scholarly journals Geometry to Build Models, Models to Visualize Geometry

2020 ◽  
Author(s):  
Caterina Cumino ◽  
Martino Pavignano ◽  
Maria L. Spreafico ◽  
Ursula Zich
Keyword(s):  
Seventeenth Century ◽  
Graduate Students ◽  
Physical Models ◽  
Digital Tools ◽  
First Year ◽  
Guarino Guarini ◽  
Basic Principles ◽  
Architectural Drawing ◽  
Geometric Process ◽  
Laboratory Courses

Abstract In the seventeenth century, Guarino Guarini, mathematician and architect, affirmed that architecture, a discipline that primarily deals with measures, relies on geometry: therefore, the architect needs to know at least its basic principles. On behalf of Guarini’s words, we designed a set of interdisciplinary teaching experiences, between mathematics (via a calculus course) and drawing (via our Architectural Drawing and Survey Laboratory courses) that we proposed to first-year under graduate students studying for an Architecture degree. The tasks concern mathematical and representational issues about vaulted roofing systems and are based on the use of physical models in conjunction with digital tools, in order to make the cognitive geometric process more effective, thus following a consolidated tradition of both disciplines.

scholarly journals Improving the efficiency of planning training hours for cadets’ weapon practice

2020 ◽  
Vol 26 ◽  
pp. 00088
Author(s):  
Zinaida Kuznetsova ◽  
Aleksey Chaban ◽  
Larisa Kotkova ◽  
Ruslan Miftakhov ◽  
Stanislav Kuznetsov
Keyword(s):  
Mental Stress ◽  
Professional Training ◽  
Military Training ◽  
First Year ◽  
Sports Training ◽  
Basic Principles ◽  
School Year ◽  
Adaptation Mechanisms ◽  
Definition Of ◽  
Methodological Aspects

Cadets’ weapons practice is one of the important components of professional training. Its success is in the training hours’ distribution and mastering the main tasks at the early stages of military training. The correct distribution of weapon practice means and methods is very important. Planning of all weapon practice means begins with the definition of conditions and logistics. It is important to implement the principles of sports training. The implementation of the sports training basic principles during the school year allows expanding the cadets ’ body adaptation mechanisms to daily physical and mental stress. The development of innovative technologies for planning hours and the implementation of weapon practice tools allows to optimize and improve the effectiveness of cadets’ military training from the first year. Methodological aspects of planning and calculating hours by types of cadets’ weapon practice are presented, taking into account the tasks and direction of the training tools implementation. Difficulties are analyzed and ways to eliminate them in the process of improving the cadets weapon practice are found. The key tasks in the structure of weapon practice and the direction of their implementation are defined. The author’s version of cadets’ weapon practice planning allows to control and adjust both physical and mental loads.

Illness, death and beyond: the body as witness

2017 ◽  
Author(s):  
Laurence Lux-Sterritt
Keyword(s):  
Seventeenth Century ◽  
The Body ◽  
Health It ◽  
Basic Principles ◽  
Imitatio Christi ◽  
Monastic Life

Illness and death were an important part of monastic life in the seventeenth century; healthy nuns cared for their sick and dying Sisters every day. Their chronicles and obituaries emphasize the importance of prolonged or severe diseases, and dwell, in long descriptions, upon the last moments of exemplary individuals. Though formulaic, these writings do provide clues about the ways in which English Benedictine nuns construed the concept of imitatio Christi. They reveal both the tragic suffering of individual women and the communal constructions they allowed. The suffering body found a power it never enjoyed in health: it assumed an aura of martyrdom akin to holiness. It became a holy relic, a witness of the truth and effectiveness of the basic principles of the Roman Church. Through such writings, the English nuns in exile hoped to edify populations beyond the walls of their cloisters.

Identifying the Context of the Presentation

2009 ◽  
Author(s):  
Cigdem Issever ◽  
Ken Peach
Keyword(s):  
Graduate Students ◽  
Summer School ◽  
The Other ◽  
Standard Approach ◽  
First Year ◽  
Introductory Course ◽  
The Subject ◽  
Postdoctoral Researchers ◽  
Insight Into ◽  
Social Programme

