111 research outputs found
The Role of Mathematics in Teaching Quantum Physics at High School
No full textAs quantum physics (QP) requires substantial mathematical knowledge, a thorough elementarization by reduction of complexity or with help of visualizations is needed without neglecting the goal of deeper understanding. First, we present how the visualization of the Dirac formalism could contribute to a deeper understanding of the central concepts of QP. Then, we present two teaching/learning proposals (TLP) for high school students based on the Dirac notation. Both approaches show how suitable strategies can improve student understanding of topics rooted in math and indicate significant success of the students in understanding, interpreting and implementation of the basic concepts of QP. The first approach presented here uses the concept of “wavity” or “wave-particle-duality” in the context of Dirac notation. The second approach emphasizes the measurement process and, on this basis, moves on to discuss the quantum state. It is asked whether and how it is possible to use the formal structure of these concepts to support students in interpreting them. In an inquiry-based teaching–learning sequence on high school level, educational strategies for consolidating the grasp of quantum concepts through math were developed and implemented in teaching experiments conducted in the framework of design-based research. Results of data analysis in both cases show that the adopted strategies are largely successful
Economic utopia of the Torah. Economic concepts of the Hebrew Bible interpreted according to the Rabbinical Literature
No full textHebrew Bible offers alternative Economic utopia for building Theocratic society. In this paper, various economic concepts and themes are presented, as found in the Hebrew Bible. These economic concepts include taxation, property rights, labor market, social policy, banking, years of Sabbath and Jubilee, and business cycles. Most economic issues of the Bible are found in the texts of Torah, also known as five Books of Moses. These texts are analyzed by using classical Rabbinical commentaries for better insight. Contrary to the modern Economic theory which is based on the assumptions of scarcity of resources and unlimited needs of consumers, Economics of the Torah is based on God’s resources which are enough for all true needs of His people.Hebrew Bible, History of Economics, History of Economic Thought, Ancient Israel, Judaism
Designed for Practice, Practical for Design: Disciplinary Professional Learning Community as a Pedagogical Design Resource
No full textThis study examines how the characteristics of a disciplinary professional learning community (DPLC) of middle school science and technology teachers function as resources for pedagogical design. Qualitative data were collected through in-depth interviews with teachers and community leaders, alongside passive observations of community meetings. The thematic analysis revealed the interconnectedness of five key DPLC dimensions—structural, content, social–affective, common-production, and meta-community—with two established categories of teacher resources: personal and curricular. Participants explicitly linked these resource types, leading to the development of a new model for understanding pedagogical design resources. This model offers guidance for DPLC leaders and teacher educators in intentionally leveraging DPLC dimensions to enhance teaching practice
Avraham Tory. Kauno getas: diena po dienos : recenzija
No full textAvrahamo Tory knyga „Kauno getas: diena po dienos“, parašyta įvykių liudininko, nuo savo pasirodymo užėmė reikšmingą vietą Holokausto tyrimuose. Tai vienas svarbiausių, kai kuriais atžvilgiais ir svarbiausias, šaltinis, kalbantis apie Kauno geto istoriją vokiečių okupacijos metais. A. Tory sugebėjo peržengti dienoraščio žanro rėmus: jo knygą galima pavadinti pirmąja Kauno geto tragedijos „istorija“ ne tik alegoriškai, bet ir moksline šio žodžio prasme. Metodiškai, tiksliai ir paliekant galimybę patikrinti aprašomus įvykius parašyta knyga gali būti traktuojama kaip mokslo kriterijus atitinkantis istorinis tyrimas. Dėl potencialios politinės ir istorinės reikšmės A. Tory dienoraštis nėra tik asmeninis autoriaus reikalas. Jis pilnas vardų ir pavardžių, įvairių gyvenimo istorijų, kurių daugelio baigtį skaitytojas, deja, gali numatyti iš anksto. A. Tory surinkti vokiečių režimo išleisti dokumentai, skelbimai, įstatymai, įspėjimai atskleidžia gyvenimo gete tvarką ir aplinkybes. Vis dėl to dienoraštyje daugiausiai pasakojama apie asmeninę patirtį. A. Tory dienoraštis savotiškai