Relevant bibliographies by topics / Scientific concepts

Contents

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

Academic literature on the topic 'Scientific concepts'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Scientific concepts"

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Gilbert, John K. "Creating Scientific Concepts." International Journal of Science Education 31, no. 17 (October 27, 2009): 2407–9. http://dx.doi.org/10.1080/09500690903211377.

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Wardekker, Willem L. "Scientific Concepts and Reflection." Mind, Culture, and Activity 5, no. 2 (January 1, 1998): 143–53. http://dx.doi.org/10.1207/s15327884mca0502_8.

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Šlekienė, Violeta, and Loreta Ragulienė. "THE ANALYSIS OF PUPILS’ PRE-SCIENTIFIC NOTIONS AND SCIENTIFIC CONCEPTS ABOUT MOTION AND FORCES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 2 (August 15, 2006): 17–24. http://dx.doi.org/10.48127/gu-nse/06.3.17a.

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The issue of the study. Our precondition was that non-scientific notions formed by pupils affect concept teaching. If non-scientific notions are in conformity with the content of scientific concepts the teacher should rely on them forming new concepts, explaining natural phenomena, etc. It contributes to the concept comprehension efficacy. In case non-scientific notions are in collision with the content of scientific concepts they should be corrected as in that case they interfere with the formation of scientific concepts. The goals of research. The goals of the research were: 1) to clarify the interaction of pre-scientific notions and scientific concepts about motion and forces; 2) to evaluate the comprehension of concepts by those pupils who had studied physics and to clarify changes in concept understanding and typical errors that had remained after systematic study. Methodology of research. The research was carried out in year 2004. 700 pupils of 7th and 9th forms from the schools of Siauliai, Kaunas, Telsiai district, Kelme district and young physicists’ school “Fotonas” have been involved in the research. Group I included 7th formers (265 pupils), who had not studied physics as a separate subject but had elementary knowledge of physics from the course “World Science” (1st – 4th forms) and the integrated course of natural sciences “Nature and Man” (5th – 6th forms). Group II consisted of 9th form pupils (540), who have been studying physics for three years. The same questions and tasks adapted to the pupils’ age and previous knowledge were given to each group. The concepts from the topics “Force” were included. The tasks included elementary knowledge of the researched concepts familiar to pupils from both groups, but exact and correct answers were given by the 9th formers who had already analysed the topics. Besides, aiming for better evaluation of knowledge in physics, pupils of Group II answering the questions had to formulate proper definitions of the concepts or laws. A discussion method was used to clarify pupils’ thinking procedures. The received data was processed using statistical research methods. Results of research. It was stated during the research that before starting a systematic study of physics pupils had had pre-scientific notions. A number of incorrect notions on motion and force were revealed. In many cases pre-scientific notions were typical and in a way understandable for pupils. Pre-scientific notions often are retained even after purposeful teaching, and in some time or situations they turn out to be even more distinct and convincing than the scientific ones. It has been stated that pupils reproduce concept definitions without any efforts, but in a definite situation they base solutions of a definite task on misleading notions. Very often pupils understand the content of some concepts in a wrong way, do not make distinction between concepts and confuse functional relations of concepts. They are already able to indicate the features of a concept, but are not able to separate essential and inessential concepts. Key words: concept, pre-scientific images, motion, force, and typical mistakes.
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Slotte, Virpi, and Kirsti Lonka. "Spontaneous concept maps aiding the understanding of scientific concepts." International Journal of Science Education 21, no. 5 (May 1999): 515–31. http://dx.doi.org/10.1080/095006999290552.

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Saidikramovna, Umarova Farida. "Modernization: Etymological, Scientific And Social Philosophical Interpretations." American Journal of Social Science and Education Innovations 02, no. 12 (December 18, 2020): 100–106. http://dx.doi.org/10.37547/tajssei/volume02issue12-18.

