Theory of Merging Social Sciences and Mathematics into One Continuum; As a Social Mathematical & Human Engineering Sciences

2020 ◽  
Author(s):  
Houssam Khelalfa
Keyword(s):  
Social Sciences ◽  
Human Engineering ◽  
Engineering Sciences ◽  
And Mathematics

Fuzzy Set Theory Applied to Accounting Sciences

2020 ◽  
Vol 16 (01) ◽  
pp. 1-16
Author(s):  
Carmen Lozano ◽  
Enriqueta Mancilla-Rendón
Keyword(s):  
Social Sciences ◽  
Fuzzy Logic ◽  
Set Theory ◽  
Fuzzy Set ◽  
Fuzzy Set Theory ◽  
Hamming Distance ◽  
Great Acceptance ◽  
Classical Mathematics ◽  
Triangular Numbers ◽  
And Mathematics

Fuzzy set theory and fuzzy logic have been successfully developed in engineering and mathematics. However, these concepts have found great acceptance in social sciences in recent years since they provide an answer to those problems in the real world that cannot be modeled using classical mathematics. In this paper, we propose a new methodology for accounting science based on fuzzy triangular numbers. The methodology uses Hamming distance between fuzzy triangular numbers and arithmetic operations to evaluate corporate governance of multinational public stock corporations (PSCs) in the telecommunications sector.

HASS PhD graduate careers and knowledge transfer: A conduit for enduring, multi-sector networks

2019 ◽  
Vol 19 (4) ◽  
pp. 397-418 ◽  
Author(s):  
Robyn Barnacle ◽  
Denise Cuthbert ◽  
Christine Schmidt ◽  
Craig Batty
Keyword(s):  
Social Sciences ◽  
Knowledge Transfer ◽  
Return On Investment ◽  
Extensive Literature ◽  
User Engagement ◽  
End User ◽  
Professional Networks ◽  
Science Technology ◽  
And Mathematics

Rising worldwide scrutiny of the PhD has focused on issues such as return on investment and career outcomes. This article investigates PhD graduate careers and knowledge transfer looking at the Humanities, Arts and Social Sciences (HASS). Firstly, our extensive literature review of PhD graduate outcomes reveals limited knowledge of HASS careers and a Science, Technology, Engineering and Mathematics (STEM) bias. Secondly, our case study of graduates suggests HASS PhDs provide a vital conduit for end-user engagement and knowledge transfer. Our findings deepen knowledge about the careers of HASS PhDs by revealing pre-existing professional networks may be harnessed to inform end-user relationships throughout candidature and post-graduation. Contrary to dominant assumptions, these networks may endure even for graduates in the academy. This under-recognized phenomenon demonstrates the multi-sector knowledge transfer capacity of HASS researchers with implications for their research capability and career development needs and perceptions of the value of their research.

scholarly journals An integrated model for interdisciplinary graduate education: Computation and mathematics for biological networks

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257872
Author(s):  
Kelsey E. McKee ◽  
Daniel Serrano ◽  
Michelle Girvan ◽  
Gili Marbach-Ad
Keyword(s):  
Biological Networks ◽  
Network Science ◽  
Graduate Program ◽  
Interdisciplinary Training ◽  
Faculty Advisors ◽  
Social Events ◽  
Engineering Sciences ◽  
Domain 3 ◽  
And Mathematics ◽  
Program Components

The current challenges at the forefront of data-enabled science and engineering require interdisciplinary solutions. Yet most traditional doctoral programs are not structured to support successful interdisciplinary research. Here we describe the design of and students’ experiences in the COMBINE (Computation and Mathematics for Biological Networks) interdisciplinary graduate program at the University of Maryland. COMBINE focuses on the development and application of network science methods to biological systems for students from three primary domains: life sciences, computational/engineering sciences, and mathematical/physical sciences. The program integrates three established models (T-shaped, pi-shaped and shield-shaped) for interdisciplinary training. The program components largely fall into three categories: (1) core coursework that provides content expertise, communication, and technical skills, (2) discipline-bridging elective courses in the two COMBINE domains that complement the student’s home domain, (3) broadening activities such as workshops, symposiums, and formal peer-mentoring groups. Beyond these components, the program builds community through both formal and informal networking and social events. In addition to the interactions with other program participants, students engage with faculty in several ways beyond the conventional adviser framework, such as the requirement to select a second out-of-field advisor, listening to guest speakers, and networking with faculty through workshops. We collected data through post-program surveys, interviews and focus groups with students, alumni and faculty advisors. Overall, COMBINE students and alumni reported feeling that the program components supported their growth in the three program objectives of Network Science & Interdisciplinarity, Communication, and Career Preparation, but also recommended ways to improve the program. The value of the program can be seen not only through the student reports, but also through the students’ research products in network science which include multiple publications and presentations. We believe that COMBINE offers an effective model for integrated interdisciplinary training that can be readily applied in other fields.

