The Phenomenon of the Moscow Mathematical School

1998 ◽  
pp. 147-162
Author(s):  
Vladimir Tikhomirov
Keyword(s):  
Mathematical School

Gas Turbine Simulations in the Computerized Educational Program CompEduHPT: Educational Aspects

2003 ◽  
Author(s):  
Marianne Salomo´n ◽  
Jens Fridh ◽  
Alexandros Kessar ◽  
Torsten Fransson
Keyword(s):  
Gas Turbine ◽  
Learning Process ◽  
Traditional Learning ◽  
Aerodynamic Design ◽  
Mathematical School ◽  
Velocity Triangle ◽  
General Physical ◽  
The 19Th Century ◽  
Physical Phenomena ◽  
Considerable Support

In the winter 1813–1814 I attended a mathematical school kept in Boston ... on entering his room, we were struck at the appearance of an ample Blackboard suspended on the wall, with lumps of chalk on a the ledge below, and cloths hanging at either side. I never heard such a thing before. The introduction of computerized presentation techniques and overheads has also changed the teaching process as the blackboard did it on the 19th century. Computerized techniques have made possible showing the students more material related with the specific subject. Special videos, simulations and other multimedia tools represent one of the most relevant changes in the traditional learning. Simulations enable the students to familiarize themselves with the topic and highlight the key parameters as well as their influence. Several simulations have been included in the Computerized Educational Platform (CompEduHPT) together with theory and other educational features. These simulations constitute an alternative way to learn, based on discovery and experience. It is important to realize that the simulations are only a part of the package of learning. All the simulations are preceded with theory chapters, quizzes and preparatory tasks to enable fruitful exercises to be designed, including the simulations. Furthermore, the majority of these simulations are supported by a “guide” that provides help advising the student on how to perform the simulation and inviting him/her to analyze the changes every time that the student clicks on it based on the theory given in the chapters. This creates a completely integrated educational tool designed to enhance the learning of students involved in gas turbine technology courses either at the campus or as distant learners. A variety of simulations exist, stretching from simulated basic physical phenomena to complete cycle simulations. The Gas Turbine related simulations comprise for example a number of ideal and real gas turbine cycles, basic two-dimensional velocity triangle simulations as well as aerodynamic design of turbomachines and aeroelasticity simulations. One of the objectives of this paper is to show the potential of integrating the simulations in the learning process and the possible ways to overcome some of the obstacles by using tools already available and designed to enhance the learning process such as CompEduHPT. Evaluations show that simulations are appreciated among the students as an aid to grasp the general physical understanding of formulas and theory enhancing the learning process. The learning method and learning pace are highly valued among the students, which indicates that a computerized program including multiple ways of learning may be of considerable support to the more conventional and personal student-teacher way of learning.

Chairman’s remarks

1989 ◽  
Vol 43 (2) ◽  
pp. 97-98
Keyword(s):  
Civil Wars ◽  
Fine Arts ◽  
Intellectual Life ◽  
Cultural Hegemony ◽  
Territorial Expansion ◽  
Isaac Newton ◽  
Mathematical School ◽  
Christiaan Huygens ◽  
Short Time

It was our plan that this meeting should consider some aspects of the changes in material civilization and intellectual life in Britain and the United Provinces resulting from the union of the two Crowns in 1688. A parallel meeting in Amsterdam will devote more attention to politics and the fine arts. In a short time it is impossible to cover many topics and we thought it right to pay some attention to the role of the Stadtholder while not omitting the two great scientific figures of this age, Christiaan Huygens and Isaac Newton. It is tempting to suppose that the replacement of James II on the throne of England by William and Mary, as it ensured the ascendancy of Protestantism, so also it introduced a strong Dutch influence to replace the Frenchification characteristic of the reigns of Charles and James. Did not William, in stemming the territorial expansion of France, also check its cultural hegemony? So far as Britain is concerned the proposition is dubious, for our cultural links with The Netherlands were already strong before 1688, not least because of earlier migrations and the relationships formed during the Civil Wars and their aftermath. In the scientific realm one thinks especially of van Schooten and the Dutch mathematical school, of De Graaf, Swammerdam, Leeuwenhoek and especially Christiaan Huygens.

scholarly journals Assessing Mathematical School Readiness

2019 ◽  
Vol 10 ◽  
Author(s):  
Sandrine Mejias ◽  
Claire Muller ◽  
Christine Schiltz
Keyword(s):  
School Readiness ◽  
Mathematical School

scholarly journals All Plain Sailing

1956 ◽  
Vol 9 (2) ◽  
pp. 230-232 ◽  
Author(s):  
E. G. R. Taylor
Keyword(s):  
Teaching Practice ◽  
Mean Value ◽  
Mathematical School ◽  
Initial Decision ◽  
The Earth ◽  
Cylindrical Projection ◽  
Extended Plane ◽  
History Of ◽  
Exact Shape ◽  
John Wilson

‘The Earth is an ellipsoid’, says the Admiralty Navigation Manual firmly, although in a later volume the expression is softened to ‘approximately ellipsoidal’, For in fact, as was implied by Captain Topley, the exact shape of the Earth is not yet known. Nevertheless, for nautical purposes it appears sound teaching practice to consider it a perfect sphere and then explain the departures of the nautical mile or minute of arc from its mean value. Nor need one quarrel with the Manual's statement that ‘to regard certain small triangles as plane is not to disregard the initial decision to regard the Earth as a sphere’. But the writer next indulges in an historical aside which cannot be allowed to pass. ‘This assumption (he says) gives rise to the expression plane sailing, which is popularly referred to as if plane were spelt plain and the sailing were free from difficulty’. But this is to put the cart before the horse. ‘Plain sailing’ was the original term, and it was only sophisticated into ‘plane sailing’ during the eighteenth century by teachers of navigation among whom John Robertson was the chief. Robertson was master at the Mathematical School of Christ's Hospital towards the middle of the century, and afterwards taught at the Portsmouth Naval College, finally becoming Librarian to the Royal Society. His Elements of Navigation was considered authoritative and ran into many editions, a later master at the Hospital, James Wilson, prefixing to it a Dissertation on the history of navigation which was also accepted as definitive. It is in this volume that we read: ‘Plane sailing is the art of navigating a ship upon principles deduced from the notion of the Earth's being an extended Plane. On this supposition the meridians are esteemed as parallel right lines…’, and the author goes on to what he terms the Plane Chart, with its equally-spaced meridians. There is little doubt that his passage is the source of the theory taught to modern sailors that ‘Plain Chart’ is a corruption of ‘Plane Chart’, while the latter was drawn by people who believed the Earth was flat. Actually we have only to go back a generation from Robertson to find an almost identical description of the chart—actually an equal-spaced conventional cylindrical projection of the sphere—but with the addition of the words ‘The rectangle formed by these meridians and parallels they (i.e. mariners) call the Plain Chart’. This was said in 1714 by John Wilson, a teacher in Edinburgh.

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