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In this article analyzed modernization etymological, scientific and social philosophical interpretations. As we know scientific research, by its epistemological basis, requires the identification of concepts and categories that are specific to the object of knowledge, which serve to reveal its ontological nature, and to have a clear idea about them. As science undergoes a process of deep integration, it is natural for concepts and categories to shift from one discipline to another, especially in the field of philosophy. Philosophy's tendency to be universal, comprehensive, and prone to extensive approaches give rise to concepts and categories related to specific sciences (physics, medicine, biology, mathematics, etc.). This sometimes leads not only to general notions of concepts and categories, but also to different notions from the original etymological interpretation. As a result, a single word is interpreted differently, resulting in assumptions that do not correspond to the ontological features of the object of study. In order for such “word games” not to occur, in order to have a clear idea of the object of research, scientific research begins with defining the concepts and categories that express the object and purpose of research, and defining their essence and functional functions. Such a fundamental concept, category, is "modernization" for our scientific research.
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Steinle, Friedrich. "Scientific Change and Empirical Concepts." Centaurus 51, no. 4 (October 27, 2009): 305–13. http://dx.doi.org/10.1111/j.1600-0498.2009.00156.x.

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Mierzwa, Beata E. "Communicating scientific concepts through art." Journal of Visual Communication in Medicine 43, no. 2 (December 20, 2019): 85–90. http://dx.doi.org/10.1080/17453054.2019.1700783.

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Alves, P. F. "Vygotsky and Piaget: Scientific concepts." Psychology in Russia: State of the Art 7, no. 3 (2014): 24–34. http://dx.doi.org/10.11621/pir.2014.0303.

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BAINBRIDGE, W. S. "Transformative Concepts in Scientific Convergence." Annals of the New York Academy of Sciences 1093, no. 1 (December 1, 2006): 24–45. http://dx.doi.org/10.1196/annals.1382.003.

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Wells, Gordon. "Learning to use scientific concepts." Cultural Studies of Science Education 3, no. 2 (April 1, 2008): 329–50. http://dx.doi.org/10.1007/s11422-008-9100-6.

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Dissertations / Theses on the topic "Scientific concepts"

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MARQUES, THIAGO MANHENTE DE CARVALHO. "SCIENTIFIC APPLICATION: REENGINEERING TO ADD WORKFLOW CONCEPTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28715@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
A aplicação de técnicas de workflows na área de computação científica é bastante explorada para a condução de experimentos e construção de modelos in silico. Ao analisarmos alguns desafios enfrentados por uma aplicação científica na área de geociências, percebemos que workflows podem ser usados para representar os modelos gerados na aplicação e facilitar o desenvolvimento de funcionalidades que supram as necessidades identificadas. A maioria dos trabalhos e ferramentas na área de workflows científicos, porém, são voltados para uso em ambientes de computação distribuída, como serviços web e computação em grade, sendo de difícil uso ou integração dentro de aplicações científicas mais simples. Nesta dissertação, discutimos como viabilizar a composição e representação de workflows dentro de uma aplicação científica existente. Descrevemos uma arquitetura conceitual de motor de workflows voltado para o uso dentro de uma aplicação stand-alone. Descrevemos também um modelo de implantação em uma aplicação C plus plus usando redes de Petri para modelar um workflow e funções C plus plus para representar as tarefas. Como prova de conceito, implantamos esse modelo de workflows em uma aplicação existente e analisamos o impacto do seu uso na aplicação.
The use of workflow techniques in scientific computing is widely adopted in the execution of experiments and building in silico models. By analysing some challenges faced by a scientific application in the geosciences domain, we noticed that workflows could be used to represent the geological models created using the application so as to ease the development of features to meet those challenges. Most works and tools on the scientific workflows domain, however, are designed for use in distributed computing contexts like web services and grid computing, which makes them unsuitable for integration or use within simpler scientific applications. In this dissertation, we discuss how to make viable the composition and representation of workflows within an existing scientific application. We describe a conceptual architecture of a workflow engine designed to be used within a stand-alone application. We also describe an implementation model of this architecture in a C plus plus application using Petri nets to model a workflow and C plus plus functions to represent tasks. As proof of concept, we implement this workflow model in an existing application and studied its impact on the application.
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Veiga, M. L. F. C. S. "A study of the scientific and everyday versions of some fundemental scientific concepts." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384597.

