Characteristics of the Eliashberg formalism on the example of high-pressure superconducting state in phosphor

The work describes the properties of the high-pressure superconducting state in phosphor: $p\in\{20, 30, 40, 70\}$ GPa. The calculations were performed in the framework of the Eliashberg formalism, which is the natural generalization of the BCS theory. The exceptional attention was paid to the accurate presentation of the used analysis scheme. With respect to the superconducting state in phosphor it was shown that: (i) the observed not-high values of the critical temperature ($\left[T_{C}\right]_{p=30{\rm GPa}}^{\rm max}=8.45$ K) result not only from the low values of the electron - phonon coupling constant, but also from the very strong depairing Coulomb interactions, (ii) the inconsiderable strong - coupling and retardation effects force the dimensionless ratios $R_{\Delta}$, $R_{C}$, and $R_{H}$ - related to the critical temperature, the order parameter, the specific heat and the thermodynamic critical field - to take the values close to the BCS predictions.Comment: 6 pages, 6 figure

Informal Disaster Governance

Scholars and practitioners are increasingly questioning formal disaster governance (FDG) approaches as being too rigid, slow, and command-and-control driven. Too often, local realities and non-formal influences are sidelined or ignored to the extent that disaster governance can be harmed through the efforts to impose formal and/or political structures. A contrasting narrative emphasises so-called bottom-up, local, and/or participatory approaches which this article proposes to encapsulate as Informal Disaster Governance (IDG). This article theorises IDG and situates it within the long-standing albeit limited literature on the topic, paying particular attention to the literature’s failure to properly define informal disaster risk reduction and response efforts, to conceptualise their far-reaching extent and consequences, and to consider their ‘dark sides.’ By presenting IDG as a framework, this article restores the conceptual importance and balance of IDG vis-à-vis FDG, paving the way for a better understanding of the ‘complete’ picture of disaster governance. This framework is then considered in a location where IDG might be expected to be more powerful or obvious, namely in a smaller, more isolated, and tightly knit community, characteristics which are stereotypically used to describe island locations. Thus, Svalbard in the Arctic has been chosen as a case study, including its handling of the 2020 Covid-19 pandemic, to explore the merits and challenges with shifting the politics of disaster governance towards IDG

Addressing disaster and health risks for sustainable outer space

publishedVersio

Pengaruh Model Problem Solving terhadap Kemampuan Metakognitif Siswa pada Meteri Sistem Pencernaan Manusia

Penelitian ini bertujuan untuk mengetahui seberapa besar pengaruh model problem solving terhadap kemampuan metakognitif siswa ditingkat Sekolah Menengah Pertama Negeri 3 Sungai Tebelian. Kemampuan metakognitif merupakan suatu potensis yang ada didalam diri peserta didik. Pendekatan penelitian yang digunakan berupa pendekatan kuantitatif, metode eksperimen dengan bentuk penelitian quasi eksperimen. Populasi pada penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 3 Sungai Tebelian terdiri dari 84 siswa dengan jumlah sampel sebanyak 42 siswa, kelas VIII A (21) sebagai kelas eksperimen dan kelas VIII D (21) sebagai kelas kontrol. Instrumen yang digunakan untuk mengukur kemampuan metakognitif berupa soal essay sebanyak 6 item. Data yang diperoleh dari hasil analisis dengan menggunakan analisis statistik deskriptif berupa nilai rerata dan inferensial berupa hasil t-test. Hasil analisis statistik deskriptif pada kelas eksperimen menunjukkan bahwa terjadi peningkatan nilai rerata hasil kemampuan metakognitif pretest dan posttest 38,15%, sedangkan dikelas kontrol terjadi peningkatan dengan rerata hasil kemampuan metakognitif 18,91%. Hasil analisis statistik inferensial menunjukkan bahwa nilai signifikansi hasil kemampuan metakognitif dan kesadaran metakognitif sebesar 0,00 dan lebih kecil dari 0,05 sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan hasil kemampuan metakognitif dan melalui penerapan pembelajaran dengan menggunakan model problem solving