The Inertial Forces of Ecological Planning: How Planning Resists Conceptual Change

2020 ◽  
pp. 45-57
Author(s):  
Kimmo Lapintie
Keyword(s):  
Conceptual Change ◽  
Inertial Forces ◽  
Ecological Planning

Conceptual Change and Attitude Change: A Dynamic Interplay

2013 ◽  
Author(s):  
Benjamin C. Heddy ◽  
Gale M. Sinatra ◽  
Robert Danielson ◽  
Jesse Graham
Keyword(s):  
Conceptual Change ◽  
Attitude Change ◽  
Dynamic Interplay

Negation and Nonveridicality in the History of Greek

2018 ◽  
Author(s):  
Katerina Chatzopoulou
Keyword(s):  
Quantitative Data ◽  
Qualitative Data ◽  
Inertial Forces ◽  
Greek Language ◽  
Late Medieval ◽  
Polarity Item ◽  
Syntactic Change ◽  
History Of ◽  
The Asymmetry ◽  
Diachronic Development

This study is an investigation of the expression of negation in the history of Greek, through quantitative data from representative texts from three major stages of vernacular Greek (Attic Greek, Koine, Late Medieval Greek), and qualitative data from Homeric Greek until Standard Modern. The contrast between two complementary negators, NEG1 and NEG2, is explained in terms of sensitivity of NEG2 μη‎ to nonveridicality: NEG2 is a polarity item in all stages of the Greek language, an item licensed by nonveridicality. The asymmetry in the diachronic development of the Greek negator system (the replacement of NEG1 and the preservation of NEG2) is explained with reference to the particulars of the uses of NEG2, specifically the inertial forces drawn by the nonnegative uses of NEG2, which being nonnegative did not experience the renewal pressures predicted by the Jespersen’s Cycle. These are its complementizer uses: (i) as a question particle, and (ii) in introducing verbs of fear complements. A viewpoint for Jespersen’s Cycle is proposed that abstracts away from the morphosyntactic and phonological particulars of the phenomenon and explicitly places its regularities in the semantics, accommodating not only for Greek, but for numerous other languages that deviate in different ways from the traditional description of Jespersen’s Cycle. The developments observed in the history of the Greek negator system agree with current generative theories of syntactic change, regarding the notions of up-the-tree movement.

A Heuristic for Conceptual Change

1995 ◽  
Vol 62 (3) ◽  
pp. 357-369 ◽  
Author(s):  
Frank Arntzenius
Keyword(s):  
Conceptual Change

scholarly journals An experimental result coming from Neutrino research gives for all particles the ratio (si /mi) defined by Quantum Inertial theory in conjunction with the Micro-quanta paradigm

2017 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Maurizio Michelini
Keyword(s):  
National Laboratory ◽  
Neutrino Flux ◽  
Physical Nature ◽  
Empty Space ◽  
Physical Reality ◽  
Experimental Result ◽  
Absolute Space ◽  
Physical Interaction ◽  
Inertial Forces ◽  
Unknown Quantity

