovna. "Using the Project Method in Physics Lessons at a Rural School." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2021. http://dx.doi.org/10.21661/r-553062.

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Fox, G. C., P. Hipes, and J. Salmon. "Practical parallel supercomputing: examples from chemistry and physics." In the 1989 ACM/IEEE conference. New York, New York, USA: ACM Press, 1989. http://dx.doi.org/10.1145/76263.76270.

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Aviña-Cervantes, J. G., A. E. González-García, E. Alvarado-Méndez, M. Trejo-Durán, M. Torres-Cisneros, R. Sánchez-Yáñez, and V. Ayala-Ramírez. "A Practical and Cheap Circuit for ECG Sensing and Heart Frequency Alarm." In MEDICAL PHYSICS: Ninth Mexican Symposium on Medical Physics. AIP, 2006. http://dx.doi.org/10.1063/1.2356413.

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Schmitz, Anthony. "Practical implications of chip-level statistical electromigration." In 2012 IEEE International Reliability Physics Symposium (IRPS). IEEE, 2012. http://dx.doi.org/10.1109/irps.2012.6241867.

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Isbasoiu, Eliza Consuela, and Madalin Preotesescu. "A Web Service for Practical Physics Solutions Using Simulation." In 2010 2nd International Conference on Computational Intelligence, Communication Systems and Networks (CICSyN 2010). IEEE, 2010. http://dx.doi.org/10.1109/cicsyn.2010.31.

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Reports on the topic "Physics, Practical"

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Knight, Doyle, Hong Yan, Greg Elliott, Nick Glumac, Graham Candler, and Alexander Zheltovodov. Fundamental Physics and Practical Applications of Electromagnetic Local Flow Control in High Speed Flows. Fort Belvoir, VA: Defense Technical Information Center, February 2007. http://dx.doi.org/10.21236/ada466943.

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Candler, Graham V. Fundamental Physics and Practical Applications of Electromagnetic Local Flow Control in High Speed Flows. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada588544.

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Pettit, Chris, and D. Wilson. A physics-informed neural network for sound propagation in the atmospheric boundary layer. Engineer Research and Development Center (U.S.), June 2021. http://dx.doi.org/10.21079/11681/41034.

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We describe what we believe is the first effort to develop a physics-informed neural network (PINN) to predict sound propagation through the atmospheric boundary layer. PINN is a recent innovation in the application of deep learning to simulate physics. The motivation is to combine the strengths of data-driven models and physics models, thereby producing a regularized surrogate model using less data than a purely data-driven model. In a PINN, the data-driven loss function is augmented with penalty terms for deviations from the underlying physics, e.g., a governing equation or a boundary condition. Training data are obtained from Crank-Nicholson solutions of the parabolic equation with homogeneous ground impedance and Monin-Obukhov similarity theory for the effective sound speed in the moving atmosphere. Training data are random samples from an ensemble of solutions for combinations of parameters governing the impedance and the effective sound speed. PINN output is processed to produce realizations of transmission loss that look much like the Crank-Nicholson solutions. We describe the framework for implementing PINN for outdoor sound, and we outline practical matters related to network architecture, the size of the training set, the physics-informed loss function, and challenge of managing the spatial complexity of the complex pressure.
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Fernandez, Katya, Marian Ruderman, and Cathleen Clerkin. Building Leadership resilience: The CORE Framework. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2043.

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Effectively building resilience in today’s increasingly uncertain and complex world is crucial, especially for those in leadership positions. The current paper offers the following insights for leaders interested in building resilience: • A brief overview of what we know about resilience and burnout. This overview is informed by decades of research in leadership development. • A new, integrated framework for cultivating resilience in leaders: The CORE (Comprehensive Resilience) Framework. This framework is focused on four areas (physical, mental, emotional, and social) and takes a whole-self approach to resilience by developing a diverse set of responses to change and disruption. • A review of the eight practices designed to help build resilience within the CORE framework: sleep, physical activity, mindfulness, cognitive reappraisal, savoring, gratitude, social connection, and social contact. These practices were selected because there is empirical evidence of their effectiveness specifically in leaders and because they are simple, both in nature and in how they can integrated into daily life. Each practice review also includes tips for how to incorporate these practices into daily life. • A discussion of the practical and future applications of the CORE framework.
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Blauvelt, R. K., M. R. Deaton, and J. T. Gill. Health physics manual of good practices for tritium facilities. Office of Scientific and Technical Information (OSTI), December 1991. http://dx.doi.org/10.2172/266889.

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Casey, W., A. Miller, J. McCaslin, and L. Coulson. Health physics manual of good practices for accelerator facilities. Office of Scientific and Technical Information (OSTI), April 1988. http://dx.doi.org/10.2172/7002036.

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Halvorsen, Per H., Julie F. Dawson, Martin W. Fraser, Geoffrey S. Ibbott, and Bruce R. Thomadsen. The Solo Practice of Medical Physics in Radiation Oncology. AAPM, 2003. http://dx.doi.org/10.37206/80.

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Brackenbush, L. W., K. R. Heid, W. N. Herrington, J. L. Kenoyer, L. F. Munson, L. H. Munson, J. M. Selby, K. L. Soldat, G. A. Stoetzel, and R. J. Traub. Health physics manual of good practices for plutonium facilities. [Contains glossary]. Office of Scientific and Technical Information (OSTI), May 1988. http://dx.doi.org/10.2172/6904879.

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Eise, Jessica, Natalie Lambert, Tiwaladeoluwa Adekunle, and Laura Eise. More Inclusive, More Practical: Climate Change Communication Research to Serve the Future. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317278.

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Climate change impacts are being felt around the world, threatening human well-being and global food security. Social scientists in communication and other fields, in tandem with physical scientists, are critical for implementing mitigation and adaptation strategies effectively and equitably. In the face of rapidly evolving circumstances, it is time to take stock of our current climate change communication research and look toward where we need to go. Based on our systematic review of mid- to current climate change research trends in communication as well as climate change response recommendations by the American Meteorological Society, we suggest future directions for research. We urgently recommend communication research that (1) addresses immediate mitigation and adaptation concerns in local communities and (2) is more geographically diverse, particularly focusing on the African continent, the Caribbean, Latin America, the Middle East and certain parts of Asia.
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Scannell, Stephen. Next Generation Science Standards and Physics First: A Case Study of High School Teachers' Beliefs and Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6878.

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