Developing and Applying the Law of Cosines

2020 ◽  
pp. 274-288
Author(s):  
Vecihi S. Zambak ◽  
Budi Mulyono
Keyword(s):  
Instructional Technology ◽  
Ninth Grade ◽  
Steam Education ◽  
The Law ◽  
Law Of Cosines ◽  
Ninth Grade Students ◽  
Space Sciences ◽  
The Given ◽  
Support Students

In history, geometry was founded more as a practical endeavor than a theoretical one. Early developments of the branch portray philosophers' attempts to make sense of their surroundings, including the measurement of distances on earth and in space. Such a link between earth and space sciences and geometry motivated us to develop and implement a multidisciplinary lesson focusing on the conceptual understanding of the law of cosines in the context of astronomy. In our content specific STEAM lesson, the authors aimed to facilitate an understanding of the law of cosines in ninth grade students, and then apply the law in a star map task to find approximate distances between stars. The second part of the lesson also included the use of an instructional technology to support students' work with the star map task. In the conclusion, the authors discuss possible ways to improve the quality of their STEAM education efforts for the given context.

Professional dilemmas for caregivers in Turkish home care settings in Germany

2014 ◽  
Vol 1 (1) ◽  
pp. 47-56 ◽  
Author(s):  
Jan Basche
Keyword(s):  
Healthcare Services ◽  
Insurance Companies ◽  
Or Education ◽  
Migrant Communities ◽  
Caregiver Relationship ◽  
International Nursing ◽  
Nursing Literature ◽  
Intercultural Care ◽  
The Given

While calling for culturally sensitive healthcare services in migrant communities, the international nursing literature on intercultural care predominantly describes nursing staff as lacking cultural competences and immigrant customers as lacking cleverness to navigate the labyrinths of national healthcare systems. Congruences in language, culture and religion in the customer-caregiver relationship can decisively improve the quality of care. However, they do not automatically guarantee smooth working processes in monocultural in-home settings. On the contrary, new problems occur here for Turkish caregivers which are unknown to the legions of native professionals who feel challenged by migrants and which go beyond differences such as age, sex, income or education. While no cultural or religious brokering is necessary between customers and personnel in the given context in Germany, new challenges arise when caregivers are expected to legally broker between customers and insurance companies or doctors. Conflicting expectations of customers and management as well as their own colliding social and professional roles put the caregivers in a quandary and must be competently managed.

MODIFIKASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lea Christy Restu Kinasih ◽  
Dewi Fatimah ◽  
Veranica Julianti
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Model ◽  
Learning Models ◽  
Classroom Learning ◽  
Quality Of Learning ◽  
The Given

The selection and determination of appropriate learning strategies can improve the results to be obtained from the application of classroom learning models. This writing aims to discipline students to develop individual abilities of students to be more active in the learning process and improve the quality of learning. The learning process in Indonesia in general only uses conventional learning models that make students passive and undeveloped. In order for the quality of learning to increase, the Team Assisted Individualization learning model is combined with the task learning and forced strategies. The Team Assisted Individualization cooperative learning model is one of the cooperative learning models that combines learning individually and in groups. Meanwhile, task and forced learning strategies are strategies that focus on giving assignments that require students to complete them on time so that the learning process can run effectively. Students are required to do assignments according to the given deadline. This makes students become familiar with the tasks given by the teacher. Combining or modifying the learning model of the assisted individualization team with forced and forced learning strategies is expected to be able to make students more active, disciplined, independent, creative in learning and responsible for the tasks assigned. Therefore this method of incorporation is very necessary in the learning process and can be applied to improve the quality of learning in schools.

Integrating Safety-II into Safety Management

2021 ◽  
Author(s):  
Toni Wäfler ◽  
Rahel Gugerli ◽  
Giulio Nisoli
Keyword(s):  
Risk Factor ◽  
Safety Factor ◽  
Safety Management ◽  
Management Systems ◽  
Safety Management Systems ◽  
Safety Science ◽  
Human Failure ◽  
The Given ◽  
Freedom Of Action

We all aim for safe processes. However, providing safety is a complex endeavour. What is it that makes a process safe? And what is the contribution of humans? It is very common to consider humans a risk factor prone to errors. Therefore, we implement sophisticated safety management systems (SMS) in order to prevent potential "human failure". These SMS provide an impressive increase of safety. In safety science this approach is labelled "Safety-I", and it starts to be questioned because humans do not show failures only. On the contrary, they often actively contribute to safety, sometimes even by deviating from a procedure. This "Safety-II" perspective considers humans to be a "safety factor" as well because of their ability to adjust behaviour to the given situation. However, adaptability requires scope of action and this is where Safety-I and Safety-II contradict each other. While the former restricts freedom of action, the latter requires room for manoeuvring. Thus, the task of integrating the Safety-II perspective into SMS, which are traditionally Safety-I based, is difficult. This challenge was the main objective of our project. We discovered two methods that contribute to the quality of SMS by integrating Safety-II into SMS without jeopardizing the Safety-I approach.

