Light-induced perovskite dynamic transformation enabling photodetector mimicking neuromorphic vision sensing system

As an artificial perception system, neuromorphic vision sensing system can imitate the complex image sensing and processing functions of the human visual neural network. In order to stimulate the nervous...

THE DYNAMIC TRANSFORMATION OF ISLAMIC EDUCATIONAL INSTITUTIONS IN GAYO FROM 1900 TO 1986

<p>The dynamic development of Islamic education in Gayo cannot be separated from the turbulent period of education in Indonesia in general. The emergence and development and collapse of non-formal educational institutions and the transformation of formal institutions were influenced either directly or indirectly by the renewal of the dynamics of Islamic educational institutions in Indonesia. It was clear that the development of institutional transformation in Gayo from 1900 to 1986 was started by <em>umah</em> education. Graduates of homeschooling education usually continue their education to <em>Mersah</em> (<em>musalla</em>) or joyah for women of Gayo. These educational institutions are known as non-formal education. The formal education from 1900 to 1986 was started by Tarbiyah Islamiyah and Sekolah Rendah Islam (from 1902 to 1940). Meanwhile, in 1970 Pendidikan Guru Agama Pertama was established. Then, in 1980, this institution changed into Madrasah Aliyah Negeri 2 in Takengon. After that, in 1968 IAIN Persiapan was established in Temetas Lemah Burbana as Islamic higher education. However, this institution was transformed into Madrasah Aliyah Negeri 1 in Takengon in 1978. The Higher Education Institution was established in 1986 as a result of the transformation of STIE, STIT, and STIP into Perguruan Tinggi Gajah Putih Takengon. STIT tranformed into STAI Gajah Putih Takengon, and then it transformed into STAIN Gajah Putih Takengon, and today it is known as IAIN Takengon. Meanwhile, the STIE and STP transformed into Universitas Gajah Putih Takengon.</p>

Thinking, Feeling and Experiencing the “Empty Shot” in Cinema

This article introduces the unique Asian film technique of the “empty shot” ( kong jingtou 空镜头) from the perspective of Chinese philosophical thought and aesthetics. In Chinese cinema, the “empty shot” is understood as a shot comprised of nonhuman subjects, distinct from both the establishing shot and the cutaway. Perhaps due to the lack of understanding of its philosophical grounding, the “empty shot” has not received much attention in Anglophone film studies, and has been criticized as an overgeneralised concept. This article first relates the “empty shot” to the more widely accepted “pillow shot” in Anglophone studies of Japanese cinema. This article aims to make visible a non-anthropocentric worldview conveyed through the “empty shot”, and to make space for the potentialities of this film device, which may also be found in non-Chinese cinemas. It explains the “empty shot”’s central features: firstly, its visible scenes are imbued with invisible emotion, leaving space for the audience to feel what the characters are feeling. Second, it facilitates the generation of qi or “air” in a film, indicating the circulation of qi in a process of dynamic transformation between “actual” and “virtual”. Thirdly, the “empty shot” communicates with the audience, allowing them to more fully experience natural scenery and to encounter other beings while suspending everyday experiences, existing biases, and the separation between self and other.

“Black Swans” in Organizational Design of Russian Universities

Universities in Russia are experiencing a dynamic transformation of scientific and educational processes, their structures, and management systems. These changes occur at different rates and levels of transformation; they allow for both positive and negative transformation scenarios. A general trend to develop university’s management systems in the country – as well as in the whole world – lies in the managerialization, which poses risks for transforming a university. Following Mintzberg’s methodology for analyzing organizational systems and Taleb’s concept of “black swans”, the paper aimed to analyze degradation scenarios for developing university’s management systems and identify factors and conditions for these scenarios and their consequences for universities.

