scholarly journals New Thermodynamics: Inelastic Collisions and Cosmology

2020 ◽  
Vol 2 (6) ◽  
Author(s):  
Kent W. Mayhew
Keyword(s):  
Dark Matter ◽  
Dark Energy ◽  
Mathematical Modelling ◽  
Real World ◽  
Inelastic Collisions ◽  
Elastic Collisions ◽  
The Real ◽  
The Creation

The sciences have evolved around elastic collisions although most collisions are inelastic. Elastic collisions allow for simpler mathematical modelling, that may not be particularly suitable for cosmology. Inelastic collisions create photons. This has led to consideration of an ensemble of inelastic collisions producing CMB. This will further lead to brief discussions concerning the nature of dark matter, and dark energy. This will then be followed by a simpler analogy concerning the creation of Hawking’s radiation. A consequence of collisions being inelastic is that as a mathematical contrivance, entropy may only be an approximation when applied to the real world. And this fits well with this author’s “New Thermodynamics”.

scholarly journals New Thermodynamics: Inelastic Collisions, Blackbody Radiation, Entropy and Light

2020 ◽  
Vol 2 (6) ◽  
Author(s):  
Kent W. Mayhew
Keyword(s):  
Mathematical Modelling ◽  
Real World ◽  
Blackbody Radiation ◽  
Inelastic Collisions ◽  
Elastic Collisions ◽  
The Real ◽  
Radiation Entropy

Most collisions that we witness are inelastic. Irrationally, the sciences have evolved around elastic collisions, which allows for simpler mathematical modelling. Since a result of inelastic collisions are photons, we examine the feasibility of an ensemble of inelastic collisions producing a blackbody spectrum. This will lead to reconsideration of how the light that governs our lives is produced, i.e., light from both the stars and incandescent lightbulbs. A brief discussion of entropy being a mathematical contrivance based upon elastic collisions is included. A consequence of collisions being inelastic becomes, entropy can only be an approximation when applied to the real world. And this fits well with “New Thermodynamics”.

Functionalization and the Real Virtual

2014 ◽  
Vol 4 (2) ◽  
pp. 1-16
Author(s):  
Ulrich Gehmann ◽  
Martin Reiche
Keyword(s):  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
The Real ◽  
Ongoing Process ◽  
Step Model ◽  
The Creation

In this article the authors are going to explore a tendency in virtual world design towards the creation of non-functionalized virtual worlds, i.e. worlds which only exist to exist without resembling any function in their design. They are going to show how this tendency is grounded in the ongoing process of formatization in the real world by introducing a 4-step model of de-functionalization and show which chances exist for these non-functional virtual worlds to affect the real world through the mental world conception of the user.

Imagining new materials: Design as puzzle-solving

2018 ◽  
Vol 24 (2) ◽  
pp. 194-209
Author(s):  
Viviana Lebedinsky
Keyword(s):  
Social Relations ◽  
Real World ◽  
Materials Design ◽  
New Materials ◽  
The Real ◽  
Nanoscience And Nanotechnology ◽  
Puzzle Solving ◽  
Innovative Materials ◽  
The Creation

How important is the imagination in the design and creation of new and innovative materials, and how can it be developed through formative processes? What happens when the real world becomes distinct from our imagination of it and what are the implications of such a rupture? These questions are considered with reference to a case study in the field of nanoscience and nanotechnology, which is examined with a focus on social relations, and formative processes in particular, emphasizing how these relations contribute to the creation–design of new materials. The author also examines the notion of imagination, focusing on its importance in the design of nanomaterials, which she conceptualizes as analogous to puzzle-solving. Two further examples enable us to reflect on different approaches through which the imagination might be understood and how the above questions can contribute to a rethinking of the hylomorphic and textility of making models.

scholarly journals The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan

2021 ◽  
Author(s):  
Janina Krawitz ◽  
Yu-Ping Chang ◽  
Kai-Lin Yang ◽  
Stanislaw Schukajlow
Keyword(s):  
Reading Comprehension ◽  
Mathematical Modelling ◽  
Real World ◽  
Situational Interest ◽  
Problem Solver ◽  
Learning Material ◽  
World Model ◽  
The Real ◽  
Real World Situation ◽  
Modelling Problems

AbstractTo solve mathematical modelling problems, students must translate real-world situations, which are typically presented in text form, into mathematical models. To complete the translation process, the problem-solver must first understand the real-world situation. Therefore, reading comprehension can be considered an essential part of solving modelling problems, and fostering reading comprehension might lead to better modelling competence. Further, ease of comprehension and involvement have been found to increase interest in the learning material, and thus, improving reading comprehension might also increase interest in modelling. The aims of this study were to (a) determine whether providing students with reading comprehension prompts would improve the modelling sub-competencies needed to construct a model of the real-world situation and their interest in modelling and (b) analyze the hypothesized effects in two different educational environments (Germany and Taiwan). We conducted an experimental study of 495 ninth graders (201 German and 294 Taiwanese students). The results unexpectedly revealed that providing reading comprehension prompts did not affect the construction of a real-world model. Further, providing reading comprehension prompts improved students’ situational interest. The effects of providing reading comprehension prompts on the construction of a real-world model were similar in Germany and Taiwan. Students’ interest in modelling improved more in Germany. An in-depth quantitative analysis of students’ responses to reading prompts, their solutions, and their interest in the experimental group confirmed the positive relation between reading comprehension and modelling and indicated that the reading comprehension prompts were not sufficient for improving reading comprehension. Implications for future research are discussed.