scholarly journals Interdisciplinary Educational Approach STEM and HASS Knowledge Fields Using ICTs Support. Case of an Application for a Pilot Experiment

2020 ◽  
pp. 33-42
Author(s):  
Socrates C. Savelides ◽  
Rigo Fasouraki ◽  
Efthymios Georgousis ◽  
Katerina Kolokotroni ◽  
Maria S. Savelidi
Keyword(s):  
Social Sciences ◽  
Design Procedure ◽  
Educational Approach ◽  
Educational Management ◽  
Pilot Experiment ◽  
Science Technology ◽  
Thematic Approach ◽  
Pilot Implementation ◽  
And Mathematics ◽  
Positive Results

This paper investigates the possibility of a holistic interdisciplinary and cross-thematic educational approach of STEM (Science, Technology, Engineering, and Mathematics) and HASS (Humanities, Arts and Social Sciences) knowledge fields. The interdisciplinary educational approach of STEΜ and HASS knowledge branches, set out to resolve complex issues in an innovative way, can assist the development of the students into active and knowledgeable citizens so they will be able to face actual problems whose nature is always interdisciplinary. There is reference in elements which advocate the necessity of this holistic cross-thematic approach and additionally theories and techniques are established which are able to support it. Main characteristic of this development is its support with ICTs. Characteristics of a relevant educational scenario are presented. The scenario is implemented as a pilot experiment and relevant results can be extracted. The scenario is recommended as prototype due to its special interdisciplinarity, the educational techniques that were utilized, and its design procedure based on principles of Educational Management & Engineering and due to the positive results from its pilot implementation. Relevant conclusions are projected.

scholarly journals Providing remedial support to primary school learners within their zone of proximal development

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Simon G. Taukeni
Keyword(s):  
Social Sciences ◽  
Primary School ◽  
First Language ◽  
Poor Performance ◽  
Proximal Development ◽  
Remedial Teaching ◽  
English Second Language ◽  
Language And Mathematics ◽  
And Mathematics ◽  
Academic Year

Background: One of the methods receiving the current attention in addressing poor performance and low learning achievements among lower primary school learners is through remedial teaching. The approach to provide remedial support was informed by Vygotsky’s social development theory.Aim: The objective of this study was to support primary school learners who failed with ungraded symbols in their first school term to obtain better passing symbols at the end of Term 2 and Term 3.Setting: An intervention was carried out in 2016 academic year to provide remedial support to learners who were enrolled at Catholic AIDS Action Tonateni Centre in Oshakati town, Namibia.Methods: Quantitative approach and descriptive design methods were used in this study. The first school term results were used as a baseline. A total of 12 learners (five boys and seven girls) from Grades 1 to 7 were randomly selected to participate in the remedial class. Data collection instruments included learners’ school reports, homework books, class exercise books and test books. Statistical Package for Social Sciences was used to analyse descriptive statistics, namely, frequencies and percentages.Results: Results showed that the participating learners obtained better passing symbols in the three identified subjects: Oshindonga first language, English second language and mathematics as depicted in their Term 2 and Term 3 school reports.Conclusion: Remedial support demonstrated that learners who performed with poor symbols at the end of their first school term could still obtain better passing symbols in the second and third term provided they are supported to improve in their areas of learning difficulties.

scholarly journals Model of Humanism Education based on Local Wisdom in Elementary School in Bali

2021 ◽  
Vol 13 (2) ◽  
pp. 1056-1063
Author(s):  
Ni Wayan Karmini ◽  
A.A. Kade Sri Yudari ◽  
I Gusti Ayu Suasthi ◽  
Ni Luh Gede Hadriani ◽  
Made Setini
Keyword(s):  
Social Sciences ◽  
Qualitative Research ◽  
Elementary Schools ◽  
Cultural Values ◽  
Social Intelligence ◽  
Materials Science ◽  
Spiritual Intelligence ◽  
Literature Study ◽  
And Mathematics ◽  
Education Administrators

This article aims to discuss the model of humanism education based on local wisdom in elementary schools (SD) in Bali. This research is qualitative research whose data collection was obtained through literature study, observation, and interviews with education observers, parents, and education administrators, in Denpasar, Badung, and Gianyar. The results of the data obtained were analyzed descriptively by applying the learning theory of humanism. The results of the study show that first, some of the humanism education materials based on local wisdom in elementary schools were studied based on the principles of Balinese Hindu cultural values, namely Catur Asrama (four stages of life), Tatwam Asi (life filosofy), Tri Kaya Parisudha (three concept of human behavior), and Tri Hita Karana (three concept of human relation). The cultural values of local wisdom are synergized with materials sports to hone intelligence kinesthetic students, materials science and mathematics to hone intellectual (academic) intelligence, as well as language material (Indonesian, English), social sciences, arts-culture, and religion to hone social intelligence, intelligence mental, and spiritual intelligence of students. Second, the principles of local wisdom were applied so that students have a holistic intelligence that intelligence has a physical dimension, intellect (logical reasoning), social, mental, and spiritual.