įsilieja į diskusiją apie lietuvių vaidmenį Holokauste. Iš A. Tory teksto galima susidaryti nuomonę, kad autorius galvoja, jog visa lietuvių tauta prisidėjo prie žydų genocido – ar žudymu, ar įžeidinėjimais, ar stebėjimu, ar tiesiog abejingumu. Tarp lietuvių jis randa ir išimčių tačiau jos greičiau patvirtina taisyklę. Kaip matyti iš dienoraščio, tiek okupacijos pradžioje, tiek jai baigiantis, žydai dažniau surasdavo bendrą kalbą su vokiečiais nei lietuviais. Reikšminiai žodžiai: Avraham Tory; Dienoraštis; Holokaustas; Kauno getas; Tautiniai stereotipai; Avraham Tory; Diary; Kaunas Ghetto; Kaunas' ghetto; National stereotypes; The HolocaustA book of Avraham Tory “Kaunas Ghetto: Day by Day”, written by the witnesses of events, since its release has played a prominent part in studies of Holocaust. Speaking about the history of Kaunas ghetto during the German occupation, this is one of the most important and in some cases the most important source. A. Tory was able to transcend genre frames of the diary: the book can be called as the first tragedy "story" of Kaunas ghetto not only allegorically, but also in scientific sense of the word. Methodically, accurately and with the possibility to verify the events described, the written book can be considered as historical research that fulfills criteria of science. Because of a potential political and historical significance A. Tory’s diary is not just a personal matter of the author. It is full of names and surnames, different life stories, whose ending reader, however, might predict. A. Tory’s collected documents, announcements, regulations, warnings, released by German regime, reveal manner and circumstances of life in the ghetto. However, the diary is based mainly on personal experience. A. Tory’s diary in a certain way enters into a discussion about the role of the Lithuanian Holocaust. You can form an opinion from the A. Tory‘s text, that the whole Lithuanian nation had contributed to the genocide of the Jews – by killing or harassing, or monitoring, or simply neglecting them. Among Lithuanian he also finds exceptions but exception rather proves the rule. As can be seen from the diary, at the beginning of the occupation, as well as at the end of it, the Jews had more in common with the Germans than Lithuanians
Trauma overcoming in the memories by avraham suckever "vilnius ghetto" and in the novel by icchokus merus "a stalemate lasts but a moment".
No full textTrauma Overcoming in the Memories by Avraham Suckever "Vilnius Ghetto" and in the Novel by Icchokus Merus "A Stalemate Lasts but a Moment" The Bachelor's Research Paper “Trauma Overcoming in the Memories by Avraham Suckever Vilnius Ghetto and in the Novel by Icchokus Merus A Stalemate Lasts but a Moment” analyses the impact of the Holocaust trauma expressed in the texts of different genres: documentary and fictional narrative. The main research question – how the Holocaust trauma was overcome in the memoirs of the Vilnius Ghetto. In Suckever's memories spiritual resistance is expressed by writing poems in the face of death, which enhances human survival. The emphasis is laid on the unarmed resistance; cultural and artistic activities in the Vilnius Ghetto (the theatre, music concerts, literary readings and art exhibitions). In I. Mer's work novel the author tells of Isaac and Ester's love story based on the biblical narratives and Jewish writer Sholem Aleichem's novella The Song of Songs. The richness of the inner world of man is opposed to an unbearable reality of the Ghetto by allowing the imagination to escape from its limiting frontiers
The Parts and Parcel: A Collegiality Model for Teacher Disciplinary Professional Learning Communities
No full textWhile teachers’ professional learning communities (PLCs) have been extensively studied, discipline-specific PLCs (DPLCs) have received less attention, particularly regarding the subject matter’s role and its connection to other community dimensions. To explore this, we conducted two independent studies on DPLCs. Study 1 examined physics teacher DPLCs, using participant observations and literature-based analysis. Study 2 investigated science and technology teacher DPLCs through interviews and passive observation, which was analyzed through content analysis. Both studies yielded remarkably similar findings, leading to a synthesized model encompassing five dimensions: the structural dimension, reflecting the community’s tangible and logical organization; the content dimension, emphasizing the discipline-specific focus of the DPLC; the common production dimension, showcasing joint enterprise activities and products of the DPLC; the social-affective dimension, addressing social, emotional, and value-based aspects that establish a sense of community; and the meta-community dimension, exploring the DPLC’s relationships with its broader environment. These dimensions operate bidirectionally: inward—the effect of the community on the individual, and outward—the effect of the individual teacher on the community. We discuss how interactions between these dimensions shape DPLCs and influence teacher development. Additionally, we highlight the significance of this unified model for DPLC leaders, researchers, and policymakers in teacher development
