**Previous months:**

2010 - 1011(1)

2012 - 1211(1)

2013 - 1302(1) - 1306(3) - 1310(1)

2014 - 1403(1) - 1404(1) - 1406(1) - 1409(2) - 1410(2) - 1411(43)

2015 - 1501(4) - 1503(3) - 1504(2) - 1508(4) - 1509(1) - 1510(3) - 1511(1)

2016 - 1601(3) - 1602(5) - 1603(4) - 1606(1) - 1607(1) - 1608(1) - 1609(5) - 1610(1) - 1611(1) - 1612(1)

2017 - 1701(2) - 1702(8) - 1703(3) - 1704(1) - 1708(1) - 1709(2) - 1711(1) - 1712(3)

2018 - 1801(4) - 1802(1) - 1803(1) - 1804(20) - 1805(2) - 1806(5) - 1808(1) - 1809(7) - 1810(3) - 1811(3) - 1812(3)

2019 - 1901(2) - 1902(2) - 1903(1) - 1905(1) - 1907(4)

Any replacements are listed farther down

[179] **viXra:1907.0290 [pdf]**
*submitted on 2019-07-15 08:02:51*

**Authors:** Cleverton da Silva, Ricardo Santos do Carmo

**Comments:** 6 Pages.

This paper presents results related to the production of one workshop with the theme “Birds: ecosystem functions and services” designed to teach about the functional role of different species of birds in ecosystems. The workshops consider the non-formal education goals and scientific dissemination of the “Science on Wheels: bus of Science of the Agreste and Sertão Project”. The project gathers undergraduates and researchers to promote discussions on scientific topics of biology, chemistry, geography and physics in cities in the state of Sergipe. The Biology workshops focus on the theme of the functions and ecosystem services, which now occupies a central place in the ecology research. In this paper, we present the Science on Wheels Project and discuss the gains in student learning as a result of Biology workshops and advocate more coordination of formal and non-formal forms of scientific education as one of the commitments of universities.

**Category:** Education and Didactics

[178] **viXra:1907.0289 [pdf]**
*submitted on 2019-07-15 08:04:23*

**Authors:** Hugo da Silva Florentino, Laryssa Abílio Oliveira, Francisco José Pegado Abílio

**Comments:** 12 Pages.

This article describes the experience of construction, implementation and evaluation of a cooperative board game named "RCT Game" based on the Earth Charter. This is a qualitative study, based on an exploratory and descriptive approach. It was developed and validated with students of different levels of education in a public school in the municipality of João Pessoa, Paraiba. The results indicated that the game had a positive evaluation in the acceptance and satisfaction of the students, being an innovative, dynamic and creative proposal to work on environmental education at different levels of education, as it allows to work not only environmental issues but also social, ethical, political, economic, and cultural issues in a cognitive, affective, creative and reflexive way, while promoting the development of knowledge, attitudes and skills needed to build a sustainable society.

**Category:** Education and Didactics

[177] **viXra:1907.0265 [pdf]**
*submitted on 2019-07-15 19:57:45*

**Authors:** Thalyta Pessoa Freire, Geórgia Batista Vieira de Lima, Luciano Leal de Morais Sales

**Comments:** 15 Pages.

The Exame Nacional do Ensino Médio (Enem) was created in 1998 and has undergone two changes since then. It demands from the candidates the articulation of the knowledge learned in high school, relating them with illustrations, to find a resolution to the problems. Among them, the production and use of biodiesel is one of the subjects charged in the matrix of the exam. Therefore, the research sought to understand the profile of the questions about this biofuel, considering its approach, the national context and the presentation of the information about it in the evaluation. From a universe of 1.503 questions (1998 and 2017), nine were selected. Between the editions of 1998 and 2002 there was no direct mention of the biofuel chosen. From 2003 onwards, the exam addresses from the transformation of vegetable oil into biodiesel, through the transesterification reaction, to its use and production policies.