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An attempt was made to investigate two aspects of the learning and teaching context. One deals with how the sets of beliefs or expectations pupils hold about some phenomena affect the sense they make of experiences given to them in science classes. The other deals with the potential effect of the inevitable use of "scientific" and "everyday" language by both teachers and pupils in instruction. A sample of thirty Portuguese students from grade five to grade nine (10-15 years old) were given laboratory experiences and "parallel" everyday phenomena to discuss individually with the interviewer and then were invited to describe orally what and why things happened. The fundamental conceptions that students hold, the changes of these conceptions with students' age, as well as their consistency in different contexts and in similar tasks were identified in this experiment. The results suggested that these students, although having been exposed to formal teaching, still retain and use intuitive notions to think: about experiences in science lessons. The focus of the second experiment was to investigate how teachers' own perceptions may influence the development of pupils' ideas. It was carried out by observing seven teachers during ordinary classroom activities, to discover the relative contributions of 'scientific' and 'everyday' meaning in the language they used. Common features in teachers' and students' conceptualizations of "heat", "temperature" and "energy" were identified. Two main questions were discussed: i) what are the implications of the semantic variability in the disparate linguistic references for science education? ii) how to bridge the gap between teachers' and students' understandings, i.e., what connections can be made between what teachers and students talk about and perceive from discourse in the classroom? The results of this study seemed to reinforce the idea that it is impossible to keep external, everyday, informal culture out of the science classroom.
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Bickerton, Gillian Valerie. "Children's understanding of scientific concepts, a developmental study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61063.pdf.

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Yoon, Cho-Hee. "The role of children's collaboration in developing scientific reasoning skills : a Vygotskian perspective /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7675.

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Swanson, David. "Vygotsky's theory of scientific concepts and connectionist teaching in mathematics." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/vygotskys-theory-of-scientific-concepts-and-connectionist-teaching-in-mathematics(3e2fb24f-70bf-4dc0-8282-aff6fb8e3a64).html.

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This thesis can be described in various terms. It is a translation of Vygotsky's theory of scientific concepts, in reality a theory of development, into a theory of mathematics teaching and learning. It is a theorisation, and development, of connectionist pedagogy in mathematics (a relatively underdeveloped, yet exemplary, amalgam of various reform/progressive /meaningful approaches to teaching). And, it is an investigation of the elements and processes involved in mathematical concept development, and the mediating role which classroom tasks can play. Alongside this, these understandings are embedded within a wider understanding of society, schooling, mathematics and mathematics teaching which help explain the current dominant practice in the classroom, and in doing so add to the understandings already described. In sum, the thesis therefore represents the beginnings of a systematic Marxist perspective of mathematics education which can cohere analysis at the multiple levels of society, schooling, classroom teaching and learning, and individual concept development. As such it is also, as should always be the case with Marxist perspectives, a guide to action for critical mathematics educators. The thesis begins with context, motivation and strategy, an overview of relevant literature, and an explanation of the methodology and methods used within. The relationship between Vygotsky's theory of concept development and connectionist teaching is then outlined and developed. The wider societal perspective follows, with an emphasis on generalised commodity production as the key shaper of schools and classrooms. Both of these themes are then developed in relation to the example of vocational mathematics, both providing evidence of the existence and nature of scientific activity and concepts, and connecting their absence to the obstacles related in the previous section. The thesis continues by exploring a pedagogical development based on Vygotsky's theory, looking at the explicit problematising of generalisation, and analysing classroom dialogue in relation to this. In the other direction, a theoretical development is then made, following an illustration of the pedagogical and theoretical framework through the development of a particular concept. Finally, conclusions are drawn and future work outlined.
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Carvalho, Maria Paula Martins de Oliveira. "Portuguese pupils and the water cycle : understanding interrelated scientific concepts." Thesis, King's College London (University of London), 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245388.