Rejecting some old misconceptions (such as the “pulling” gravitation that ravaged classical physics) the Inertial-Gravitational theory supported by the Micro-quanta paradigm incorporates both the relativistic concepts of Mass - Momentum - Energy and the quantic Inertial Model of the particle mass. The flux of micro-quanta supports primarily the physical interaction that generates the Inertial forces defined by Newton. Scholars believing that Inertial forces originate from the properties of the empty space, do not pertain to the community of physicists believing on Newton’s Inertial Law. This great ancient physicist admitted he was unable to explicit the physical nature of his Law of Inertia (“Hypotheses non fingo”). However, marking the difference between “empty” and “absolute” space, he remained in his conviction that some unknown physical reality originates (in the absolute space) the inertial forces upon accelerated masses. At present, Micro-quanta paradigm describes the quantic objects that generate through collisions the physical inertial forces on particles. Since the flux of micro-quanta fills all space, there is no need to refer these collisions to some external System of reference. The relative velocity between quanta and particles comes out from the momentum that micro-quanta confer to particles. By this reason the Micro-quanta paradigm defines on pure dynamical bases the relativistic formalism that Special relativity derived from kinematics, so creating flaws that produced the well known paradoxes. To reveal the micro-quanta it's not necessary to devise particular experiments. The technique of the accelerometers has given many evidences of the physical reality guessed by Newton to explain inertial forces exerted on masses. Since the action of micro-quanta is always manifested in statistical terms, classical and relativistic physics allowed to describe Inertia and Gravitation without knowing the quantic nature of these phenomena. The micro-quanta Paradigm shows in particular the proportionality between cross section and mass (ratio Au) of all particles colliding with micro-quanta. To the aim of calculating the transmission across matter of micro-quanta and neutrinos (which show the same nature) the only unknown quantity is the numerical value of the ratio Au. Recalling that micro-quanta flux fills all space, it appears also interesting to search about neutrino collisions with micro-quanta flux as possible cause of the oscillations phenomena that occur during neutrino travels across the (so called) astronomic “empty” space. A quantitative indication on the ratio Ao is found in this paper from an experimental measurement of the solar neutrino flux interacting with the Earth mass in the course of the Borexino research carried out at Gran Sasso National Laboratory.

Teaching for conceptual change in elementary and secondary science methods courses

1999 ◽  
Vol 83 (3) ◽  
pp. 275-307 ◽  
Author(s):  
Robin Marion ◽  
Peter W. Hewson ◽  
B. Robert Tabachnick ◽  
Kathryn B. Blomker
Keyword(s):  
Conceptual Change ◽  
Secondary Science ◽  
Science Methods ◽  
Methods Courses ◽  
Science Methods Courses

scholarly journals A content analysis of pre-college lesson plans on human evolution

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Rebecca L. Hite
Keyword(s):  
Best Practices ◽  
Social Science ◽  
Conceptual Change ◽  
Science Teachers ◽  
Human Evolution ◽  
Indirect Evidence ◽  
Lesson Plans ◽  
Multiple Sources ◽  
College Science ◽  
American Science

Abstract One of the most fundamental understandings within biology is evolution, yet often ascribed as one of the most misunderstood scientific concepts by the American public. Despite not being explicitly mentioned in most American science standards, human evolution is nevertheless taught as an engaging context for understanding complex evolutionary processes among pre-college science students. Therefore, pre-college science teachers seek out human evolution content experts (e.g., Smithsonian Institution, NOVA, ENSI) to procure curricula (lesson plans) to teach these concepts in their classrooms. For students to accurately understand human evolution, research recommends lesson plans employ a diversity of direct and indirect evolutionary evidence, infused with social science perspectives related to the nature of science (NOS) and/or socioscientific issues (SSI) to foster necessary conceptual change. Given such empirical affordances of using multiple sources of evidence and integrated social science perspectives to foster conceptual change in teaching human evolution, it is unknown to what extent these attributes are present in lesson plans created by these entities and targeted to pre-college science teachers. To ascertain to what extent pre-college lesson plans on human evolution employ these research-based best practices, this paper analyzed 86 lesson plans created by 18 entities with content expertise in human evolution concepts that had developed online pre-college lesson plans. Among the sampled lesson plans, less than one third (29%) presented a combination of direct and indirect evidence. Further, a mere 17% incorporated elements of NOS, where SSI (like historical (n = 3) and racial (n = 1)) perspectives were fewer. In sum, findings suggest available resources are deficient in fostering the conceptual change necessary for pre-college students to fully understand human evolution concepts. This study evidences a continued need to ensure best practices are incorporated into human evolution lesson plans created for pre-college teachers.

scholarly journals Towards a manager's mental model: Conceptual change through business simulation

2021 ◽  
Vol 19 (2) ◽  
pp. 100460
Author(s):  
Lauri-Matti Palmunen ◽  
Timo Lainema ◽  
Elina Pelto
Keyword(s):  
Conceptual Change ◽  
Mental Model ◽  
Business Simulation
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