**Category:** Education and Didactics

[176] **viXra:1907.0236 [pdf]**
*submitted on 2019-07-14 12:24:31*

**Authors:** Zion Elani

**Comments:** 17 Pages.

This report details the pedestrian derivation of Einstein's famous equation, $E = mc^2$.
Through the use of elementary physical quantities of Newtonian mechanics such as
distance, force, momentum, velocity and energy, our approach resembles a `handling units' method.
Further, two other proofs premising on the notion of mass and its dependence on velocity are discussed. These methods prove to be simple and physically intuitive, thus stimulating the amateur enthusiasts to a better understanding of various complex and difficult-to-derive formulas which are otherwise understood at a sophisticated academic level. Pedagogic significance of these methods is further discussed.

**Category:** Education and Didactics

[175] **viXra:1905.0512 [pdf]**
*submitted on 2019-05-26 11:52:33*

**Authors:** Likai Fareed

**Comments:** 4 Pages.

Modern flat Earth belief originated with the English writer Samuel Rowbotham (1816–1884). Based on conclusions derived from the Bedford Level experiment, Rowbotham published a pamphlet Zetetic Astronomy. He later expanded into a book Earth Not a Globe, proposing the Earth is a flat disc centred at the North Pole and bounded along its southern edge by a wall of ice, Antarctica. Rowbotham further held that the Sun and Moon were 3,000 miles (4,800 km) above Earth and that the "cosmos" was 3,100 miles (5,000 km) above the Earth. He also published a leaflet titled The inconsistency of Modern Astronomy and its Opposition to the Scriptures, which argued that the "Bible, alongside our senses, supported the idea that the earth was flat and immovable and this essential truth should not be set aside for a system based solely on human conjecture".
Rowbotham and followers like William Carpenter gained attention by successful use of pseudoscience in public debates with leading scientists such as Alfred Russel Wallace. Rowbotham created a Zetetic Society in England and New York, shipping over a thousand copies of Zetetic Astronomy.
After Rowbotham's death, Lady Elizabeth Blount established a Universal Zetetic Society, whose objective was "the propagation of knowledge related to Natural Cosmogony in confirmation of the Holy Scriptures, based on practical scientific investigation". The society published a magazine, The Earth Not a Globe Review, and remained active well into the early 20th century. A flat Earth journal, Earth: a Monthly Magazine of Sense and Science, was published between 1901–1904, edited by Lady Blount.

**Category:** Education and Didactics

[174] **viXra:1903.0415 [pdf]**
*submitted on 2019-03-22 07:43:18*

**Authors:** Manjunath.R

**Comments:** 105 Pages.

Alan Turing The English mathematician, logician and philosopher who made important advancements in the field of computer theory and who contributed important logical analyses of computer processes. In an unfortunate end to his prolific career, Turing was arrested in 1952 after British authorities found out he was having a relationship with another man. Under British law, homosexuality was a crime, and it resulted in Turing losing his security clearance to continue his work at Bletchley Park. Rather than face a life in prison, Turing accepted treatment of regular estrogen injections, which were believed to neutralize libido. In 1954, Turing committed suicide by eating a cyanide-laced apple.

**Category:** Education and Didactics

[173] **viXra:1902.0299 [pdf]**
*submitted on 2019-02-17 12:30:43*

**Authors:** AR. Scholar

**Comments:** 3 Pages.

Intelligence and verification for this - where are scholars going, and how so our profession have driven us to be. Here we present a transparent recount of a personal scholar loose (yet sensible) thoughts and lessons about intelligence, and the state or processes and treatment to qualify for intelligence and to live with wise bandits based on the ultimate present of scholar 'lifecycle' that many have benefited from, and also for much individuals have been victimized from; as this paper formatted and communicated in a 'letter form' to those unskilful practitioners.

**Category:** Education and Didactics

[172] **viXra:1902.0150 [pdf]**
*submitted on 2019-02-08 06:42:34*

**Authors:** Laura Smith

**Comments:** 2 Pages.

Un aspecto que preocupa mucho a las personas es el color de sus dientes pues en ocasiones éstos tienden a “amarillear”. Un blanqueamiento dental podría ser la solución a este problema, pero hay algunos hábitos que afectan negativamente y que quizá no sean demasiado conocidos. Descúbrelos aquí.

