XXVI IUPAP Conference on Computational Physics (CCP2014)

The 26th IUPAP Conference on Computational Physics, CCP2014, was held in Boston, Massachusetts, during August 11-14, 2014. Almost 400 participants from 38 countries convened at the George Sherman Union at Boston University for four days of plenary and parallel sessions spanning a broad range of topics in computational physics and related areas. The first meeting in the series that developed into the annual Conference on Computational Physics (CCP) was held in 1989, also on the campus of Boston University and chaired by our colleague Claudio Rebbi. The express purpose of that meeting was to discuss the progress, opportunities and challenges of common interest to physicists engaged in computational research. The conference having returned to the site of its inception, it is interesting to recect on the development of the field during the intervening years. Though 25 years is a short time for mankind, computational physics has taken giant leaps during these years, not only because of the enormous increases in computer power but especially because of the development of new methods and algorithms, and the growing awareness of the opportunities the new technologies and methods can offer. Computational physics now represents a ''third leg'' of research alongside analytical theory and experiments in almost all subfields of physics, and because of this there is also increasing specialization within the community of computational physicists. It is therefore a challenge to organize a meeting such as CCP, which must have suffcient depth in different areas to hold the interest of experts while at the same time being broad and accessible. Still, at a time when computational research continues to gain in importance, the CCP series is critical in the way it fosters cross-fertilization among fields, with many participants specifically attending in order to get exposure to new methods in fields outside their own. As organizers and editors of these Proceedings, we are very pleased with the high quality of the papers provided by the participants. These articles represent a good cross-section of what was presented at the meeting, and it is our hope that they will not only be useful individually for their specific scientific content but will also represent a historical snapshot of the state of computational physics that they represent collectively. The remainder of this Preface contains lists detailing the organizational structure of CCP2014, endorsers and sponsors of the meeting, plenary and invited talks, and a presentation of the 2014 IUPAP C20 Young Scientist Prize. We would like to take the opportunity to again thank all those who contributed to the success of CCP214, as organizers, sponsors, presenters, exhibitors, and participants. Anders Sandvik, David Campbell, David Coker, Ying TangPublished versio

Volatility Modelling Using Hybrid Autoregressive Conditional Heteroskedasticity (ARCH) - Support Vector Regression (SVR)

High fluctuations in stock returns is one problem that is considered by the investors. Therefore we need a model that is able to predict accurately the volatility of stock returns. One model that can be used is a model Autoregressive Conditional Heteroskedasticity (ARCH). This model can serve as a model input in the Support Vector Regression (SVR) model, known as Hybrid ARCH-SVR. This modeling is one of the alternatives in modeling the volatility of stock returns. This method is able to show a good performance in modeling the volatility of stock returns. The purpose of this study was to determine the stock return volatility models using a Hybrid ARCH-SVR model on stock price data of PT. Indofood Sukses Makmur Tbk. The result shows that the determination of the input variables based on the ARIMA (3,0,3)-ARCH (5), so that the SVR model consists of 5 lags as input vector. Using a this model was obtained that the Mean Absolute Percentage Error (MAPE) of 1,98% and R2 = 99.99%. Keywords: ARCH; ARIMA; SVR; Volatilit