Physical Simulation Based on Dynamic Transformation Under Hot Plate Rolling of a Nb-Microalloyed Steel

In this work, the presence of dynamically formed ferrite above the Ae3 temperature during the physical simulation of hot rolling was presented. This unusual metallurgical process is known as dynamic transformation (DT). The metastable ferrite phase undergoes a reverse transformation when the temperature is held above the Ae3 by means of a diffusion process. These phenomena affect the rolling load during high-temperature plate rolling. Therefore, a linepipe X70 steel was studied under plate rolling with two-pass roughing and seven-pass finishing strains of 0.4 and 0.2, respectively, applied at strain rate of 1 s−1 and interpasses of 10, 20, and 30 s. The samples were cooling down during deformation, which mimics the actual industrial hot rolling. It was observed that the alloy softens as the hot rolling progresses, as depicted by flow curves and mean flow stress plots, which are linked to the combined effects of dynamic transformation and recrystallization. The former initially occurs at lower strains, followed by the latter at higher strains. The critical strain to DT was affected by the number of passes and temperature of deformation. Shorter interpass time allows higher amounts of ferrite to form due to higher retained work hardening. Similarly, the closer the deformation temperature to the Ae3 permits a higher DT ferrite fraction. The information from this work can be used to predict the formation of phases immediately after hot rolling and optimize models applied to the accelerated cooling.

Pedagogical model of the formation of readiness for creative self-development of future primary school teachers

Актуальность статьи обусловлена тем, что образовательное пространство современности подвластна динамичной трансформации, которая предписывает постоянную эволюцию образовательной системы. Разрабатываются и апробируются новые технологии, применяются новейшие средства и формы обучения, в процесс обучения внедряется цифровая образовательная среда. В таких условиях представляется важным обратить особое внимание на подготовку педагогических кадров. В статье представлена авторская педагогическая модель формирования готовности к творческому саморазвитию будущих учителей начальных классов. Для прогрессии компонентов творческого саморазвития будущих учителей начальной школы использовались практические задания с творческим уклоном и творческие упражнения. Проанализированы и интерпретированы результаты исследования по эффективности педагогической модели формирования готовности к творческому саморазвитию будущих учителей начальных классов. Творческая направленность педагогической профессии требует подготовки будущих учителей начальных классов, способных к творческому саморазвитию. The relevance of the article is caused by the fact that the educational space of our time is subject to dynamic transformation, which prescribes the constant evolution of the educational system. New technologies are being developed and tested, the newest means and forms of education are used, a digital educational environment is being introduced into the learning process. In such conditions, it seems important to pay special attention to the training of teaching staff. The article presents the author's pedagogical model of the formation of readiness for creative self-development of future primary school teachers. For the progression of the components of creative self-development of future primary school teachers, practical tasks with a creative bias and creative exercises were used. Analyzed and interpreted the results of research on the effectiveness of the pedagogical model of formation of readiness for creative self-development of future primary school teachers. The creative orientation of the teaching profession requires the preparation of future primary school teachers capable of creative self-development.

Journalism Innovation Labs 2.0 in Media Organisations: A Motor for Transformation and Constant Learning

Media organisations and their newsrooms are not structurally equipped to adapt to the dynamic transformation that is increasingly demanded of them. To change this, ten years ago, growing numbers of media organisations began founding journalism innovation labs within their operations. More recently, a new generation of innovation lab has come about that builds on the experiences of the first labs. This paper examines—on the basis of organisational culture and innovation culture as theoretical framework—how journalism innovation labs 2.0 in media organisations are organised and which learnings the lab members have made compared with the pioneers of the first generation. The explorative study focused on five labs in Germany. In some phases of the innovation process the new labs benefited from the pioneering work of the predecessor labs. However, changes in the lab organisation became apparent. A developmental leap is reflected in the manifold efforts of the lab employees not to stay in their laboratory environment but instead to act as an innovation motor for the transformation of their media organisation by knowledge transfer, sharing of new ideas and approaches through advanced training, comprehensive and transparent innovation communication, agile project accompaniment, and personnel rotation. The innovation labs 2.0 apply a process of constant learning and dynamic change.