**Category:** Education and Didactics

[171] **viXra:1901.0060 [pdf]**
*submitted on 2019-01-05 14:50:50*

**Authors:** A.I.Somsikov

**Comments:** 2 Pages. -

One example of the idiotic statement.

**Category:** Education and Didactics

[170] **viXra:1901.0006 [pdf]**
*submitted on 2019-01-01 22:13:58*

**Authors:** Colin James III

**Comments:** 2 Pages. © Copyright 2016-2019 by Colin James III All rights reserved. Updated abstract at ersatz-systems.com . Respond to the author by email at: info@ersatz-systems dot com.

From Coswell's seminal paper of 1952, we evaluate 11 significant curriculum issues, then group them into the arbitrary categories of: (1) Learner-Learned (p,q); (2) Accountability of school (r,s,t); (3) Unit of value (u,v,w); and (4) Identity of process (x,y,z). We do not assume weighting factors, so as to avoid AI networking issues. We evaluate the conjecture that (3) implies (2) implies (4) implies (1). The conjecture is not tautologous and refuted. However the conjecture is also not contradictory to mean some combination of sequents may be discovered to produce a theorem to justify Coswell's approach as more than an hypothesis.

**Category:** Education and Didactics

[169] **viXra:1812.0326 [pdf]**
*submitted on 2018-12-20 05:12:23*

**Authors:** Andrei Lucian Dragoi

**Comments:** 16 Pages.

My CV in English written in Research Gate format.

**Category:** Education and Didactics

[168] **viXra:1812.0325 [pdf]**
*submitted on 2018-12-20 05:14:06*

**Authors:** Andrei Lucian Dragoi

**Comments:** 3 Pages.

DR. ANDREI LUCIAN DRĂGOI – A MUSIC CATALOG OF DR. DRĂGOI’S ORIGINAL COMPOSITIONS AND PUBLISHED TRANSCRIPTIONS

**Category:** Education and Didactics

[167] **viXra:1812.0032 [pdf]**
*submitted on 2018-12-02 17:02:04*

**Authors:** Jeffrey Joseph Wolynski

**Comments:** 2 Pages.

A small list outlines what future discoverers will be like. It is suggested to look out for them, as they think differently. This is a small list that is from the author's experience with the sharing of the discovery that planets are simply older, evolving and dead stars.

**Category:** Education and Didactics

[166] **viXra:1811.0365 [pdf]**
*submitted on 2018-11-24 03:54:44*

**Authors:** Reza Hasanzadeh

**Comments:** 5 Pages.

The emergence of dynamic learning systems is inevitable. In a future not so distant from today reading tools have incorporated interactive elements that would have rendered the process of learning very rewarding.These systems are radically different from current reading tools in that they provide users with functionalities that try to act as the extensions of human brain. This note is an attempt to describe some elements of a (fictional) proto-humanity-first reading tool.

**Category:** Education and Didactics

[165] **viXra:1811.0346 [pdf]**
*submitted on 2018-11-21 08:59:22*

**Authors:** Colin James III

**Comments:** 2 Pages. © Copyright 2018 by Colin James III All rights reserved. Respond to the author by email at: info@ersatz-systems dot com.

A variable implies itself in
p → p or ~p → ~p as "Thing implies thing" or "Non thing implies non thing"
but not when mixed with its negation in
~p → p or p → ~p as "Non thing implies thing" or "Thing implies non thing".
This means creation out of nothing "ex nihilo" is not supported in
~p → p as "Non thing implies thing",
or by introducing modal operators in
~◇p → ◇p as "Not some thing implies some thing" equivalent to
□~p → ◇p as "All non things imply some thing".
What follows is that
"ex nihilo" is not equivalent to "a nullo"
and that
"ex nihilo" is not synonymous with God and hence not an ontological proof of G

**Category:** Education and Didactics

[164] **viXra:1811.0287 [pdf]**
*submitted on 2018-11-18 11:35:35*

**Authors:** Arturo Tozzi

**Comments:** 2 Pages.

In this brief technical note, we propose a different interpretation of the renewed verse of Dante Alighieri’s “Hell”: “Amor, ch’a nullo amato amar perdona”. We go through the hypothesis that “a nullo” might stand from the Latin “ex nihilo”, which means “from nothingness”, and discuss the philosophical and textual implications of this novel account.