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Grande, F. D. "Empiricism and rationalism in Ernst Mach's and Albert Einstein's conceptions of scientific method." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371542.

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Turner, G. "The impact of information on learning : Some case studies relating to the acquisition of concepts in science." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380129.

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Heron, Mary Lou. "Investigating Word Learning at the Intersection of Spontaneous and Scientific Concepts." Thesis, Temple University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791207.

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This study incorporated an intervention that combined discussion and sentence writing to promote vocabulary development. Fourth grade students were assigned to either an intervention or control condition. Teachers in the intervention classrooms used a word learning protocol that was designed to provide students with student-friendly definitions and a minimum of 15 exposures to each target word through both receptive and expressive tasks. These tasks called upon students to begin to make connections between spontaneous and scientific concepts to support their word learning. Teachers in control classrooms followed instructional routines as specified in their school’s reading series. Multiple choice assessments from the district adopted reading series for vocabulary and comprehension along with a researcher-developed sentence writing task were used to measure growth in word knowledge. On the multiple choice vocabulary assessment, the intervention group outperformed the control group on one of the three weekly assessments from the reading series. There were no differences in comprehension scores on weekly reading tests across groups. On the sentence writing task, results indicated that the intervention group outperformed the control group with the intervention group showing a statistically significant difference in the rate at which they learned words.

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Ingram, Kenneth Phil. "The development of scientific concepts through literacy as a mediational tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1906.

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Books on the topic "Scientific concepts"

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Creating scientific concepts. Cambridge, MA: MIT Press, 2008.

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Sizmur, Steve. Introducing scientific concepts to children. Slough: NFER, 1997.

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Qurʼanic concepts and scientific theories. Amman: Islamic Academy of Sciences, 1999.

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Feest, Uljana, and Friedrich Steinle, eds. Scientific Concepts and Investigative Practice. Berlin, Boston: DE GRUYTER, 2012. http://dx.doi.org/10.1515/9783110253610.

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Pollack, Alan, and Mansoor M. Ahmed. Hypofractionation: Scientific concepts and clinical experiences. Ellicott City, MD: LumiText Publishing, 2011.

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Jähne, Bernd. Digital image processing: Concepts, algorithms, and scientific applications. 2nd ed. Berlin: London, 1993.

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Digital image processing: Concepts, algorithms, and scientific applications. 3rd ed. Berlin: London, 1995.

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Jähne, Bernd. Digital image processing: Concepts, algorithms, and scientific applications. Berlin: Springer-Verlag, 1991.

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Jähne, Bernd. Digital image processing: Concepts, algorithms, and scientific applications. Berlin: Springer-Verlag, 1991.

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Digital image processing: Concepts, algorithms, and scientific applications. 4th ed. Berlin: Springer, 1997.

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Book chapters on the topic "Scientific concepts"

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Boniolo, Giovanni. "Concepts and Objects." In On Scientific Representations, 1–81. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230206571_1.

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Magoulès, Frédéric, François-Xavier Roux, and Guillaume Houzeaux. "Parallel Algorithm Concepts." In Parallel Scientific Computing, 53–69. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781118761687.ch3.

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Chimisso, Cristina. "Anachronism and scientific concepts." In Hélène Metzger, Historian and Historiographer of the Sciences, 22–38. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315455372-2.

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Kulkarni, Suhas. "Quality Concepts." In Robust Process Development and Scientific Molding, 333–42. München: Carl Hanser Verlag GmbH & Co. KG, 2016. http://dx.doi.org/10.3139/9781569905876.013.

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Joubert, Pieter H., and Silvia M. Rogers. "Key Statistical Concepts." In Strategic Scientific and Medical Writing, 59–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48316-9_7.

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Agassi, Joseph. "Thought, Action and Scientific Technology." In Shaping Concepts of Technology, 33–48. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5598-4_4.

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Barrotta, Pierluigi. "Concepts, Values, and Scientific Measurements." In Logic, Argumentation & Reasoning, 21–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74938-9_2.