The context of a presentation determines, or should determine, how you approach its preparation. The context includes many things, the audience, the purpose of the presentation, the occasion, what precedes the presentation and what follows from it. It will define what you expect from the audience, and will influence how you prepare yourself for the talk. A simple example. Suppose that you have been invited to give a series of lectures at a summer school. What more do you need to know, other than the topic? Here are a few of the questions that you need to have answered before you can start planning the course. 1. Is it an introductory course aimed at graduate students in their first year, or is it an advanced course more suited to graduates in their final year and young postdoctoral researchers? 2. Are the participants expected to ask questions during the lecture, or wait until the end? 3. Will there be any problem classes or discussion sessions? 4. Will lecture notes be handed out to participants before or after the lecture? 5. Will the proceedings be published, and if so, when? 6. What are the other lecture courses going to cover? 7. Will the basic theory already have been covered, or are they expected to know it already, or should you spend half of the first lecture going over it, just in case some have not seen it before? 8. If it is your job to give the basic introductory lectures, should you follow the standard approach in the usual text books, or should you assume that they have already covered that ground and try to give them more insight into the subject? 9. Will any of the lectures that come later in the school make any assumptions about what they have learned in your lectures? 10. Is there a social programme? If so, are you expected to participate in the activities and discuss the subject informally with the participants (which, from our experience, is always much appreciated), or can you spend most of the time in your room writing the next lecture?

Finding Grace

2020 ◽  
pp. 134-145
Author(s):  
Aeriel A. Ashlee
Keyword(s):  
Graduate Students ◽  
Critical Race Theory ◽  
Asian American ◽  
White Supremacy ◽  
Model Minority ◽  
Racial Microaggressions ◽  
First Year ◽  
Critical Race ◽  
Model Minority Myth ◽  
Race Theory

This chapter features a critical race counterstory from an Asian American womxn of color about her doctoral education and graduate school socialization. Framed within critical race theory, the author chronicles racial microaggressions she endured as a first-year higher education doctoral student. The author describes the ways in which the model minority myth is wielded as a tool of white supremacy and how the pervasive stereotype overlaps with the imposter syndrome to manifest in a unique oppression targeting Asian American graduate students. The author draws inspiration from Asian American activist Grace Lee Boggs, which helps her resist the intersectional oppression of white supremacy and patriarchy present within academia. The chapter concludes with recommendations to support womxn of color graduate students.

Teaching glucocorticoid negative feedback and adrenocortical regulation using a classic paper by Dr. Dwight Ingle

2005 ◽  
Vol 29 (3) ◽  
pp. 141-143 ◽  
Author(s):  
Hershel Raff
Keyword(s):  
Graduate Students ◽  
Negative Feedback ◽  
Discovery Learning ◽  
American Physiological Society ◽  
Basic Principles ◽  
Entire Collection ◽  
Hypophysectomized Rats ◽  
On Line ◽  
Classic Papers ◽  
Classic Paper

Teaching glucocorticoid negative feedback and adrenocortical regulation using a classic paper by Dr. Dwight Ingle. Adv Physiol Educ29: 141–143, 2005; doi:10.1152/advan.00020.2005.—The American Physiological Society (APS) Legacy Project and its accompanying Essays on APS Classic Papers have allowed the scientific community on-line access to the entire collection of APS publications since their inception in 1898 ( http://www.the-aps.org/publications/legacy/ and http://www.the-aps.org/publications/classics/ ). The availability of the classic physiological studies provides a unique teaching opportunity. The classic paper of Dr. Dwight Ingle represents just such a study. Dr. Ingle demonstrated that, using only purified extracts of the pituitary (ACTH) and adrenal cortex (corticosterone) and hypophysectomized rats, he could establish several of the basic principles of the control of adrenal function and glucocorticoid negative feedback that are now standard teaching material in endocrinology. An annotated figure from Dr. Ingle's paper is provided, which, when assigned to undergraduate or graduate students, will allow discovery learning. Furthermore, the brilliance and imagination of the physiologists of the last century are highlighted, which allows an appreciation of the seminal work of our predecessors.

The Imaginary World of Semen Koltovskii

2009 ◽  
Author(s):  
Marshall Poe
Keyword(s):  
Seventeenth Century ◽  
Social Mobility ◽  
Prima Facie ◽  
Basic Principles ◽  
Imaginary World ◽  
Small Set

The later seventeenth century was an era of unprecedented social mobility in the upper reaches of Muscovite society. Prior to the reign of Aleksei Mikhailovich, the boyar duma had been the preserve of a small set of pedigreed families. Aleksei, however, altered the traditional duma recruitment policy in the 1650s and began to promote undistinguished "new men" into the duma. Despite the claims of some historians, the new men were not radicals. It is true that many of them had made their way to the top by virtue of their service and skill, and not due to any hereditary right to elite ranks or offices. They were the beneficiaries of a very mild drift toward meritocratic appointment. But the new men did not necessarily share the principles standing behind the policy that brought them into the heights of Muscovite society. They had been born and bred in a society that took for granted the existence of a class of men who were the natural born leaders of the realm. The new men recognized that though they were among the elite, they were not of it in a genealogical sense. It likely never occurred to them to alter the basic principles of the old status system. The parvenus wanted to become members of the hereditary elite, not to destroy it. Evidence of widespread genealogical falsification by the new men is prima facie indication of this desire and the mentality that stood behind it.

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