Holistic Learning: A workforce development paradigm

The development of workforce knowledge, skills and attitudes are widely acknowledged in extant literature as being pivotal levers to deliver process improvement and efficiency. The success of an organisation depends as much on its technical system as on the social system that supports it. Strategies for improving organisational performance need to incorporate arrangements for developing the workforce competences required to implement strategy. Lean construction by definition involves continuous small-step improvements (Kaizen), problem solving and employee involvement at all levels. The argument for providing workplace systems that support life-long learning within construction businesses therefore takes on greater significance. This paper reports on the pilot for a wider research aimed at firmly linking construction businesses to the learning domain. The pilot involved a survey of domain experts (276) which sought to characterise the Nigerian construction industry in terms of its knowledge and learning requirements, the supply systems for construction skills, the individual attributes required for optimal performance, and the appropriate pedagogical approaches for learning construction skills. Findings to date suggest that the Nigerian construction industry exhibits many characteristics of Taylor-Fordist systems but with tendencies towards knowledge-based systems suggesting the need for improved systems of learning. The training systems of construction firms were found to supply a small percentage of skilled workers to the industry pool, but the few were perceived to be the most competent. Construction skilled workers were perceived to require not only cognitive but also emotional and social competencies for optimal performance. This paper posits that the construction industry needs to align its skill provision systems with modern learning theory to create effective learners and learning environments within organisations to drive the learning needed for performance and innovation. The paper proposes the development of a conceptual model which captures the key elements of an effective skills learning solution for construction

Genius, men and manners: Burns and eighteenth-century Scottish criticism

No abstract available

Weird counsels: the critic and the critics

No abstract available

Стратегия концептуального картирования в учебной деятельности студентов по изучению иностранных языков

The article is devoted to theoretical and practical considerations as for the use of Legitimation Code Theory in concept mapping which allows the evaluating the mapper’s ability in academic performance. This raises the map above the assessment of factual data review and proves the higher organized network of thinking skills that are required for students to achieve proficiency in foreign language learning.Стаття присвячена теоретичним і практичним міркуванням щодо використання теорії коду легітимації задля оцінки стратегій концептуального мапування, що дозволяє оптимально визначити рівень опанування студентами навчальною діяльністю. Концептуальна мапа охоплює не лише рівень володіння фактичними даними, а доводить сформованість більш організованої мережі навичок когнітивного мислення, необхідних студентам для досягнення професійного рівня володіння іноземною мовою.Статья посвящена теоретическим и практическим наблюдениям относительно использования теории кода легитимации для оценки стратегий концептуального картирования, что позволяет оптимально определить уровень освоения студентами учебной деятельности. Концептуальная карта охватывает не только уровень владения фактическими данными, а доказывает сформированность более организованной сети навыков когнитивного мышления, необходимых студентам для достижения профессионального уровня владения иностранным языком

BUILDING SCOUTING ACHIEVEMENT SYSTEM (Potentials and Obstacles)

The purpose of this research is to rising up a scouting achievement system that coming from potentials and obstacles at SMA N 1 Sukoharjo and SMA N 1 Wonogiri which both of them have a really good achievement at scouting competition. The system that coming up from this research very helpful for human resource management especialy on developing organizational system for educational level. This research using qualitative method which the collective data method using interview, self-conduct observation, life history, personal experience, documents and important note deeply for certain period of time to get further information about scouting achievement system from it potentials and obstacles. This research object are schools which have achievement in scouting there are SMA N 1 Sukoharjo and SMA N 1 Wonogiri. Come after the informant for this research are scout master, scout leader, and alumni who still active for helping on scouting activities on each school. The result indicates gradually a scouting achievement system must have a good organization system and training and education system. Organization system component are recruitment and member positioning, financial and facilities management, followed by having a good relationship within scouting member in or out school. Training and education system component are routine training, leadership, competition preparation exercise followed by team competition development

The Concept of Culture in Critical Mathematics Education

© Springer International Publishing AG, part of Springer Nature 2018. This is a post-peer-review, pre-copyedit version of a chapter published in The Philosophy of Mathematics Education Today. The final authenticated version is available online at: http://dx.doi.org/10.1007/978-3-319-77760-3A well-known critique in the research literature of critical mathematics education suggests that framing educational questions in cultural terms can encourage ethnic-cultural essentialism, obscure conflicts within cultures and promote an ethnographic or anthropological stance towards learners. Nevertheless, we believe that some of the obstacles to learning mathematics are cultural. ‘Stereotype threat’, for example, has a basis in culture. Consequently, the aims of critical mathematics education cannot be seriously pursued without including a cultural approach in educational research. We argue that an adequate conception of culture is available and should include normative/descriptive and material/ideal dyads as dialectical moments