Dynamic Views | ScienceGate

BioNetLink - An Architecture for Working with Network Data

Journal of Integrative Bioinformatics ◽

10.1515/jib-2014-241 ◽

2014 ◽

Vol 11 (2) ◽

pp. 68-79

Author(s):

Matthias Klapperstück ◽

Falk Schreiber

Keyword(s):

Experimental Data ◽

Biological Networks ◽

Regulatory Networks ◽

Large Data ◽

Biological Data ◽

Network Data ◽

Data Sets ◽

Dynamic Views ◽

Gene Regulatory ◽

Multiple Network

Summary The visualization of biological data gained increasing importance in the last years. There is a large number of methods and software tools available that visualize biological data including the combination of measured experimental data and biological networks. With growing size of networks their handling and exploration becomes a challenging task for the user. In addition, scientists also have an interest in not just investigating a single kind of network, but on the combination of different types of networks, such as metabolic, gene regulatory and protein interaction networks. Therefore, fast access, abstract and dynamic views, and intuitive exploratory methods should be provided to search and extract information from the networks. This paper will introduce a conceptual framework for handling and combining multiple network sources that enables abstract viewing and exploration of large data sets including additional experimental data. It will introduce a three-tier structure that links network data to multiple network views, discuss a proof of concept implementation, and shows a specific visualization method for combining metabolic and gene regulatory networks in an example.

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Revealing a bilingual science teacher’s dynamic views and practice about science and language teaching through dialogic reflections

Cultural Studies of Science Education ◽

10.1007/s11422-019-09937-8 ◽

2019 ◽

Vol 15 (2) ◽

pp. 523-543

Author(s):

Lauren Swanson ◽

Emily J. S. Kang ◽

Clara Bauler

Keyword(s):

Language Teaching ◽

Dynamic Views

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Translanguaging: navegando entre lenguas – pedagogical translanguaging for multilingual classrooms

Innovative language pedagogy report ◽

10.14705/rpnet.2021.50.1232 ◽

2021 ◽

pp. 29-33

Author(s):

Mara Fuertes Gutiérrez

Keyword(s):

Language Teaching ◽

World Population ◽

Integrated Learning ◽

Bilingual Speakers ◽

Multilingual Education ◽

Multilingual Classrooms ◽

The World ◽

Linguistic Repertoire ◽

English Medium Instruction ◽

Dynamic Views

What is it? Most of the world population speaks two or more languages, which means many classrooms are intrinsically multilingual. In addition, education in more than one language is currently being promoted across the world, and there is an increasing interest in exploring how bilingual speakers are educated, reflecting “the shift from monolingual ideologies in the study of multilingual education to multilingual ideologies and dynamic views of multilingualism” (Cenoz & Gorter, 2020, p. 300). This change in interpreting multilingualism is supported by the emergence of concepts such as translanguaging. Nowadays, the term translanguaging is used in various contexts (for example, bilingual and multilingual education, English-medium instruction, or language teaching, including Content and Language Integrated Learning, or CLIL; see Cenoz & Gorter, 2020, pp. 305-306). Everyday or social translanguaging refers to how multilinguals tactically use their whole linguistic repertoire for communication purposes. Rather than indicating what languages are, translanguaging focuses on what multilingual speakers do with languages, which is to fluidly navigate across them. Therefore, the boundaries between languages become more diffused.

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In Defence of Inactivity: Boredom, Serenity, and Rest in Heaven

TheoLogica An International Journal for Philosophy of Religion and Philosophical Theology ◽

10.14428/thl.v2i2.2103 ◽

2018 ◽

Vol 2 (2) ◽

pp. 3-26

Author(s):

Jonathan Hill

Keyword(s):

Christian Tradition ◽

Dynamic Views ◽

Time Existence

“Dynamic” views of heaven are currently popular, in which the blessed spend eternity progressing and developing, as opposed to “static” views, in which they do not. This is, in part, because dynamic views supposedly offer a plausible solution to the “Boredom Problem”, i.e. the claim that, given an infinite amount of time, existence would necessarily become so tedious as to be unbearable. I argue that static views actually deal with this problem more successfully than dynamic views do. I argue that the Boredom Problem itself rests on the assumption that, without activity to keep us interested, we slip into boredom by default. I examine the phenomenon of boredom itself to evaluate that assumption, and argue that it is false. It follows that a person in a state of “serenity” – who desires only to continue as they are – cannot become bored. I relate this to the Christian tradition of conceiving of heaven in terms of rest and inactivity, argue that it is consistent with the claim that the blessed in heaven are embodied, communal, and virtuous (in some sense), and conclude that boredom poses no more problem to this conception of heaven than exhaustion does to the dynamic conception.

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