The Parts and Parcel: A Collegiality Model for Teacher Disciplinary Professional Learning Communities
No full textWhile teachers' Professional Learning Communities (PLCs) have been extensively studied, discipline-specific PLCs (DPLCs) have received less attention. In particular, the importance of subject matter and its connection to other community dimensions is underrepresented in current PLC research. To explore this, we conducted two independent studies focusing on DPLCs. Study 1 examined physics teacher DPLCs, using participant observations and an analysis of teachers’ community characteristics based on a literature review. Study 2 focused on science and technology teacher DPLCs, employing interviews and passive observation, which were analyzed through content analysis. Remarkably, both studies produced strikingly similar findings, which we synthesized into a comprehensive model encompassing five dimensions: the structural dimension, reflecting the tangible and logical organization of the community; the content dimension, emphasizing the discipline-specific focus of the DPLC; the common production dimension, showcasing the joint enterprise activities and products of the DPLC; the social-affective dimension, addressing the social, emotional, and value-based aspects that establish a sense of community; and the meta-community dimension, exploring the relationships between the DPLC and its broader environment. Each dimension operates in two directions: inward—the effect of the community on the individual, and outward—the effect of the individual teacher on the community. We discuss how the interactions between these dimensions shape the character of DPLCs and influence teacher development. Additionally, we highlight the significance of this unified model for DPLC leaders, researchers, and policymakers in teacher development
Author Correction: Novel hybrid method to additively manufacture denser graphite structures using Binder Jetting (Scientific Reports, (2021), 11, 1, (2438), 10.1038/s41598-021-81861-w)
No full textFirstly, Shaul Avraham and Yair Yacobi were omitted from the author list in the original version of this Article. © 2022, The Author(s).EU Cost Action, (CA15102, CA16235, CA18125, CA18224)NRCNUK Research and Innovation, UKRI, (EP/ S036180/1, EP/L016567/1, EP/S013652/1, EP/T001100/1, EP/T024607/1)Royal Academy of Engineering, RAENG, (EXPP2021\1\277, IAPP18-19\295, TSP1332)Royal Society, (NIF\ R1\191571)European Cooperation in Science and Technology, COSTEuropean Regional Development Fund, ERDFFunding text 1: “This work performed in the frame of ITHACA, the COST INNOVATORS’ GRANT, supported by COST (European Cooperation in Science and Technology). All authors greatly acknowledge the financial support provided by the UKRI via Grants No. EP/L016567/1, EP/S013652/1, EP/S036180/1, EP/T001100/1 and EP/T024607/1, Royal Academy of Engineering via Grants No. IAPP18-19\295, TSP1332 and EXPP2021\1\277, EU Cost Action (CA15102, CA18125, CA18224 and CA16235) and Newton Fellowship award from the Royal Society (NIF\ R1\191571). SG is particularly thankful to European Regional Development Funds (ERDF) sponsored A2i project at LSBU that have catalysed several industrial partnerships.”Funding text 2: “This research was funded by the NRCN. This work performed in the frame of ITHACA, the COST INNOVATORS’ GRANT, supported by COST (European Cooperation in Science and Technology). All authors greatly acknowledge the financial support provided by the UKRI via Grants No. EP/L016567/1, EP/S013652/1, EP/ S036180/1, EP/T001100/1 and EP/T024607/1, Royal Academy of Engineering via Grants No. IAPP18-19\295, TSP1332 and EXPP2021\1\277, EU Cost Action (CA15102, CA18125, CA18224 and CA16235) and Newton Fellowship award from the Royal Society (NIF\R1\191571). SG is particularly thankful to European Regional Development Funds (ERDF) sponsored A2i project at LSBU that have catalysed several industrial partnerships.
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