Abraham Trembley (1710–1784) and the Creature That Defies Classification: Nature of Science and Inquiry Through a Historical Narrative

2018 ◽  
pp. 161-190
Author(s):  
Filipe Faria Berçot ◽  
Eduardo Cortez ◽  
Maria Elice de Brzezinski Prestes
Keyword(s):  
Nature Of Science ◽  
Historical Narrative

НАРАТИВ ЯК КОНТЕНТНА ОСНОВА МІЖНАРОДНИХ СТРАТЕГІЧНИХ КОМУНІКАЦІЙ

2020 ◽  
pp. 4
Author(s):  
N. Zykun ◽  
A. Bessarab ◽  
L. Ponomarenko
Keyword(s):  
Selection Method ◽  
Historical Narrative ◽  
Neutral Position ◽  
Main Task ◽  
Grand Narrative ◽  
National Narrative ◽  
Strategic Communications ◽  
Analysis And Synthesis ◽  
The Media ◽  
International Interaction

<p><em>The article, basing on the analysis of selected media texts with reference to narrative from the leading Ukrainian newspapers «Dzerkalo Tyzhnia» (Weekly Mirror), «Den» (Day), «Ukraina Moloda» (Young Ukraine) for 2016–2020, the semantic and content characteristics of the «narrative», «strategic narrative», «small narratives» nominations has established; the directions of the semantic realization of the meaning of the narrative and its possibilities in the process of international strategic communications aimed at both external and internal audience, are outlined. It is proved that the main task of a strategic, or national, narrative is a reasoned explanation to the state population and interested audiences of specific realities, intentions, plans; justification of certain directions of state activity aimed at partners, at opponents and those occupying a neutral position.</em></p><p><em>There are divided the spheres of use of different narratological nominations: in international communications and in scientific discourse, the conceptual foundations of state identity and international interaction are referred to as strategic narrative or grand narrative, in publicistic discourse the narrative nomination is used, more rarely – historical narrative, national narrative.</em></p><p><em>The scientific novelty of the research is that the focus is on the media aspect of the use of one of the key concepts of strategic communications and the role of the media in its implementation.</em></p><p><em>The main general scientific methods used in this article are descriptive and comparative ones, as well as analysis and synthesis. The following empirical methods were also used: solid selection method (solid selection method for allocation texts with the «narrative» lexeme; quantitative method of content analysis with elements of qualitative one – for characterizing the semantic of the «narrative» term).</em></p><p><em>The results of the study can be used in the complex research of the technology of international strategic communications and in the practical activity of specialists in international strategic communications, a new trend in Ukraine, which is currently under active institutionalization.</em></p><strong><em>Key words:</em></strong><em> international strategic communications, propaganda, narrative, strategic narrative, grand narrative, «small narratives».</em>

History of Ardalānids (1590-1810) by Sharaf al-Dīn bin Shams al-Dīn

2017 ◽  
Vol 5 (1) ◽  
pp. 56-79
Author(s):  
Sara Zandi Karimi
Keyword(s):  
Early Modern ◽  
Early Modern Period ◽  
Historical Narrative ◽  
Modern Period ◽  
History Of ◽  
Critical Translation

This article is a critical translation of the “History of the Ardalānids.” In doing so, it hopes to make available to a wider academic audience this invaluable source on the study of Iranian Kurdistan during the early modern period. While a number of important texts pertaining to the Kurds during this era, most notably the writings of the Ottoman traveler Evliya Chalabi, focus primarily on Ottoman Kurdistan, this piece in contrast puts Iranian Kurdistan in general and the Ardalān dynasty in particular at the center of its historical narrative. Thus it will be of interest not only to scholars of Kurdish history but also to those seeking more generally to research life on the frontiers of empires.Keywords: Ẕayl; Ardalān; Kurdistan; Iran.ABSTRACT IN KURMANJIDîroka Erdelaniyan (1590-1810)Ev gotar wergereke rexneyî ya “Dîroka Erdelaniyan” e. Bi vê yekê, merema xebatê ew e ku vê çavkaniya pir biqîmet a li ser Kurdistana Îranê ya di serdema pêş-modern de ji bo cemawerê akademîk berdest bike. Hejmareke metnên girîng li ser Kurdên wê serdemê, bi taybetî nivîsînên Evliya Çelebî yê seyyahê osmanî, zêdetir berê xwe didine Kurdistana di bin hukmê Osmaniyan de. Lê belê, di navenda vê xebatê de, bi giştî Kurdistana Îranê û bi taybetî jî xanedana Erdelaniyan heye. Wisa jî ew dê ne tenê ji bo lêkolerên dîroka kurdî belku ji bo ewên ku dixwazin bi rengekî berfirehtir derheq jiyana li ser tixûbên împeretoriyan lêkolînan bikin jî dê balkêş be.ABSTRACT IN SORANIMêjûy Erdellan (1590-1810)Em wutare wergêrranêkî rexneyî “Mêjûy Erdellan”e, bew mebestey em serçawe girînge le ser Kurdistanî Êran le seretakanî serdemî nwê bixate berdest cemawerî ekademî. Jimareyek serçawey girîng le ser kurdekan lew serdeme da hen, diyartirînyan nûsînekanî gerîdey ‘Usmanî Ewliya Çelebîye, ke zortir serincyan le ser ‘Kurdistanî ‘Usmanî bûwe. Em berheme be pêçewanewe Kurdistanî Êran be giştî, we emaretî Erdelan be taybetî dexate senterî xwêndinewekewe. Boye nek tenya bo twêjeranî biwarî mêjûy kurdî, belku bo ewaney le ser jiyan le sinûre împiratoriyekan twêjînewe deken, cêgay serinc debêt.