**Category:** Education and Didactics

[163] **viXra:1810.0336 [pdf]**
*submitted on 2018-10-20 10:46:42*

**Authors:** Zbigniew Osiak

**Comments:** Pages.

Zaproponowałem na gruncie teorii grafów miarę jakości informacji zawartej w danym komunikacie (haśle z programu nauczania) liczoną względem jego kontekstu oraz względem jego zakresu.
###
I proposed, on the basis of graph theory, the measure of the quality of information contained in a given message (password from the curriculum) calculated in relation to its context and in relation to its scope.

**Category:** Education and Didactics

[162] **viXra:1810.0311 [pdf]**
*submitted on 2018-10-19 06:41:58*

**Authors:** Fayowole David Ayadi

**Comments:** 14 Pages.

This research work ''THE EFFECT OF ANXIETY ON PERFORMANCE OF STUDENTS IN MATHEMATICS'' focuses on the relationship between Mathematics anxiety and students performance. A descriptive experimental research design was used to investigate the research questions. The population consisted of 120 pre-service teachers at Adeniran Ogunsanya College of Education, Ojo Local Government, Lagos State. A personal data questionnaire was used to
gather demographic and anxiety information about the participants. The implication of this study of elementary teacher education programs point to increased attention on the Mathematics anxiety of pre-service teachers. This process is two folds. One, it is recommended that pre-service teachers be made aware of their Mathematics anxiety level and two, it is recommended that teacher education programs acknowledge and address the importance of these
affective variable and their role in pedagogy.

**Category:** Education and Didactics

[161] **viXra:1810.0051 [pdf]**
*submitted on 2018-10-04 13:14:46*

**Authors:** Alex Altmire

**Comments:** 1 Page.

The article is about the necessity of the legalization of medical marijuana and how the drug helps citizens with common diseases/ mental illnesses.

**Category:** Education and Didactics

[160] **viXra:1809.0589 [pdf]**
*submitted on 2018-09-29 07:33:19*

**Authors:** Prince Gusto Gadama

**Comments:** 8 Pages.

starting 10 years ago in Liberia and then in Burkina Faso, Cypress awawrds in Malawi spiritual, science, arts, political personalities.
this year, President of Moçambique, Filipe Nyusi, as well as 2 Africa Emperors, Bishops and Pastors have been contemplated.
present analysis deals with previous editions

**Category:** Education and Didactics

[159] **viXra:1809.0562 [pdf]**
*submitted on 2018-09-28 15:47:23*

**Authors:** Prince Gusto Gadama

**Comments:** 8 Pages.

Honoris Causa Doctorates and Professorships at Cypress, Malawi

**Category:** Education and Didactics

[158] **viXra:1809.0561 [pdf]**
*submitted on 2018-09-28 15:54:08*

**Authors:** Prince Gusto Gadama

**Comments:** 200 Pages.

all the matters of teaching as of today

**Category:** Education and Didactics

[157] **viXra:1809.0489 [pdf]**
*submitted on 2018-09-23 10:41:57*

**Authors:** John R. Berryhill

**Comments:** 6 pages, 3 Figs., License Creative Commons 4.0

The individual IQ score is regarded as an indicator of general intelligence and a predictor of educational attainment. What, on average, would be the highest IQ found in a typical American high school? This question is addressed by means of a Monte Carlo simulation under reasonable assumptions. The answer is a number in the neighborhood of 150.

