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We have examined eight types of optical polymer plates including polymethyl methacrylate (PMMA) which is preferred material for ultrasonic purposes. Their longitudinal ultrasonic velocity and attenuation coefficient have been determined by means of pulse-echo technique. Comparison of acoustic properties of the investigated polymers and PMMA sample at 15MHz frequency. Obtained values of the ultrasonic attenuation coefficient and acoustic path length could be used to qualify homogeneity and isotropy of the polymer materials. Eddy current testing is based on the physics phenomenon of electromagnetic induction. The principle of the eddy current technique is based on the interaction between a magnetic field source and the test material. This interaction induces eddy currents in the test piece. The thickness of nonmetallic coatings on metals can be determined simply from the effect of liftoff on impedance. This method has used for measuring thickness and research a structure of thin walled non-conductive polymers.
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In this article the classification of incidents and accidents when working with sources of ionizing radiation (SIR) is discussed. Also are considered the important measures and actions laid down in the Bulgarian legislation for prevention of nuclear incidents and accidents, as well as for minimizing the consequences thereof for people and environment.
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On the science or the chemistry education, it is one from the most important problems for both the science teachers and the students to design the linkage between ones information and other information as well. The aim of this study is hypothetically to model the linkage between the qualitative analysis and the quantitative analysis with the chemical calculations. For this aim, it is preferred the precipitation reactions of first group cations (Ag1+, Pb2+,Hg22+ ) with HCl solution that is the group reagent in the qualitative analysis of inorganic samples in this study. On these precipitation reactions, it is offered the three sub model for teaching how to calculate the quantity of precipitate if the quantities of one or two reactants are given for the quantitative analysis. These sub models are consecutively called First Model, Second Model and Third Model. First Model: The aim of First Model is to teach how to calculate the mass of precipitate when the molarity and the volume of the solution of only one reactant is given in the problems. Second Model: The aim of Second Model is to teach how to calculate the mass of precipitate if two reactants react completely when the molarities and the volumes of the solution of them are given in the problems. Third Model: The aim of Third Model is to teach how to calculate the mass of precipitate if one of two reactants reacts completely and other remains unreacted when the molarities and the volumes of their solutions are given in the problems. The solutions of problems have been done by two different methods that are known as by the using formula and by the conversion factor. It can be said that the models are hypothetically suitable to investigate the relations between the qualitative analysis and the quantitative analysis with the chemical calculation in this context the reactions of first group cations with HCl that is the group reagent of them. The precipitation reactions are directly the linkage with gravimetric analysis and Mohr, Fajans and Volhard methods in this context of volumetric analysis as well. Keywords: analytical chemistry education, qualitative analysis, quantitative analysis, quantitative precipitation, stoichiometry, chemical calculation, limiting reagent
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Pre nego što se na bilo koji način upustimo u opisivanje gotovo beskrajno široke oblasti koja se pred nama otvara u vezi sa obrazovanjem žena (i/ili obrazovanjem uopšte) i modernizacijom, ili sa obrazovnim sistemima i njihovom povezanošću sa političkim, ekonomskim i društvenim činiocima u evropskim državama, treba da naglasim da me ovde najviše zanimaju glavne ideje na kojima počiva obrazovanje žena i njegov razvoj, uglavnom kroz srednje škole, u nekim zemljama Zapadne Evrope, a pre svega u onim koje su u drugoj polovini devetnaestog stoleća dostigle fazu “visoke industrijalizacije”, kao i brzina kojom se obrazovanje žena uvodilo u Srbiju, to jest prepreke, kontradikcije i opštije posledice nastojanja da se obrazuju devojke u društvu koje je bilo tek na pragu modernizacijskih procesa pri kraju druge polovine devetnaestog stoleća.
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This paper presents a syllabus developed for Geography and Economics Studies in 8th grade of the first high school educational stage in the complementary course (section C according to the curriculum framework for profile education with an intensive foreign language course, “Economic Development” profile and a school syllabus for 2017/2018 school year).
