Products related to Contraction:
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Pioneering Progress : American Science, Technology, and Innovation Policy
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The Concept of Contraction in Giordano Bruno's Philosophy
Through the concept of contraction, Giordano Bruno (1548-1600) endeavoured to explain the relationship of God to his Creation in a way that conformed with his pantheistic view of nature as well as his heterodox view of man’s relationship to God.The concept of contraction is twofold. In the ontological sense it denotes the way in which the One, or God, descends to multiplicity.In the noetic sense it accounts for the ways in which the individual human soul ascends towards God through a reversed process of contemplation.Bruno denied the efficacy of the several psychical, psychological and medical states traditionally thought to aid contemplation and noetic ascent towards God.In his view the only means was philosophical contemplation, the use of memory being one important form.Philosophical contemplation elevated the mind from the fragmented multiplicity of sense impressions to an understanding of the principles governing the sensible world.This publication is the first book-length study dedicated to concept of contraction in Bruno’s philosophy.Moreover, it explores his sources for this concept. Traditionally Ficino’s translation of Plotinus, dating from the second half of the fifteenth century, has been seen as a key source to the Neoplatonism informing Bruno’s philosophy.In The Concept of Contraction in Giordano Bruno’s Philosophy another Neoplatonic source is considered, namely the pseudo-Aristotelian Liber de Causis (Book of causes), which has not yet been examined in the context of Renaissance Neoplatonism.This work, probably written in Arabic in the ninth century, was translated into Latin in the twelfth century and remained well known to many late Medieval and Renaissance philosophers.Catana argues that this work may have prepared for Ficino’s translation of Plotinus, and that in some instances it provided a common source to Renaissance philosophers, Bruno and Nicholas of Cusa (1401-1464) being conspicuous examples discussed in this book.
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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What is length contraction?
Length contraction is a concept in physics that states an object's length will appear shorter in the direction of its motion when it is moving at relativistic speeds. This phenomenon occurs due to the effects of special relativity, where space and time are intertwined. As an object approaches the speed of light, its length in the direction of motion will contract, making it appear shorter to an observer at rest. Length contraction is a fundamental aspect of Einstein's theory of special relativity and has been experimentally verified through various experiments.
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What is muscle contraction?
Muscle contraction is the process by which muscle fibers generate tension and shorten in length, resulting in the movement of body parts. This process is controlled by signals from the nervous system that stimulate the muscle fibers to contract. During muscle contraction, the proteins actin and myosin interact to create a sliding effect, causing the muscle to contract. This process requires energy in the form of ATP to power the movement of the muscle fibers.
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What is a contraction simulator?
A contraction simulator is a device or tool used to mimic the experience of labor contractions. It typically applies pressure or stimulation to the abdomen to simulate the tightening and releasing sensation of contractions. This can be used for educational purposes to help individuals understand what contractions feel like and how to cope with the pain during labor. It can also be used in medical training to simulate the stages of labor for healthcare professionals.
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What is the contraction of the heart?
The contraction of the heart is known as systole. During systole, the heart muscle contracts and pumps blood out of the chambers of the heart into the arteries. This process is essential for maintaining blood circulation throughout the body and delivering oxygen and nutrients to tissues and organs.
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Dialogues Between Artistic Research and Science and Technology Studies
This edited volume maps dialogues between science and technology studies research on the arts and the emerging field of artistic research.The main themes in the book are an advanced understanding of discursivity and reasoning in arts-based research, the methodological relevance of material practices and things, and innovative ways of connecting, staging, and publishing research in art and academia.This book touches on topics including studies of artistic practices; reflexive practitioners at the boundaries between the arts, science, and technology; non-propositional forms of reasoning; unconventional (arts-based) research methods and enhanced modes of presentation and publication.
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What causes time dilation and length contraction?
Time dilation and length contraction are consequences of the theory of relativity proposed by Albert Einstein. Time dilation occurs when an object is moving at a significant fraction of the speed of light, causing time to pass more slowly for that object relative to a stationary observer. Length contraction, on the other hand, occurs when an object is moving at relativistic speeds, causing its length to appear shorter in the direction of motion when observed by a stationary observer. These effects are a result of the fundamental principles of the theory of relativity, which describe how space and time are interconnected and can change based on an observer's frame of reference.
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How can one explain length contraction simply?
Length contraction can be explained simply as a phenomenon in which an object appears shorter in the direction of its motion when observed from a different frame of reference that is moving relative to the object. This occurs due to the effects of special relativity, where space and time are perceived differently depending on the relative motion of observers. As an object moves closer to the speed of light, its length in the direction of motion appears to contract from the perspective of a stationary observer.
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How can one easily explain length contraction?
Length contraction can be easily explained by the concept of relative motion in special relativity. According to this theory, as an object moves at a high speed relative to an observer, its length appears to contract in the direction of motion. This contraction occurs because space and time are interconnected, and as an object's velocity increases, time dilates and space contracts. Therefore, an observer in a different frame of reference will perceive the object as shorter in the direction of its motion.
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Is length contraction real or just visual?
Length contraction is a real phenomenon predicted by the theory of special relativity. It occurs when an object is moving at a significant fraction of the speed of light, causing its length to appear shorter in the direction of motion when observed from a stationary frame of reference. This effect has been experimentally confirmed through various measurements and observations, providing evidence for the reality of length contraction rather than it being just a visual illusion.
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