Inequality in the Universe, Imaginary Numbers and a Brief Solution to P=NP? Problem

While I was working about some basic physical phenomena, I discovered some geometric relations that also interest mathematics. In this work, I applied the rules I have been proven to P=NP? problem over impossibility of perpendicularity in the universe. It also brings out extremely interesting results out like imaginary numbers which are known as real numbers currently. Also it seems that Euclidean Geometry is impossible. The actual geometry is Riemann Geometry and complex numbers are real

Is Time Misconception of the Transformations Possible?

Time is quite interesting phenomenon in physics, and it seems is relative; but what does it mean to be relative of time? What does to be fixed of light speed mean? Does to be fixed of light speed require observation at light speed? What if we can observe faster than light speed because of increased frame number? Is time effective for this imaginary effect or also time itself is dependent on another actual causative phenomenon? Is it possible to make a wrong conception for time and speed even if the phenomenon we advocate is actually true

Short Note on Unification of Field Equations and Probability

Is math in harmony with existence? Is it possible to calculate any property of existence over math? Is exact proof of something possible without pre-acceptance of some physical properties? This work is realized to analysis these arguments somehow as simple as possible over short cuts, and it came up with some compatible results finally. It seems that both free space and moving bodies in this space are dependent on the same rule as there is no alternative, and the rule is determined by mathematics

Developing a New Space over Deterministic Imaginary Time

In a day from days, when the famous x is lengthened to x_2 and lost its virginity... Hey-o! Here comes the danger up in this club again. Listen up! Here's the story about a little guy, that lives in a dark world and uses power of wisdom as a torch to find way in darkness; and all day and all night and everything he sees is just illusion. I have been working about the laws of existence for a time. I developed new formulas which were based on a strong mechanism over philosophical hypotheses. Nobody can answer easily; but I thought many times better mathematical infrastructure. Actually at the beginning, I noticed, that a fixed observer does observation of moving bodies being the bodies do a circular motion because of emerging and changing angles over time even if the objects move parallel manner relatively to the observer at that time . This would not happen accidentally even if abstract math says, nothing is going to change. Eureka! Finally while I was in a cafe today, I remembered and developed in a few hours a new method on some note papers which I demanded from cafe to explain existence, and thereupon I asked to my friends for leave, and I am writing towards morning in the name of giving a shoulder to the tired giants. The ancients smile on me

Spectacle, Performance and New Femininities in the Plays of Suffrage Playwrights between 1907 and 1914.

This thesis examines plays written by four playwrights in the context of Edwardian suffragism between 1907 and 1914. It aims to demonstrate that suffrage drama is much more versatile in its subjects, representations of women and dramatic strategies than previously thought. It argues that suffrage plays were not only an imitation of Edwardian social drama with a political message. Instead, it suggests that suffrage playwrights exploited a large variety of sources and strategies in the construction of their female characters and plots. To do so, they appropriated theatrical and dramatic strategies of popular theatre genres of the Edwardian age such as melodramas, musical comedies, tableaux vivants, history plays and farces. The method used in this thesis is first to look at the play structures and textual representations of femininities constructed in these plays. Second, the play is analysed through its text, photographs and illustrations produced about the production or in relation to the construction of female characters. Third, representational strategies used in the stage performances are examined whenever there is available information. Finally, the plays’ success is assessed by interpreting their critical and popular reception. This thesis is divided into four chapters. These chapters explore plays written by four dramatists: Elizabeth Robins, Cicely Hamilton, Christopher St John and George Bernard Shaw. In examining and identifying these playwrights’ strategies and representations of femininities, archival sources such as manuscripts, production bills, leaflets, photographs, newspaper articles and reviews published during Edwardian age have frequently been used as complementary and contextual materials. The principal collections, archival materials from which have been used in this study, are British Library Manuscripts and Ellen Terry Collection, Victoria & Albert Museum Theatre and Performance Collections, and The Women’s Library Collections in London

