| 1. |
- Vitalis Pemunta, Ngambouk, 1973, et al.
(författare)
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Modern State Law: Regulating Tradition or Protecting the Environment in the Mankon Kingdom of Northwest Cameroon?
- 2019
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Ingår i: Endemic Species. Eusebio Cano Carmona (red.). - London, United Kingdom : Intechopen. - 9781839623547
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Bokkapitel (refereegranskat)abstract
- Most African countries including Cameroon find themselves in a situation of legal pluralism and at crossroads with implications for the sustainable management of natural resources. Traditional institutions and knowledge systems have been hailed as invaluable mechanisms for the conservation of flora and fauna. This chapter examines the conflict between traditional institutions and State law in the hierarchically stratified Mankon Kingdom of the Grassfield region of Northwest Cameroon where the latter prohibits the harvesting of culturally valuable plant and animal species for myriad ritual ceremonies and for therapeutic purposes. It demonstrates that the lack of cultural sensitivity can be antithetical to conservation initiatives. In other words, there is the need to align current legislative regulations for the management of natural species with the traditional use of territory, gender roles as well as to raise the cultural and educational level of the population through sensitization on the need to conserve the natural environment on which their culture depends for its survival.
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| 2. |
- Mårtensson-Pendrill, Ann-Marie, 1952
(författare)
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The Manhattan Project - a part of physics history
- 2006
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Ingår i: Physics Education. - 0031-9120. ; 41:6, s. 493-501
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Tidskriftsartikel (refereegranskat)abstract
- Current physics textbooks tend to exclude military applications, but it is explained here how a study of the Manhattan project—the devastatingly successful attempt to develop an atomic bomb—can show students how the lives and work of physicists are shaped by events in society. Much of the original source material is available in books and on the internet (and referenced here), which allows students to discover the views of the scientists for themselves.
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| 3. |
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| 4. |
- Fredlund, Tobias, et al.
(författare)
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Exploring the role of physics representations : an illustrative example from students sharing knowledge about refraction
- 2012
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Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 33:3, s. 657-666
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown that interactive engagement enhances student learning outcomes. A growing body of research suggests that the representations we use in physics are important in such learning environments. In this paper we draw on a number of sources in the literature to explore the role of representations in interactive engagement in physics. In particular we are interested in the potential for sharing disciplinary knowledge inherent in so-called persistent representations (such as equations, diagrams and graphs), which we use in physics. We use selected extracts from a case study, where a group of senior undergraduate physics students are asked to explain the phenomenon of refraction, to illustrate implications for interactive engagement. In this study the ray diagram that was initially introduced by the students did not appear to sufficiently support their interactive engagement. However, the introduction of a wavefront diagram quickly led their discussion to an agreed conclusion. From our analysis we conclude that in interactive engagement it is important to choose appropriate persistent representations to coordinate the use of other representations such as speech and gestures. Pedagogical implications and future research are proposed.
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| 5. |
- Malmström, Hans, 1980, et al.
(författare)
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Integrating CAD, 3D-printing technology and oral communication to enhance students' physics understanding and disciplinary literacy
- 2020
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Ingår i: European Journal of Physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 41:6
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Tidskriftsartikel (refereegranskat)abstract
- How do engineering physics students come to understand and share their physics learnings as a result of careful integration of oral communication with engineering skills like computer aided design and 3D-printing technology? Based in a sociocognitive theory of situated communication pedagogy, the action research conducted in this study set out to answer this research question in an introductory first-year course in engineering physics. A re-design intervention was planned, overseen, and evaluated by a teaching team comprising three physicists and a communication specialist. The findings-supported by student surveys, reflective field notes from the teachers' observations, and a focus group interview with students-strongly indicate that the students' structured oral engagement with disciplinary content confer learning benefits and promote the development of disciplinary (physics) literacy.
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| 6. |
- Volkwyn, Trevor S., 1969-, et al.
(författare)
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Learning to use Cartesian coordinate systems to solve physics problems : the case of 'movability'
- 2020
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Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 41:4
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we show that introductory physics students may initially conceptualise Cartesian coordinate systems as being fixed in a standard orientation. Giving consideration to the role that experiences of variation play in learning, we also present an example of how this learning challenge can be effectively addressed. Using a fine-grained analytical description, we show how students can quickly come to appreciate coordinate system movability. This was done by engaging students in a conceptual learning task that involved them working with a movable magnetometer with a printed-on set of coordinate axes to determine the direction of a constant field (Earth's magnetic field).
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| 7. |
- Wirsenius, Stefan, 1963, et al.
(författare)
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How much land is needed for global food production under scenarios of dietary changes and livestock productivity increases in 2030?