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The purpose of this paper is to present the activities of literary club ERATO at “Vasil Drumev” Science and Mathematics High School, Veliko Tarnovo, as a means of effectively making use of the students’ free time by meeting their specific educational needs and providing platform for their individual talents as well as developing their intellectual potential. The text focuses on the main points of the organization of the literary competition Spring in Tarnovgrad. It also analyses the role of each activity – the work on the contents and technical aspects of the of the Status; the preparatory work which includes a lot of challenges and requires in-depth knowledge of literature; the selection of the literary and musical works for the script of the event and the realization of the final stage for the development of the students’ creative potential. It also focuses on the drafting of the students’ collection of works, a very complex process which requires special IT skills.
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The Schools that Sıbyan Mektebi (elementary school) and Medrese (madrasah) was more came to mind upon spoken on education in the Ottoman Empire. On the other hand, Palace had Enderun that private constitution of the state. In the period Sultan Mehmet Conqueror and Sultan Suleyman Magnificent went to a new modification how süite was for era in where in education area, sheltering traditional education concept too. Sahn-ı Seman, Tetimme and Suleymaniye were primary examples of the comtemporary approach. These occuring side of the Ottoman the side of the Europe had directed to discover that dynamic physics laws which running in the all substances with a “rationality” predominant education perspective. This direction of the continent delivered it to a enormous advance of the science-technic, how maybe it was not expected. This added up to “power” status, of course. 19th century became the century of the search for solutions to correct state’s weaknesses, in consequence, the century of a new confronting with the age which its in it. Reform struggles that in the mention century was direct lenked education’s function with adaptation of the changes to social and bureaucratic life. Even though important previously mentioned the function, this was the most basic cause that fall away of the new world perspective, with disruptions which will mentioned in article.
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The paper presents results of the Russian participants in the net research project “Encyclopedia of notable plane figures: we work by ourselves”. The project aimed at systematization and development of knowledge on notable plane curves by secondary students. The net interaction between the participants was realizes using Google Cloud Service. The investigation was carried out by analytical geometry methods applying the software product GeoGebra.
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Toute société humaine de ce monde veule réaliser, pour ses membres et évidement pour lui-même, comme réalité et comme entité, trois objectives essentielles : prospérité, liberté et sécurité. Tous les trois objectives et, en même temps, toutes les trois déterminations sont interdépendantes. C’est difficile à dire que l’une peut exister sans l’autre. La liberté et la sécurité sont des conditions nécessaires et essentiales de la prospérité, la sécurité n’est pas possible que dans des conditions de la liberté et de la prospérité, et la liberté, sans prospérité et sécurité n’a pas du sens. Mais chacun a son contenu complexe et complique. Même si, par exemple, la liberté est un idéal des toutes les gens et des toutes les sociétés, sa définition, son contenu et ses horizons d’attente sont conditionné, parfois même très stricts.
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This research is focused on Bosnian libraries of the Ottoman period as a resource as well as on their library profile. The reconstruction of the library profile is derived from the scholarly canon that reigned in the Ottoman social and educational system. Scientific canon and library profile are important for us, since they were based on them and we made conclusions about knowledge, teaching and learning about truths within the framework of Ottoman spirituality. It is very important because we observed that Bosnia and Herzegovina and its wider region have been for a long period part of a system of the Islamic spirituality. The spirituality constituted in such way used to essentially determine the man of that era, but it also created preconditions for the sound substance of Muslim spirituality in these areas all the way to our days.
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The article discusses the participation of students in an initiative for studying the activities of the judiciary as part of civic education. The course of the initiative has been described, and the benefits of such a type of training are outlined.
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Majewski presents a portrait of Anna Zeidler-Janiszewska, professor of cultural studies and philosophy, who passed away in July 2017. Zeidler-Janiszewska worked at the Adam Mickiewicz University in Poznań, the University of Łódź and the University of Social Sciences and Humanities in Warsaw. Her monographs include Sztuka, mit, hermeneutyka (Art, Myth, Hermeneutics, 1988) and Między melancholia a żałobą: Estetyka wobec przemian kultury współczesnej (Between Melancholy and Mourning: Aesthetics and the Transformations of Contemporary Culture, 1996). With Roman Kubicki she published two volumes of interviews with Zygmunt Bauman: Humanista w ponowoczesnym świecie (A Humanist in the Postmodern World, 1997) and Życie w kontekstach (Life in Contexts, 2007).