PRIMARY AND PRESCHOOL TEACHER CANDIDATES' VIEWS ON MUSEUM EDUCATION

This study delves into the pivotal role of museums in shaping pedagogical strategies and advancing holistic learning experiences. Drawing upon primary and preschool education teacher candidates' perceptions, the research underscores a notable transformation in their views post-museum education exposure. Data indicates a marked elevation in cognitive capacities, aligning with previous literature, highlighting museums as dynamic spaces fostering inquiry-based cognition. Furthermore, post-exposure responses reveal an enriched understanding of diverse teaching methodologies, emphasizing museums as intersections of formal and informal education.  An intriguing correlation emerged between familiarity with museums and deepened cognitive engagement, suggesting the merit of integrating regular museum visits within academic curricula. The findings reaffirm the evolving perception of museums, transcending traditional historical repositories to vibrant arenas of active learning. This study illuminates the potential of museums as instrumental tools in reshaping contemporary educational paradigms, albeit with the need for sustained educator training and collaboration between institutions

On the Uncertainty Principle

Analysis of the laws which form, direct universe and of the interacting elements in the interactions emerging by these laws. Forming the theoretical, philosophical infrastructure of the some physical concepts and phenomena such as kinetic energy, uncertainty, length contraction, relative energy transformations, gravity, time and light speed to understand universe better manner as well as possible. Almost any physical subject takes us easily to the same point by visiting the other subjects because of the creation type of matter as there is no alternative. Every mathematical equation is a production of a thinking; so it does not have to be right always as it may has different meanings for different minds and because of wrong thinking, assembly elements even if it may has a certain information sometimes or usually. If our portion is, our portion is as we took some pickaxes and shovels, starting for science mining as the below to understand universe better manner, if it is possible especially by strong evidences by thinking first as simple as possible. Only one pencil and one paper are enough. At this situation, the biggest problem is to be one of them exists and the other does not of them

A Data-Driven Approach for Modeling Agents

Agents are commonly created on a set of simple rules driven by theories, hypotheses, and assumptions. Such modeling premise has limited use of real-world data and is challenged when modeling real-world systems due to the lack of empirical grounding. Simultaneously, the last decade has witnessed the production and availability of large-scale data from various sensors that carry behavioral signals. These data sources have the potential to change the way we create agent-based models; from simple rules to driven by data. Despite this opportunity, the literature has neglected to offer a modeling approach to generate granular agent behaviors from data, creating a gap in the literature. This dissertation proposes a novel data-driven approach for modeling agents to bridge the research gap. The approach is composed of four detailed steps including data preparation, attribute model creation, behavior model creation, and integration. The connection between and within each step is established using data flow diagrams. The practicality of the approach is demonstrated with a human mobility model that uses millions of location footprints collected from social media. In this model, the generation of movement behavior is tested with five machine learning/statistical modeling techniques covering a large number of model/data configurations. Results show that Random Forest-based learning is the most effective for the mobility use case. Furthermore, agent attribute values are obtained/generated with machine learning and translational assignment techniques. The proposed approach is evaluated in two ways. First, the use case model is compared to another model which is developed using a state-of-the-art data-driven approach. The model’s prediction performance is comparable to the state-of-the-art model. The plausibility of behaviors and model structure in the use case model is found to be closer to real-world than the state-of-the-art model. This outcome indicates that the proposed approach produces realistic results. Second, a standard mobility dataset is used for driving the mobility model in place of social media data. Despite its small size, the data and model resembled the results gathered from the primary use case indicating the possibility of using different datasets with the proposed approach

DIGITAL GAME-BASED LEARNING MODEL AS AN EDUCATIONAL APPROACH

Today, the rapid development of technology has also affected the existing learning processes. In addition, this development has made it necessary for children to develop skills by the needs of the 21st century.  In this research, an alternative to the question of how we can support and update learning activities suitable for our age is presented. Digital game-based learning concepts are explained in the light of the literature and suggestions on how to use them from early childhood are presented.  Game is the most important supportive activity for development areas in early childhood. It also similarly affects learning processes. Learning with play makes the child more active and makes him excited about learning. This increases the motivation to learn. According to the research, when DGBL is used effectively, it has been seen that children support many 21st century skills such as critical thinking, problem-solving, and cooperative learning. This review demonstrated the importance of combining learning and game of digital technology used as an education model. In addition, Practical recommendations are presented for using technology in preschool children