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Dorsten, Linda Eberst, and Lawrence Hotchkiss. "Scientific Method and Basic Concepts." In Research Methods and Society, 34–54. Third edition. | New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351259811-3.

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Lerch, Michael. "Expression Concepts in Scientific Computing." In Developments in Reliable Computing, 119–30. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-017-1247-7_9.

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Hwang, SungWon, and Wolff-Michael Roth. "The Body in/of Mathematical Concepts." In Scientific & Mathematical Bodies, 77–92. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-567-3_5.

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Conference papers on the topic "Scientific concepts"

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Barbosa de Oliveira Baptista, Ana Eliza, and Rosana Ferrareto Lourenço Rodrigues. "MECHANISM FOR DEVELOPING SCIENTIFIC CONCEPTS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2629.

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Farber, Michael, Chifumi Nishioka, and Adam Jatowt. "ScholarSight: Visualizing Temporal Trends of Scientific Concepts." In 2019 ACM/IEEE Joint Conference on Digital Libraries (JCDL). IEEE, 2019. http://dx.doi.org/10.1109/jcdl.2019.00108.

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Tarábek, Paul, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "Cognitive Architecture of Common and Scientific Concepts." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479855.

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Crampton, David, and Luc Simard. "Instrument concepts and scientific opportunities for TMT." In SPIE Astronomical Telescopes + Instrumentation, edited by Ian S. McLean and Masanori Iye. SPIE, 2006. http://dx.doi.org/10.1117/12.669666.

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Virbaliene, Rita. "CONCEPT OF CONSTRUCTION OR CONCEPTS OF SERVICES UNIVERSITY?" In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.021.

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Stepankin, Igor Anatolyevich. "Education: types, concepts, functions." In IX International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-119592.

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Jaber, Alaa Shawqi, Marini Othman, and Muhammad Farhan Sjaugi. "Grid computing and scientific research: Concepts and review." In 2013 International Conference on Research and Innovation in Information Systems (ICRIIS). IEEE, 2013. http://dx.doi.org/10.1109/icriis.2013.6716701.

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Stoica, Maria, and Scott Peckham. "Incorporating New Concepts Into the Scientific Variables Ontology." In 2019 15th International Conference on eScience (eScience). IEEE, 2019. http://dx.doi.org/10.1109/escience.2019.00073.

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Guzeev, D. N. "COACHING METHODOLOGY: BASIC CONCEPTS AND IDEAS." In SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-57-7.54.58.

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коучинг — это молодая и бурно развивающаяся «помогающая» практика. Коучинг проходит стадию становления, когда необходимо выяснить и отрефлексировать научные, методологические основания коучинга. В статье предпринята попытка рефлексии практики коучинга. Автор считает, что для развития практики коучинга важно единое понимание терминов и понятий. Также важно для того, чтобы были видны границы и точки соприкосновения коучинга с другими помогающими практиками: психологическим консультированием, наставничеством, менеджментом, модерацией, фасилитацией, медиацией.
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Ataeva, Olga Muratovna, Nikolay Evgenevich Kalenov, and Vladimiir Alekseevich Serebryakov. "The basic concepts of a common digital space of scientific knowledge." In 22nd Scientific Conference “Scientific Services & Internet – 2020”. Keldysh Institute of Applied Mathematics, 2020. http://dx.doi.org/10.20948/abrau-2020-18.

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Reports on the topic "Scientific concepts"

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Glimm, James. Enhanced Resolution Concepts in Large Scale Scientific Computing. Fort Belvoir, VA: Defense Technical Information Center, October 1989. http://dx.doi.org/10.21236/ada214095.

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Brasseur, James G. Applications of New Concepts in Scientific Analysis to Atmospheric Studies. Fort Belvoir, VA: Defense Technical Information Center, December 2000. http://dx.doi.org/10.21236/ada391188.

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Sutter, David F. Organization of the 17th Advanced Accelerator Concepts (AAC16) Workshop by the IEEE. Final Scientific/Technical Report On AWARD NO. DE-SC0015635. Office of Scientific and Technical Information (OSTI), July 2017. http://dx.doi.org/10.2172/1372905.

