419 research outputs found
Investigating the learning potential of the Second Quantum Revolution: development of an approach for secondary school students
In recent years we have witnessed important changes: the Second Quantum Revolution is in the spotlight of many countries, and it is creating a new generation of technologies.
To unlock the potential of the Second Quantum Revolution, several countries have launched strategic plans and research programs that finance and set the pace of research and development of these new technologies (like the Quantum Flagship, the National Quantum Initiative Act and so on).
The increasing pace of technological changes is also challenging science education and institutional systems, requiring them to help to prepare new generations of experts.
This work is placed within physics education research and contributes to the challenge by developing an approach and a course about the Second Quantum Revolution. The aims are to promote quantum literacy and, in particular, to value from a cultural and educational perspective the Second Revolution.
The dissertation is articulated in two parts. In the first, we unpack the Second Quantum Revolution from a cultural perspective and shed light on the main revolutionary aspects that are elevated to the rank of principles implemented in the design of a course for secondary school students, prospective and in-service teachers. The design process and the educational reconstruction of the activities are presented as well as the results of a pilot study conducted to investigate the impact of the approach on students' understanding and to gather feedback to refine and improve the instructional materials.
The second part consists of the exploration of the Second Quantum Revolution as a context to introduce some basic concepts of quantum physics. We present the results of an implementation with secondary school students to investigate if and to what extent external representations could play any role to promote students’ understanding and acceptance of quantum physics as a personal reliable description of the world
LIPIcs, Volume 261, ICALP 2023, Complete Volume
LIPIcs, Volume 261, ICALP 2023, Complete Volum
Undergraduate and Graduate Course Descriptions, 2023 Spring
Wright State University undergraduate and graduate course descriptions from Spring 2023
Why Do Corporations Merge and Why Should Law Care?
Mergers and acquisitions are extraordinarily prevalent in the United States, generating massive expenditures every year. However, a serious empirical puzzle lies at the heart of all that activity. That empirical phenomenon’s most remarkable feature by far is that even though it is well established in an extensive literature and implies far-reaching policy consequences, American law ignores it entirely.
Generations of researchers have failed to find evidence that merger and acquisition activity generates any lasting benefits for the combining firms’ owners or anyone else. No one seriously doubts that efficiencies of scale or technological integration are real or that acquisitions sometimes achieve them. Still, the evidence strongly implies that they are mostly available in small deals among small firms. While the results are no longer very seriously contested, no one has any conclusive explanation for the several puzzles they pose.
This paper comprehensively reviews the empirical literature and works through the policy implications for the major bodies of law it affects. The most important insights are two. First, the evidence should undermine the confidence among scholars of corporation law in the regulatory self-sufficiency of market institutions, on which corporation theory depends so heavily. In particular, a major hope for controlling managerial agency cost—one of the theory’s chief preoccupations—remains the hope that the so-called “market for corporate control” governing hostile takeovers will discipline underperforming managers. The evidence discussed here suggests that the market produces no meaningful benefits at all. The second lesson is simpler. The other major legal regime governing mergers and acquisitions—antitrust—should return to the simpler, pro-enforcement presumptions by which it once more effectively limited market concentration. The fear of jeopardizing pro-competitive gains, on which antitrust merger law has been rendered largely inert, is no longer very defensible. The balance between false positive and false negative should be reset
General Course Catalog [2022/23 academic year]
General Course Catalog, 2022/23 academic yearhttps://repository.stcloudstate.edu/undergencat/1134/thumbnail.jp
An Analysis of the Suitability of Philosophy as a Core K-12 Public School Subject