scholarly journals Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations

2021 ◽  
Author(s):  
Rayendra Wahyu Bachtiar ◽  
Ralph F. G. Meulenbroeks ◽  
Wouter R. van Joolingen
Keyword(s):  
Conceptual Understanding ◽  
Physical Phenomenon ◽  
Ninth Grade ◽  
Abstract Concepts ◽  
Projectile Motion ◽  
Mechanistic Reasoning ◽  
Stop Motion ◽  
Ninth Grade Students ◽  
Scientific Phenomena

AbstractThis article reports on a case study that aims to help students develop mechanistic reasoning through constructing a model based stop-motion animation of a physical phenomenon. Mechanistic reasoning is a valuable thinking strategy for students in trying to make sense of scientific phenomena. Ten ninth-grade students used stop-motion software to create an animation of projectile motion. Retrospective think-aloud interviews were conducted to investigate how the construction of a stop-motion animation induced the students’ mechanistic reasoning. Mechanistic reasoning did occur while the students engaged in creating the animation, in particular chunking and sequencing. Moreover, all students eventually exhibited mechanistic reasoning including abstract concepts, e.g., not directly observable agents. Students who reached the highest level of mechanistic reasoning, i.e., chaining, demonstrated deeper conceptual understanding of content.

University Education and English Ecclesiastical Lawyers 1400–1650

2011 ◽  
Vol 13 (2) ◽  
pp. 132-145 ◽  
Author(s):  
Richard Helmholz
Keyword(s):  
Thirteenth Century ◽  
Legal Education ◽  
University Education ◽  
Legal Practice ◽  
Negative Opinion ◽  
Ius Commune ◽  
The Law ◽  
The Church ◽  
Academic Study

Most recent historians have expressed a negative opinion of the quality of legal education at the English universities between 1400 and 1650. The academic study of law at Oxford and Cambridge, they have stated, was easy, antiquated and impractical. The curriculum had not changed from the form it assumed in the thirteenth century, and it did little to prepare students for their careers. This article challenges that opinion by examining the inner nature of the ius commune, the law that was applied in the courts of the church, and also by examining some of the works of practice compiled by English civilians during the period. Those works show that the negative opinion rests in part upon a misunderstanding of the nature of legal practice during earlier centuries. In fact, concentration on the texts of the Roman and canon laws, as old-fashioned as it seems to us, was well suited for the tasks advocates and judges would face once they left the academy. It also provided the stimulus needed for advance in the law of the church itself; their legal education made available to potential advocates and judges skills that would permit a sophisticated application of the ius commune, one better suited to their times. The article provides evidence of how this happened.1

Effect of Age on Congruence between Adults' and Youths' Ratings of Life Event Stressors

1989 ◽  
Vol 65 (3) ◽  
pp. 1017-1018 ◽  
Author(s):  
Ronald D. Taylor ◽  
Gary A. Spiess
Keyword(s):  
Sixth Grade ◽  
Ninth Grade ◽  
Life Event ◽  
Sixth Grade Students ◽  
Points Of View ◽  
Ninth Grade Students ◽  
Effect Of Age

Life event stressors were rated by 60 sixth grade students from their personal points-of-view and by two adult samples ( ns = 11 and 17) on the basis of how they believed a typical 12- to 14-yr.-old today would rate events. Ratings of adults and sixth grade youth indicated strong congruence and were significantly different from the rating relationship previously reported between adults and ninth grade students. Adults' familiarity with youth strengthened but did not significantly improve congruence of ratings.

Constrained Shape Scaling of Trimmed NURBS Surfaces

1999 ◽  
Author(s):  
Pifu Zhang ◽  
Caiming Zhang ◽  
Fuhua (Frank) Cheng
Keyword(s):  
Data Exchange ◽  
Surface Deformation ◽  
Current Data ◽  
Free Form ◽  
Test Results ◽  
Nurbs Surface ◽  
Curvature Distribution ◽  
The Given ◽  
Boundary Curves

Abstract A method to scale and deform a trimmed NURBS surface while holding the shape and size of specific features (trimming curves) unchanged is presented. The new surface is formed by scaling the given surface according to the scaling requirement first; and then attaching the (original) features to the scaled NURBS surface at appropriate locations. The attaching process requires several geometric operations and constrained free-form surface deformation. The resulting surface has the same features as the original surface and same boundary curves as the scaled surface while reflecting the shape and curvature distribution of the scaled surface. This is achieved by minimizing a shape-preserving objective function which covers all the factors in the deformation process such as bending, stretching and spring effects. The resulting surface maintains a NURBS representation and, hence, is compatible with most of the current data-exchange standards. Test results on several car parts with trimming curves are included. The, quality of the resulting surfaces is examined using the highlight line model.

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