Break-in’ Point: Somatic narratives: The convergence of arts and science in the transformation of temporal communities

Break-in’ Point, a 2012 arts and science performance and community engagement research initiative, was presented in the spring and fall semesters at the University of Leeds in the United Kingdom at Stage@Leeds. The outcome of a collaboration between dance artist A3 and theoretical physicist A2, under the direction of performance researcher A1, Break-in’ Point is based on a series of real-life encounters at intersections of arts and science – exploring force, risk, exposure and resilience. The Break-in’ Point performance offered an interrogation of the critical point at which physical, mental, and/or emotional strength give way under stress – causing structural degeneration and the experience of what lies beyond. This article is an examination of the performance, reviewing and analysing it as an imagined somatic zone – embodied encounters that transcend temporal bound-ness, compelling and igniting new possibilities – that engaged spiritual and epistemological transformation of performers and audiences. The article addresses three main periods in the life of Break-in’ Point: (1) the development period – script building and rehearsals, (2) the performance – live encounters between and among performers and audiences and (3) beyond the theatre – digital engagements in the classroom and pedagogy. The article contributes new concepts and new ways of thinking about science education, the role of digital technology in pedagogy, dance/theatre public engagement and community arts practices as practices of healing, health and resilience

Kinesthetic transverse wave demonstration

This is a variation on the String and Sticky Tape demonstration "The Wave Game," suggested by Ron Edge.1 A group of students stand side by side, each one holding a card chest high with both hands. The teacher cues the first student to begin raising and lowering his card. When he starts lowering his card, the next student begins to raise his. As succeeding students move their cards up and down, a wave such as that shown in the figure is produced. To facilitate the process, students' motions were synchronized with the ticks of a metronome (without such synchronization it was nearly impossible to generate a satisfactory wave). Our waves typically had a frequency of about 1 Hz and a wavelength of around 3 m. We videotaped the activity so that the students could analyze the motions. The (17-year-old) students had not received any prior instruction regarding wave motion and did not know beforehand the nature of the exercise they were about to carry out. During the activity they were asked what a transverse wave is. Most of them quickly realized, without teacher input, that while the wave propagated horizontally, the only motion of the transmitting medium (them) was vertical. They located the equilibrium points of the oscillations, the crests and troughs of the waves, and identified the wavelength. The teacher defined for them the period of the oscillations of the motion of a card to be the total time for one cycle. The students measured this time and then several asserted that it was the same as the wave period. Knowing the length of the waves and the number of waves per second, the next step can easily be to find the wave speed

Preschool children science mental representations: The sound in space

The aim of the current study was to examine the way in which preschool children deal with the concept of sound. For this purpose, a study was carried out in the context of detecting and categorizing the mental representations among young children of sounds which propagate through space from source to the receiver. Specifically, 91 preschool children aged 5–6 years voluntarily participated in individual semi-structured interviews which were carried out by three researchers in a special area of kindergartens. During these interviews, the children were asked to express their views on the three following axes: the concept of sound itself; the subjective characteristics of sound; and the phenomenon of the production and propagation of sound. The results of the research showed that while a small percentage of children recognized the propagation of sound in space, the vast majority of them associated sound with either the object that produced it or with the object that received it. © 2021 by the authors. Licensee MDPI, Basel, Switzerland

Narration and multimodality: The role of the human body and material objects in science teaching

This article seeks to shed light on the semiotic approach to science teaching and learning. Essentially, the mental representations of learners are also affected by the sign vehicles employed to communicate ideas in the material world. Thus, any learning object also appears as a material representation, consisting of acoustic and visual forms, which affect its content. The human body’s kinetic modalities, spatial configurations (i.e., graphs, images), material objects, prosody, as well as the written and spoken word constitute the perceptual data that encode the concepts. This particular paper deals with the possibility that the more emphatic signifiers, i.e., the human body and material objects, can create narrative spaces and produce meaning during science teaching. It also discusses alternative uses of material objects along with the multiple interpretations their visual images can evoke. As regards the human body, iconic, deictic, and ergotic gestures are analyzed as forms that produce meaning and are autonomous and dynamic when working with the other semiotic systems. Both material objects and the human body rely upon the ability of the learners’ imagination to transport them to narrative worlds located outside the classroom. © 2022, Institute of Advanced Engineering and Science. All rights reserved

Biogenic Nanoparticle Synthesis Using Marine Alga Schizochytrium sp.

International Conference on Medical and Biological Engineering in Bosnia and Herzegovina (CMBEBIH) -- MAY 16-18, 2019 -- Banja Luka, BOSNIA & HERCEGWOS: 000491311000033Nanotechnology is one of the most promising science and technology discipline that targets to bring new solutions for many applications in biotechnology, biomedical, energy and cosmetic industry by improving particles and devices scale of nanometers. Various sized and shaped nanoparticles can be synthesized by several methods. Up to now, scientists prefer physical and chemical fabrication of nanoparticles. But, these methods contain use of toxic, expensive and non-environmentalist solvents, reducing and stabilising agents. For a sustainable science, there is a necessity development of more eco-friendly, cost-effective and trustable alternative processes. in this context, using biological sources as reaction agent, have a strong potential. Plants, bacteria, fungi are essential biological sources for transformation of metals to nanoparticles. Many researchers focus on fungi and bacteriological potential in nanofabrication whereas algae are highly intriguing biological systems in nanotechnological approach. Some of cyanobacteria and algae have previously been used to synthesize intracellular or extracellular metal nanoparticles. Most of the research concentrate especially on gold and silver nanoparticle production from algae. in this work; bioreduction of silver, zinc and iron metals have been investigated using culture supernatant of marine algae Schizochytrium sp. For characterization of nanoparticles, UV visible spectroscopy, zeta sizer were used. Nanoparticle size was determined by zeta sizer and particles' surface plasmon resonance band detected by UV-Visible Spectroscopy.Scientific and Technological Research Council of Turkey (TUBITAK)Turkiye Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK) [117M052]This research was supported by the Scientific and Technological Research Council of Turkey (TUBITAK) with 117M052 Project Number

Под знаменем Ленина. 1981. № 048

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