18 research outputs found
Computational Relativistic Astrophysics With Adaptive Mesh Refinement: Testbeds
We have carried out numerical simulations of strongly gravitating systems
based on the Einstein equations coupled to the relativistic hydrodynamic
equations using adaptive mesh refinement (AMR) techniques. We show AMR
simulations of NS binary inspiral and coalescence carried out on a workstation
having an accuracy equivalent to that of a regular unigrid simulation,
which is, to the best of our knowledge, larger than all previous simulations of
similar NS systems on supercomputers. We believe the capability opens new
possibilities in general relativistic simulations.Comment: 7 pages, 16 figure
Industrial actors and their rationales for engaging in STEM education
In science education, critical discussions on the engagement of industrial actors in STEM education are scarce. In this study, we take the perspective that industrial STEM education initiatives are an arena for governing STEM education. The aim is to contribute to a critical discussion on the involvement of industrial actors in STEM education by scrutinizing how they describe their engagement. More specifically, we look at the discursive repertoires industrial actors put forward as rationales for engaging in STEM education initiatives. The data consist of web materials wherein industrial actors describe and justify their engagements. We identify the following interpretative repertoires used by industrial actors when justifying their engagement in said initiatives: a) Securing competent labour, b) Securing economic growth, c) Improving the public image-marketing, d) Contributing to a bright future, e) Increasing interest in STEM, f) Increasing knowledge in and of STEM and g) Empowering young people. The repertoires are discussed in light of potential tensions between public and private good. The notion of 'boundary repertoires' is introduced to discuss repertoires which can be adapted across discursive practices and which afford industrial actors possibilities for speaking to a varied audience-shareholders as well as teachers
Introduction to the Special Theme on Re-Imagining the M in STEM: Mathematical Actions for Innovative, Resilient and Culturally Rich Communities
Kapitza Resistance between Dielectrics and Metals in the Normal and Superconducting States
Introduction au numéro spécial sur la ré-imagination de l’élément « M » des STEM : démarches mathématiques pour des communautés innovantes, résilientes et riches en culture
Characterisation of bovine viral diarrhoea virus (BVDV) isolates from an outbreak with haemorrhagic enteritis and severe pneumonia
Interpolation Between the Acoustic Mismatch Model and the Diffuse Mismatch Model for the Interface Thermal Conductance: Application to InN/GaN Superlattice
Developing technologically enhanced mathematics pedagogical content knowledge in initial teacher education
© Springer Nature Switzerland AG 2019. Nowadays perspectives on mathematics education argue for student-centred maths teaching that enables students to engage into learning activities and to play an active role in learning. Information and communication technological evolution provides teachers with an ever-increasing diversity of digital and smart tools that may successfully promote students’ deep engagement with the learning tasks. However, mathematics teachers need to learn how to integrate mathematics pedagogical content knowledge with technological knowledge so that they can develop technologically enhanced mathematics pedagogical content knowledge (TEMPCK). TEMPCK is required for teachers to select the best technological tool to teach a given content in the best way to a certain group of students in a specific social and cultural context. Initial mathematics teacher education has a key responsibility on this issue as it is expected to form updated teachers, able to effectively cope with the technological challenges of the moment as well as with the unanticipated challenges of future technology advancements. This chapter presents a few attempts of prospective mathematics teachers to use digital tools to teach different mathematics topics to secondary school students. Suggestions are made to increase the smartness of the learning environments used by the prospective teachers.(undefined)info:eu-repo/semantics/publishedVersio