METHODOLOGY OF THE TEACHING OF FINITE MATHEMATICS AT THE PEDAGOGICAL UNIVERSITIES DUE TO THE NEW TRENDS IN THE EVOLUTION OF THE MATHEMATICAL SCIENCES

2021 ◽  
pp. 92-100
Author(s):  
D. GADJIEV
Keyword(s):  
Instructional Strategies ◽  
Numerical Solutions ◽  
Binomial Coefficients ◽  
Binomial Theorem ◽  
Binomial Expansion ◽  
Finite Mathematics ◽  
Engineering Sciences ◽  
Pedagogical Orientation ◽  
Mathematical Sciences ◽  
And Mathematics

There were introduced new methods of the teaching and instruction of the following parts of the Pre-calculus: (1) Binomial Series; (2) Trigonometry; (3) Partial Fractions. The problems introduced in the article for the Pre-Calculus Course in Finite Mathematics was developed by the author. These unabridged problems are developed within the new trends in the evolutions of the novelty of the syllabi in Mathematics due to the development of the Mathematics Sciences / Theory and Applications. These new trends in the Theory and Application of Mathematics Sciences have been added new demands to the newly revised textbooks and corresponding syllabi for the Mathematics Courses taught at the Junior two years Colleges and Pedagogical Universities.These newly developed problems are reflection of the Development of Mathematical and Engineering Sciences to offer great amount of learning conclusion/sequel to those who pursue a bachelor’s degree at the universities of the pedagogical orientation. The problems presented in the article here are developed and restructured in terms of the newly developed techniques to solve the problem in Finite Mathematics and Engineering sciences. Moreover, the techniques offered in the article here are more likely to get utilized in Advanced Engineering Sciences, too, within the content of the problems, which require to obtain finite numerical solutions to the Real Phenomena Natural Problems in Engineering Sciences and Applied Problems in Mathematical Physics.The aim of this present publication is to offer new advanced techniques and instructional strategies to discuss methodology and instructional strategies of the mathematical training of the students at the Pedagogical Universities. Moreover, these new teaching techniques and strategies introduced may be extended to the engineering sciences at the technical universities, too.The results and scientific novelty of the introduced methodology and learning conclusions and sequel of the new knowledge the students at the Pedagogical universities may be benefited from are in the following list of the learning conclusions, presented in the article here. The students of the pedagogical orientation may attain the mastery skills in the following sections of the combinatorics in Finite Mathematics subject:- The n! Combination of n different terms.- Evaluate the expressions with factorials.- Identify that there are -!!( )!nrnr various of combinations of r identical terms in n variations.- Identify and evaluate the combinatorial coefficients from the Binomial Theorem.- Identify and able to build the Pascal’s triangle of the binomial coefficients.- Utilize the Binomial Theorem to expand the binomial formula for any natural powers.- Utilize the Binomial Theorem to obtain the general formula for the n-th term of binomial expansion.- Utilize the Sigma Symbols in the Binomial Theorem for the n-th terms of the binomial expansion. 19- Generate the expansion for the power of the ex, where e is the base of natural logarithmic function y = f(x) = x.Practical significance: the methods of teaching and new teaching strategies offered here in the article alongside with the application of the new trends in the development of mathematical and mathematics education sciences can be useful for prospective and currently practicing teachers of mathematics. Moreover, the materials presented here in this article can be useful for the educational professionals in their professional development plans to improve the quality in education

The Game Is Afoot

2021 ◽  
pp. 243-278
Author(s):  
Rabia Nessah ◽  
Tarik Tazdaït ◽  
Mehrdad Vahabi
Keyword(s):  
Social Sciences ◽  
Game Theory ◽  
Fertile Soil ◽  
History Of ◽  
The 1950S ◽  
And Mathematics ◽  
Original Interpretation ◽  
The Way

In this article, we are interested in exploring the history of game theory in France, and particularly the way it was received and was diffused in the 1950s. It will be shown that France was the most fertile soil in continental Europe for a multidisciplinary welcoming to game theory. Reviewing certain aspects of the intellectual trajectory of the mathematician Guilbaud, the ethnologist Lévi-Strauss and the psychanalyst Lacan, we show how each of them, in his own way, played a key role in advancing game theory: (1) Guilbaud for his constancy in disseminating game theory (and mathematics in general), (2) Lévi-Strauss for his original interpretation of game theory that had some impact on social sciences, and (3) Lacan for using the contributions of game theory. Lacan and Lévi-Strauss were particularly convincing since they were instructed on request about the principles of game theory by Guilbaud.

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