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Pragnę serdecznie powitać wszystkich na zorganizowanej przez katedry historycznoprawne dwudniowej sesji poświęconej stanowi badań nad dziejami ustroju w Europie. Sesja, która zgromadziła wielu znakomitych referentów, zadedykowana została pamięci osoby wyjątkowej – Pana Profesora Stanisława Płazy. Jego postać bardzo żywo i mocno wpisała się w dzieje Wydziału Prawa i Administracji Uniwersytetu Jagiellońskiego, w dzieje historii prawa, w dzieje wszystkich szczegółowych dyscyplin, którymi Pan Profesor podczas swojego życia naukowego się zajmował. […]
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This paper gives an overview of 71 persons who tried to obtain the right to give lectures on philology at the Faculty of Philosophy at the Jagiellonian Universityin the years 1862–1939. Out of them, 60 persons received the venia legendi, but 11 were denied that right. While the article takes into account a small group of scholars, some conclusions and generalizations can be made, such as, for example, that it is certain that philology schools were founded in Cracow. Thus, it is easier to capture the master–student relationship. Most of the privat-docents (docents), after obtaining the venia legendi, still remained “in school” and received university chairs not only at the Jagiellonian University but also at other universities. A Cracow’s docent, who could not count on a chair at the Jagiellonian University – not because of inadequate qualifications but because of budgetary reasons – received a professor’s chair at one of the other universities of the Second Polish Republic (not counting Lwow): in Vilnius, Warsaw or Poznań.
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The author analyzes the formation and evolution of Ukrainian Philology at the Lviv University from 1848 to 1939. In the context of this article, the history of Ukrainian philological studies is represented through such personalities as Yakov Holovatsky, Omelyan Ogonovsky, Alexander Kolessa, Ilarion Sventsitsky, Cyril Studinsky and Jan Janów. Part of them symbolizes the theological or clerical period of the development of the Ruthenian (Ukrainian) philology in Galicia, the other part demonstrates the secularization of the Ukrainian humanities as well as the intellectuals themselves. The evolution of the Ukrainian studies at the Lviv University is a history of changing scientific paradigms: from post-romanticism to factographism and positivism or critical rationalism. The study also demonstrates the growth of the interrelation between the Ukrainian philologists on the Lviv and Kraków (Jagiellonian) University in the examined period. The history of Ukrainian Philology in Lviv is a history of ideological evolution and/or ideological hesitation in the Ukrainian intelligentsia between Ukrainophilism, Russophilism, political neutrality, Polonophilism and Austrophilism. It is also the result of the “tolerance within confrontation” – the ethno-social competition, struggle and compromise between the Ukrainian and Polish ideas in Galicia. In other words, it is a history of the Ukrainian intelligentsia and Ukrainian society in Lviv and in Galicia before the Second World War.
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Aastatel 1944–1954 koolitati Eestis arhitekte Tallinna Polütehnilises Instituudis. Kokku lõpetas seal 113 arhitekti. 1949. aasta sügisel arhitektide vastuvõtt katkestati Moskva ministeeriumi käsul. 1950. aastal alustati arhitektuuriõpet vastloodud Eesti NSV Riiklikus Kunstiinstituudis, millest kujunenud kunstiakadeemias on see jätkunud tänini. Artikkel uurib arhiividokumentidele tuginedes läbiviidud muudatuse põhjusi, sidudes selle stalinismi ajaloolise kontekstiga ning eesmärkidega kujundada arhitektidest kunstnikke, kes koos tarbekunstnikega looksid vormiküllast stalinistlikku arhitektuuri.
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In 1944–1954 architects’ education in Estonia was carried on in the Tallinn Polytechnic Institute. Altogether 113 architecture students earned their diplomas there. In the fall of 1949 the admission of architecture students was interrupted in compliance with an order from Moscow. In 1950 architecture education was started at the newly established Estonian State Art Institute, where it still takes place.
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