Report from the third workshop on future directions of solid-state chemistry: The status of solid-state chemistry and its impact in the physical sciences

2008 ◽  
Vol 36 (1-2) ◽  
pp. 1-133 ◽  
Author(s):  
Mercouri G. Kanatzidis ◽  
Kenneth R. Poeppelmeier ◽  
Svilen Bobev ◽  
Arnold M. Guloy ◽  
Shiou-Jyh Hwu ◽  
...  
Keyword(s):  
Solid State ◽  
Solid State Chemistry ◽  
Physical Sciences ◽  
Future Directions ◽  
The Third ◽  
The Status

Pedagogical Theories and Strategies in Education for Materials Research: A Hierarchical Approach

1985 ◽  
Vol 66 ◽  
Author(s):  
Rustum Roy
Keyword(s):  
Chemical Engineering ◽  
Materials Science ◽  
Electronic Materials ◽  
Physical Sciences ◽  
The Third ◽  
Scientific Disciplines ◽  
Hierarchical Levels ◽  
The Status ◽  
Materials Research ◽  
The Subject

ABSTRACTThe topic of education optimized for materials research is treated In sequence at four hierarchical levels starting with the most general.Materials Research is the earliest and best developed example within the physical sciences and engineering of an integrative field (discipline?). Yet very little thought and no research (including the relevant cognitive science) has addressed the subject of how best one can educate a cadre of materials researchers. The author will adduce Inductive and anecdotal data to point some fruitful directions in reorganizing the approach to education in integrative knowledge fields.The first important thesis of this paper is that we have failed to analyze correctly the appropriate hierarchical relationships among individual scientific disciplines, engineering departments, and technological research groupings.The second major point is that education for materials research is done is several departments (materials science, physics, electrical engineering, chemical engineering, etc.) and Indeed that some mix of disciplinary roots is desirable for the materials research cadre. Improvements will be proposed in four areas: (1) Optimum content of MSE curriculum, (2) the widespread introduction of MSE minors, (3) under-representation of electronic materials, pol ymers, ceramics.The third aspect deals with the modularization of the content and teaching materials to allow adaptation to local needs in a field like materials research. The international materials community has done rather well by establishing the Materials Education Council and the Journal of Materials Education, for producing and disseminating print media. The status and usage of JME will be described.

A Universe of Societies

2018 ◽  
Author(s):  
Didier Debaise
Keyword(s):  
Spatial Relations ◽  
The Third ◽  
The Status ◽  
History Of ◽  
Temporal And Spatial

Which kind of relation exists between a stone, a cloud, a dog, and a human? Is nature made of distinct domains and layers or does it form a vast unity from which all beings emerge? Refusing at once a reductionist, physicalist approach as well as a vitalistic one, Whitehead affirms that « everything is a society » This chapter consequently questions the status of different domains which together compose nature by employing the concept of society. The first part traces the history of this notion notably with reference to the two thinkers fundamental to Whitehead: Leibniz and Locke; the second part defines the temporal and spatial relations of societies; and the third explores the differences between physical, biological, and psychical forms of existence as well as their respective ways of relating to environments. The chapter thus tackles the status of nature and its domains.

Lot's Offer of his Daughters to his People in the Torah and the Qur'an: A Comparative Study in Two Parts (Part One)

2016 ◽  
Vol 18 (3) ◽  
pp. 161-224
Author(s):  
ʿĀʾiḍ B. Sad Al-Dawsarī
Keyword(s):  
Comparative Study ◽  
Comparative Studies ◽  
The Third ◽  
The Past ◽  
The Status ◽  
Moral Problems ◽  
Moral Dimensions ◽  
Similarities And Differences

The story of Lot is one of many shared by the Qur'an and the Torah, and Lot's offer of his two daughters to his people is presented in a similar way in the two books. This article compares the status of Lot in the Qur'an and Torah, and explores the moral dimensions of his character, and what scholars of the two religions make of this story. The significance of the episodes in which Lot offers his daughters to his people lies in the similarities and differences of the accounts given in the two books and the fact that, in both the past and the present, this story has presented moral problems and criticism has been leveled at Lot. Context is crucial in understanding this story, and exploration of the ways in which Lot and his people are presented is also useful in terms of comparative studies of the two scriptures. This article is divided into three sections: the first explores the depiction of Lot in the two texts, the second explores his moral limitations, and the third discusses the interpretations of various exegetes and scholars of the two books. Although there are similarities between the Qur'anic and Talmudic accounts of this episode, it is read differently by scholars from the two religions because of the different contexts of the respective accounts.

Solid State Chemistry

1968 ◽  
Vol 58 (5_6) ◽  
pp. 331-332
Author(s):  
K. Hauffe
Keyword(s):  
Solid State ◽  
Solid State Chemistry

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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