- 2010
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Ingår i: Agricultural Systems. - : Elsevier BV. - 1873-2267 .- 0308-521X. ; 103:9, s. 621-638
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Tidskriftsartikel (refereegranskat)abstract
- Growing global population figures and per-capita incomes imply an increase in food demand and pressure to expand agricultural land. Agricultural expansion into natural ecosystems affects biodiversity and leads to substantial carbon dioxide emissions.Considerable attention has been paid to prospects for increasing food availability, and limiting agricultural expansion, through higher yields on cropland. In contrast, prospects for efficiency improvements in the entire food-chain and dietary changes toward less land-demanding food have not been explored as extensively. In this study, we present model-based scenarios of global agricultural land use in 2030, as a basis for investigating the potential for land-minimized growth of world food supply through: (i) faster growth in feed-to-food efficiency in animal food production; (ii) decreased food wastage; and (iii) dietary changes in favor of vegetable food and less land-demanding meat. The scenarios are based in part on projections of global food agriculture for 2030 by the Food and Agriculture Organization of the United Nations, FAO. The scenario calculations were carried out by means of a physical model of the global food and agriculture system that calculates the land area and crops/pasture production necessary to provide for a given level of food consumption.In the reference scenario - developed to represent the FAO projections - global agricultural area expands from the current 5.1. billion ha to 5.4. billion. ha in 2030. In the faster-yet-feasible livestock productivity growth scenario, global agricultural land use decreases to 4.8. billion. ha. In a third scenario, combining the higher productivity growth with a substitution of pork and/or poultry for 20% of ruminant meat, land use drops further, to 4.4. billion. ha. In a fourth scenario, applied mainly to high-income regions, that assumes a minor transition towards vegetarian food (25% decrease in meat consumption) and a somewhat lower food wastage rate, land use in these regions decreases further, by about 15%. © 2010 Elsevier Ltd.
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| 8. |
- Munthe, Christian, 1962
(författare)
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Mellan genialitet och galenskap: Recension av Benjamin Labatuts roman "MANIAC"
- 2023
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Ingår i: Tidskriften Alba. - 1403-5448.
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- John von Neumann var ett för de allra flesta okänt ungerskt underbarn av judisk härkomst som sedermera flydde undan nazisterna till USA, där han dog 1957. Han var ett matematiskt universalgeni som gav viktiga, för att inte säga avgörande, bidrag till fysikens, biologins, data- och samhällsvetenskapens och meteorologins (och därmed klimatvetenskapens) utveckling under 1900-talet. Vid sidan av den mer allmänt kände Alan Turing föranstaltade han det som vi idag lär känna som A.I. och teoretiserade tidigt om hur man kunde tänka på maskiner som livsformer analogt med biologiska – en idé som idag ingår både i evolutionsbiologiska verktygslådor liksom i visioner och mardrömsscenarier om en teknologisk singularitet bortom vilken generella A.I. dominerar och, i värsta fall, tränger ut människoarten. Det är denne märkliga och skrämmande person Benjamín Labatuts välskrivna roman sätter i centrum för en berättelse om gränslandet mellan genialitet och galenskap, vetenskap och teknik från förra sekelskiftet till nu, logikseminariernas tankelekar och konkret global politisk utveckling på liv och död. Romanen är pärlande klart översatt av Anna Petronella Foultier. Man behöver nog ha ett visst intresse för vetenskap, teknik och/eller global politik för att uppskatta den fullt ut, men mycket sådant förklaras under hand på ett skenbart enkelt vis, så jättestora kunskaper behövs inte.
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| 9. |
- Zhang, Yihua, 1993, et al.
(författare)
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Evolving professional development in nuclear reactor physics and safety through hybrid learning environments
- 2023
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Ingår i: Book of All Abstracts and Papers. ; , s. 202-204
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Konferensbidrag (refereegranskat)abstract
- Nuclear education providers have difficulties sustaining their programs that typically consist of small cohorts of students and tend to follow a traditional, lecture-based design. This paper presents the GRE@T-PIONEeR project as a response aiming to preserve competencies and skills in computational and experimental nuclear reactor physics and nuclear safety through the implementation of six advanced courses offered globally to PhD and Post-Doc students, nuclear professionals, and MSc students. The courses employ a flipped classroom approach within a hybrid learning environment, complemented by three hands-on training sessions on nuclear training reactors. The courses were evaluated using validated survey instruments associated with various learning-theoretical frameworks. The paper presents preliminary findings derived from one of the courses comprising asynchronous online and synchronous hybrid sessions. While course completion and performance were high both among onsite and online students, some notable distinctions between the two groups emerge. Future research will explore these differences further.
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| 10. |
- Airey, John, 1963-, et al.
(författare)
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What Knowledge Do Trainee Physics Teachers Need to Learn? : Differences in the Views of Training Staff
- 2014
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Ingår i: International Science Education Conference 2014 Programme. - Singapore : Ministry of Education, National Institute of Education. ; , s. 62-, s. 62-
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Konferensbidrag (refereegranskat)abstract
- Although the impact of disciplinary differences on teaching and learning has been extensively discussed in the literature (e.g. Becher 1989; Becher and Trowler 2001; Lindblom-Ylännea et al. 2006; Neumann 2001; Neumann and Becher 2002), little research has explored this issue in relation to teacher training. In particular, we know of no work that examines differing views about the knowledge that trainee teachers need to learn across different settings. In this paper we analyse differences in the expressed views of staff involved in the training of prospective physics teachers in three environments: the education department, the physics department and schools. We analyse these differences in terms of two constructs: disciplinary literacy goals (Airey 2011, 2013) and disciplinary knowledge structures (Bernstein 1999).In terms of disciplinary literacy we find a stronger emphasis on learning goals for the academy expressed by informants from the physics and education departments. This can be contrasted with the view that the needs of the workplace are paramount expressed by school practitioners.Then, using Bernstein’s knowledge structures, we also identify clear differences in views about the nature of knowledge itself with a more hierarchical view of knowledge prevalent in the physics department and the more horizontal view of knowledge prevalent in the education department.The study highlights the often-conflicting signals about what constitutes useful knowledge that prospective physics teachers need to negotiate during their training. We tentatively suggest that more attention should be paid to both the theory/practice divide and potential epistemological differences in the training of prospective teachers.
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