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Ivanyshyn, Petro. BASIC CONCEPTS OF YEVHEN MALANIUK’S NATIONAL-PHILOSOPHICAL INTERPRETATION: ESEISTIC DISCOURSE. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11070.

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The purpose of the research is to outline the structure of the main methodological ideas within the frames of interpretive thinking in the essay of the famous Vistnyk’s writer, critic and essayist Yevhen Malaniuk. Considering the purpose and tasks of the studio, an interdisciplinary methodological base, related to the author’s “national approach”, has been worked out. The epistemological potential of national philosophy as a philosophy of national existence, national science as a theory of nation, hermeneutics as a theory and practice of interpretation and post-colonialism as interpretation of cultural phenomena from the standpoint of anti- and post-imperial consciousness are used in the work. The scientific novelty is that on the basis of the previous hermeneutic generalization and definition of national-existential methodology, a propaedeutic outlining of the structure of national-philosophical concepts within the frames of the essayistic interpretation of reality in Ye. Malaniuk is proposed. In the methodological sense, the writer’s essayism is structured by such concepts as nation-centrism, idealism, voluntarism, heroism, and can be considered as one of the variants (close by the experiences of D. Dontsov, Yu. Lypa, M. Mukhyn, etc.) of the Vistnyk’s national-philosophical (national-existential, nationalistic or nation-centric) hermeneutics, that is, the way of understanding, which the author by himself outlined as a “national approach”. The support of Ye. Malaniuk as a culture-philosopher and exegete on the eternal nation-centric values and criteria in his essayistic studies makes his reflections not only historically interesting, but also theoretically productive, classically important for the development of modern Ukrainian hermeneutics and humanities in general.
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Tabinskyy, Yaroslav. VISUAL CONCEPTS OF PHOTO IN THE MEDIA (ON THE EXAMPLE OF «UKRAINER» AND «REPORTERS»). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11099.

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The article is devoted to the analysis of the main forms of visualization in the media related to photo. The thematic visual concepts are described in accordance with the content of electronic media, which consider the impact of modern technologies on the development of media space. The researches of the Ukrainian and foreign educational institutions concerning the main features of modern photo is classificate. Modifications and new visual forms in the media are singled out. The main objective of the article is to study the visual concepts of modern photo and identify ideological and thematic priorities in photo projects. To achieve the main objective in the article a certain methodology were used. Due to the historical-theoretical description it was possible to substantiate the study of visual concepts. The conceptual-system method was used to study the subject of media photo projects. The main results of the research are the definition of visual concepts of photo on the example of electronic media and the identification of the main thematic features in the process of visual filling of the media space. Based on the study, we can conclude that today the information field needs quality visual content. For successful creation of visual concepts it is necessary to single out thematic features of modern photo and to carry out classifications on ideological and semantic signs. Given the rapid development of digital technologies, the topic of the scientific article we offer is relevant for scientists, journalists, media researchers, visual journalism experts and photojournalists. Modern space is filled with a large number of pictorial materials, which in most cases form specific images, patterns or stereotypes in the mind of the reader (viewer). Also important is the classification of photo used in journalistic publications. That is why there is a need to explore the content and principles of distribution of ideological priorities of photo in the media. The substantiation of scientists about the important place of photography in the modern media space and the future development of visual technologies, which already use artificial intelligence, is relevant.
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Slotiuk, Tetiana. CONCEPT OF SOLUTIONS JOURNALISM MODEL: CONNOTION, FUNCTIONS, FEATURES OF FUNCTIONING. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11097.