Beliefs of preschool teacher candidates about the nature of science

2020 ◽  
Vol 8 (4) ◽  
pp. 774-783
Author(s):  
Güzin Özyılmaz ◽  
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Spring Semester ◽  
Teachers Beliefs ◽  
Aim Of Science ◽  
Academic Year

The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature

Institutional Historical Memory and History in Post-Soviet Belarus

2020 ◽  
Vol 9 (1) ◽  
pp. 51-73
Author(s):  
Alena Marková
Keyword(s):  
Historical Memory ◽  
Typical Feature ◽  
Historical Narrative ◽  
Soviet Period ◽  
National History ◽  
Nationality Policy ◽  
Second Shift ◽  
Characteristic Features ◽  
The Government ◽  
Clear Shift

Abstract Belarusian institutional historical memory (as defined by Richard Ned Lebow) and the interpretation of Belarusian national history have experienced radical shifts in the past several decades. The first shift (1990–1994) was characterized by radical rejection of the interpretational and methodological patterns of the Soviet period, resulting in the creation of a new concept of Belarusian national history and historical narrative. The second shift in the existing historical narrative and institutional memory followed rapidly. It came with the transformation from a parliamentary republic into a parliamentary-presidential (1994) and then presidential republic (1996). The second wave demonstrated a clear shift towards a methodological, theoretical approach and terminological framework typical of the historiography of the Soviet period. These changes were in response to the growing demands for ideological control of institutionalized historical research supported by the government in the same decade. One of the characteristic features of recent Belarusian state-sponsored historiography (Lyč, Chigrinov, Marcuĺ, Novik and others) is the linking of post-Soviet national initiatives to Nazi occupation and collaboration in World War II. Another typical feature is simplifying historical explanations and often using undisguised pejorative terminology. The last shift in institutional historical memory also resulted in further re-interpretations of many symbolic centres and milestones of Belarusian history (for example, the period of the first years of post-Soviet independence, the introduction of new national symbols (Pahonia coat of arms and white-red-white flag) and the interwar nationality policy of Belarusization of the 1920s.)

STEM Education Problem Through Striking Differences Between Physics and Biology

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Nature Of Science ◽  
Stem Education ◽  
Functional Relationship ◽  
Theoretical Models ◽  
Natural Sciences ◽  
Physical Sciences ◽  
P Values ◽  
The Third ◽  
Differences Of Opinion ◽  
Biological Education

This work argues that fundamental differences of opinion as to the nature of science affect whether the “S” in STEM can really apply to all the natural sciences, which will affect how we structure and implement improvements in STEM education. The first part of the argument deals with often-taught definitions of words like “law” and “theory” that don’t really apply to much of physics. In the second part, we notes that mathematics remains inseparable from education in the physical sciences, but this is not the case in biology. Moreover, an appreciation for the worth of mathematical or theoretical models, even disjoint from experiments, is not generally a part of biological education. The third part is “the tyranny of hypotheses.” One of the “cultural” shocks I’ve had moving into biological fields is constantly hearing people talk about “hypotheses” and seeing a steady stream of bar graphs with asterisks and p-values. In physics, one almost never discusses hypotheses; rather, one test relationships between parameters, either analyzing them within some mechanistic framework, or empirically determining what the underlying functional relationship is.

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