In 2005 Michael Katz invited philosophers of education to reinvigorate the inquiry into what is required to provide a proper education for everyone to lead a productive life. In the literature review, I analyze the suitability of philosophy in teaching K-12 students how to think and reason logically—essential abilities for a productive life. I also examine the educational landscape through the philosophy of Nicholas Rescher’s Cognitive-Values Theory and address the value of learning philosophy. I present a Philosophical Dialectic that shows how epistemic diversity (aporetic clusters) justifies making philosophy a K-12 core subject while analyzing philosophers’ reasons for including philosophy as a core K-12 public school subject. Finally, I assess the Philosophical Dialectic by applying the Heuristic-Systematic Model. Because cognition and metacognition require training the mind, I show how philosophy is most suited to provide this systematically. I assess how Artificial Intelligence (general and generative) is interrupting pedagogy and how a K-12 philosophy curriculum can both mitigate and harness this positively. I demonstrate the importance of neuroscientific research and why this must inform curriculum construction. In Chapter Three, I provide a Scope and Sequence for a Philosophy K-12 curriculum to demonstrate how logic, reasoning, and critical thinking develop students’ cognition and metacognition. I present reasons why philosophy has become the elephant in the room, even though it is the subject best suited to teach children systematically how to think well. I present a rationale for why colleges of education must recruit trainee teachers educated in philosophy to be trained as philosophy teachers and why philosophy should be a core K-12 subject
Undergraduate and Graduate Course Descriptions, 2022 Fall
Wright State University undergraduate and graduate course descriptions from Fall 2022
Aplicaciones de la teorĂa de la informaciĂłn y la inteligencia artificial al testing de software
Tesis inĂ©dita de la Universidad Complutense de Madrid, Facultad de Informática, Departamento de IngenierĂa de Sistemas lnformáticos y de ComputaciĂłn, leĂda el 4-05-2022Software Testing is a critical field for the software industry, as it has the main tools used to ensure the reliability of the produced software. Currently, mor then 50% of the time and resources for creating a software product are diverted to testing tasks, from unit testing to system testing. Moreover, there is a huge interest into automatising this field, as software gets bigger and the amount of required testing increases. however, software Testing is not only an industry oriented field; it is also a really interesting field with a noble goal (improving the reliability of software systems) that at the same tieme is full of problems to solve....Es Testing Software es un campo crĂtico para la industria del software, ya que Ă©ste contienen las principales herramientas que se usan para asegurar la fiabilidad del software producido. Hoy en dĂa, más del 50% del tiempo y recursos necesarios para crear un producto software son dirigidos a tareas de testing, desde el testing unitario al testing a nivel de sistema. Más aĂşn, hay un gran interĂ©s en automatizar este campo, ya que el software cada vez es más grande y la cantidad de testing requerido crece. Sin embargo, el Testing de Software no es solo un campo orientado a la industria; tambiĂ©n es un campo muy interesante con un objetivo noble (mejorar la fiabilidad de los sistemas software) que al mismo tiempo está lleno de problemas por resolver...Fac. de InformáticaTRUEunpu
Imagination and Science in Romanticism
How did the idea of the imagination impact Romantic literature and science?2018 Winner, Jean-Pierre Barricelli Book Prize, The International Conference on RomanticismRichard C. Sha argues that scientific understandings of the imagination indelibly shaped literary Romanticism. Challenging the idea that the imagination found a home only on the side of the literary, as a mental vehicle for transcending the worldly materials of the sciences, Sha shows how imagination helped to operationalize both scientific and literary discovery. Essentially, the imagination forced writers to consider the difference between what was possible and impossible while thinking about how that difference could be known. Sha examines how the imagination functioned within physics and chemistry in Percy Bysshe Shelley's Prometheus Unbound, neurology in Blake's Vala, or The Four Zoas, physiology in Coleridge's Biographia Literaria, and obstetrics and embryology in Mary Shelley's Frankenstein. He also demonstrates how the imagination was called upon to do aesthetic and scientific work using primary examples taken from the work of scientists and philosophers Davy, Dalton, Faraday, Priestley, Kant, Mary Somerville, Oersted, Marcet, Smellie, Swedenborg, Blumenbach, Buffon, Erasmus Darwin, and Von Baer, among others. Sha concludes that both fields benefited from thinking about how imagination could cooperate with reason—but that this partnership was impossible unless imagination's penchant for fantasy could be contained
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