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The article examines the main features, general characteristics and essence of the concept of solutions journalism. The basic principles of functioning of this model of journalism in the western press and in Ukraine are given. The list and features of activity of the organizations, institutes and editorial offices supporting development of journalism of solutions journalism. The purpose of the publication is to describe the Solutions Journalism model: its features, characteristics and features of functioning, to find out the difference in the understanding of the concept of «solutions journalism» and «constructive journalism» in general. The task of the publication was to conceptualize the main trends in the development of solutions journalism in the Western and Ukrainian information space; show the main characteristics, formats of functioning and analyze the features of the concepts of «solutions journalism» and «constructive journalism». Applied research methods: at the stage of research of the history of formation of the concept of Solutions Journalism the historical method is used. The hermeneutic method of research helped in the interpretation of basic concepts, the phenomenological approach was applied in the context of considering the essence of the phenomenon of solutions journalism. At the stage of generalization of the features of the concepts of Solutions Journalism and «constructive journalism» a comparative method was used, which gave an understanding of the common components in their essence. The method of analysis allowed to expand the understanding of the purpose of Solutions Journalism as a type of social journalism and its main tasks. With the help of synthesis it was possible to comprehensively understand the concept of Solutions Journalism and understand its features. In Ukraine, this type of journalism is just emerging, but its introduction into the editorial policy of the media may have a national importance. These are regional and local media that can inform their communities about the positive solution of certain problems in other communities, and thus thanks to this model can save local journalism. In the scientific context, there is a need to outline the main differences in the understanding of the concepts of decision journalism and constructive journalism, to understand the socio-psychological need to create good news.
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Bilovska, Natalia. HYPERTEXT: SYNTHESIS OF DISCRETE AND CONTINUOUS MEDIA MESSAGE. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11104.

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In the article we interpret discrete and continuous message as interrupted and constant, limited and continual text, which has specific features and a number of differences between traditional (one-dimensional) text and hypertext (multidimensional). The purpose of this study is to define the concept of “hypertext”, consideration of its characteristics and features of the structure, similarities and differences with the traditional text, including the message in the media and communication. To achieve the goal of the study, we used a number of methods typical of journalism. Empirical analysis enabled a generalized description of the subject of study, which allowed to know it as a phenomenon. With the help of generalization the characteristic and specific regularities and principles of hypertext were studied. The system method is used to identify the dependence of each element of hypertext on its place in the text system as a whole. The retrospective method helped to understand the preconditions for the emergence of hypertext, to trace the dynamics of its development. General scientific methods (analysis, synthesis, induction, deduction) made it possible to formulate the conclusions of the study. Thanks to hypertext and the hypertext systems, the concept of virtual reality has gained tangible meaning. In hypertext space, virtuality organically complements reality. The state of virtuality, in this case, becomes the concept of hyperreality, and all this merges into a single whole in the space of computer text. Due to its volume and multidimensionality, hypertext can arouse scientific interest as an interdisciplinary discipline. In today’s world, the phenomenon of hypertext has been the subject of numerous discussions, conferences and research in the field of social communications, linguistics and psychology. Today, a significant number of organizations conduct large-scale research based on the concepts of hypertext associations and associative navigation.
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Шпинев, Ю. С. Давид Рикардо об инвестициях. DOI CODE, 2020. http://dx.doi.org/10.18411/1311-1972-2020-00024.

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The article examines the views of one of the founders of classical economics, David Ricardo, on the issues of investment, capital and profit. The need for this study is caused by the lack of a single definition of investment in the regulatory acts of investment legislation, as well as in the scientific community. Thus, there is a problem of regulatory regulation of one of the most important concepts of the economy. Given that the concepts of investment, capital, and capital investment are primarily economic categories, it seems quite reasonable to consider the emergence and development of these concepts in the retrospect of economic theories, in order to understand the essence of the phenomenon and finally solve the issue of its legal regulation. The scientific novelty of the study is that despite a large number of works on the work of David Ricardo «The Beginnings of Political Economy and Taxation», no special work was carried out on the contribution of the great economist to the theory of investment. Conclusions. The main achievements of Ricardo in the field of capital and investment include the author's definitions of capital, free capital, the creation of a theory of comparative advantages of trade, the division of capital into fixed and circulating capital depending on strength, as well as the description of the reasons that stimulate and hinder foreign investment.
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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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