THE HUNGRY, CROWDED, COMPETITIVE WORLD: Albert O. Hirschman, Clifford Geertz, and Fernando Henrique Cardoso conversation. Archive

2010 ◽  
Vol 31 (2) ◽  
pp. 19-34
Keyword(s):  
Social Sciences ◽  
New Jersey ◽  
Social Science ◽  
Real World ◽  
Harvard University ◽  
The Real ◽  
Advanced Study ◽  
The Social ◽  
Clifford Geertz ◽  
The Creation

By the middle of the 1970s, Albert O. Hirschman’s bias for hopefulness was under siege. Gloom pervaded the social sciences. And the real world gave ample justification to those who preferred to analyze failure and futility. By then, Hirschman had left Harvard University and had joined Clifford Geertz in the creation of a School of Social Science at the Institute for Advanced Study in Princeton, New Jersey, one which would resist the quantifying and formalizing turns in American social sciences. There, the pair would become a formidable intellectual team.

Introduction

2018 ◽  
Author(s):  
G. Andrew Stuckey
Keyword(s):  
Hong Kong ◽  
Real World ◽  
Social Effects ◽  
The Real ◽  
The World ◽  
The Creation ◽  
Chinese Cinemas ◽  
Ways Of Being

The “Introduction” describes the theoretical and practical understanding of what metacinema is and does in the context of Chinese filmmaking. Metacinema is a kind of textual reflexivity that foregrounds the mechanisms involved in the creation or reception of a film. Consideration of metacinema reveals a discourse on film arising from the films themselves. A key, but often overlooked, metacinematic category is genre: collective semiotic codes adopted, adapted, updated, or subverted that allow another vantage on the ways films influence each other. In the context of Chinese cinemas, this discourse ricochets amongst and between the industries of Hong Kong, Taiwan, and the PRC. Further, focus on film audiences within films allows us to theorize the personal and social effects film watching has on viewers. The films provide models for ways of being in the world that characters within the films, and by analogy audiences in the real world, adopt, update, and subvert in their own lives.

scholarly journals Teaching mathematical modelling: a framework to support teachers’ choice of resources

2019 ◽  
Vol 39 (2) ◽  
pp. 127-144
Author(s):  
Peter K Dunn ◽  
Margaret F Marshman
Keyword(s):  
Mathematical Modelling ◽  
Mathematical Models ◽  
Mathematics Teachers ◽  
Real World ◽  
Real Data ◽  
Model Structure ◽  
The Real ◽  
Using Data ◽  
Do So ◽  
Poor Practice

AbstractMathematics teachers are often keen to find ways of connecting mathematics with the real world. One way to do so is to teach mathematical modelling using real data. Mathematical models have two components: a model structure and parameters within that structure. Real data can be used in one of two ways for each component: (a) to validate what theory or context suggests or (b) to estimate from the data. It is crucial to understand the following: the implications of using data in these different ways, the differences between them, the implications for teaching and how this can influence students’ perceptions of the real-world relevance of mathematics. Inappropriately validating or estimating with data may unintentionally promote poor practice and (paradoxically) reinforce in students the incorrect idea that mathematics has no relevance to the real world. We recommend that teachers approach mathematical modelling through mathematizing the context. We suggest a framework to support teachers’ choice of modelling activities and demonstrate these using examples.

scholarly journals Reconstructing LOST: Connecting storyworld geography to narrative comprehension in online Wiki communities

2018 ◽  
Vol 4 (2) ◽  
pp. 248-262
Author(s):  
Laura Daniel Buchholz
Keyword(s):  
Real World ◽  
Narrative Comprehension ◽  
Television Show ◽  
The Real ◽  
The Creation ◽  
Revision History

AbstractThis paper examines how viewers of the ABC television show Lost collaboratively reconstructed the geography of the fictional island at the center of the show’s plot through an online encyclopedic wiki, Wikia’s Lostpedia. Examining participant activity on the wiki site over the course of the show’s six-year run reveals how narrative audiences initially processed information about the storyworld space as well as how those audiences revised their ideas and assumptions as the serialized story progressed. Here I use “The Island” page’s revision history to trace the means by which participants negotiated and organized the information concerning where the island was located in the “real world.” Secondly, I move to approaches used in locating and organizing landmarks. Finally, I address the ways in which participants synthesized this information into the creation of their own maps and the problems they encountered in doing so.

scholarly journals When will I ever use that? Giving students opportunity to see the direct application of modelling techniques in the real world.

2016 ◽  
Vol 14 (3) ◽  
pp. 45
Author(s):  
Ros Porter ◽  
Hannah Bartholomew
Keyword(s):  
Mathematical Model ◽  
Mathematical Modelling ◽  
Mathematical Models ◽  
Real World ◽  
Direct Application ◽  
First Year ◽  
Thought Processes ◽  
The Real ◽  
Modelling Techniques

Mathematical modelling is unfamiliar to many young mathematicians and can be a source of anxiety for many. Although many first year mathematics undergraduates will have used mathematical models throughout GCSE and A Level most are unaware of this. Very few understand what a mathematical model is, fewer still the concept of building a model. In our experience students are reluctant to try and build their own models and fail to see the value of modelling skills in the real world. We invited 3 speakers to attend a first year modelling lecture to talk about the models they use in their jobs with the intention that this would help students see that modelling skills and analytical thought processes are valuable tools for a maths graduate. The speakers had different employment backgrounds being from banking, research (chemistry) and transport engineering. Each spoke for approximately 10 mins. giving an outline of their field. The lecture was followed by tutorials in which students were asked to reflect on what the speakers had said and how this related to their own learning. Two of the speakers also attended the tutorials and were able to have more informal conversations with the students.

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