**Category:** Education and Didactics

[156] **viXra:1809.0343 [pdf]**
*submitted on 2018-09-16 07:00:28*

**Authors:** Sivasamy Soundararajan

**Comments:** 18 Pages. na

In this work, the proofs for social services have been explained

**Category:** Education and Didactics

[155] **viXra:1809.0305 [pdf]**
*submitted on 2018-09-14 08:14:08*

**Authors:** S. Soundararajan

**Comments:** 33 Pages. nba

In this communications, the proofs for the social services of S. Sivasamy has been given

**Category:** Education and Didactics

[154] **viXra:1809.0304 [pdf]**
*submitted on 2018-09-14 08:17:34*

**Authors:** S. Soundararajan

**Comments:** 36 Pages. nba

In this communications, the proofs for the social services of S. Sivasamy has been given

**Category:** Education and Didactics

[153] **viXra:1808.0013 [pdf]**
*submitted on 2018-08-01 12:27:59*

**Authors:** Krishna Vijayaraghavan, Sasan Ebrahimi, Mst Sunzida Ferdoues

**Comments:** 27 Pages.

Frequent feedback synchronized with the lesson plan has been shown to improve student learning outcomes in
several studies. With increasing enrolments coupled with reductions in education funding, instructors are left with
fewer resources to provide frequent feedback or to develop enhanced teaching techniques. Multiple choice questions
based assessments, while easier to administer, are considered less reliable than traditional free-form assessments.
Intelligent tutoring systems (ITSs) based assessments can improve the speed of assessment while providing
immediate feedback to reinforce lectures and free-up resources for instructors. This paper first proposes an ITS
design for multi-part problems where all questions are posed at once. Next, the paper evaluates student perception of
this new ITS through a survey and a focus group. Following this, the paper evaluates the effectiveness of this ITS on
a test score (an indicator of learning outcomes). Finally, the paper lists lessons learned that would be useful to the
education community at large. The study indicates that the ITS was received well by the students and that the time
taken to complete each attempt of an ITS assignment was comparable to a paper-based assessment. Additionally, the
analysis of test scores indicates that the proposed ITS can lead to improvements in student learning. It may be noted
that the proposed ITS differs from commercial ITSs by posing all questions at once. However, the pedagogical
advantage of offering all questions at once was not evaluated in this study. Further, the proposed ITS was not
compared to other ITSs and the observed benefits may not be unique to this implementation. As such, the current
findings are locally encouraging and important.

**Category:** Education and Didactics

[152] **viXra:1806.0362 [pdf]**
*submitted on 2018-06-24 10:17:22*

**Authors:** Jeffrey Joseph Wolynski

**Comments:** 4 Pages.

There is a formula for achieving publication in scientific journals, and stellar metamorphosis ignores these. Explanation is provided with links.

**Category:** Education and Didactics

[151] **viXra:1806.0356 [pdf]**
*submitted on 2018-06-25 02:14:45*

**Authors:** Andrei Lucian Dragoi

**Comments:** 12 Pages.

This paper presents “LeadMuse” (LM), a new experimental music notation software (under construction) for rapid writing of music lead sheets (LSs) aka fake sheets (containing notes, chords and lyrics), created by the author in Visual Basic 6 (VB6). LM proposes a new simple and practical numerical (/numbered/integer/cipher) musical notation system (NMNS) (for rapid music lead sheets writing on any desktop or mobile device) and a modular periodic bilinear (musical) staff (MPBS) based on the microtonalist Leo de Vries’ “diatonic twinline” musical staff (proposed in 1986) with cancellation of both musical clefs, alterations signs and keys and unification of both vocal and all instrumental musical notation systems. 4 sample lead sheets edited in LM are also included in this paper. Keywords: LeadMuse (LM), Visual Basic 6 (VB6), numerical (/numbered/integer/cipher) musical notation system (NMNS), music lead sheets, desktop, mobile device, modular periodic bilinear (musical) staff (MPBS), Leo de Vries’ “diatonic twinline” musical staff, cancellation of both musical clefs, alterations signs and keys; unification of both vocal and all instrumental musical notation systems;

**Category:** Education and Didactics

[150] **viXra:1806.0245 [pdf]**
*submitted on 2018-06-17 10:34:21*

**Authors:** Jeffrey Wolynski

**Comments:** 5 Pages.

Some lessons on making a great discovery in science. These are lessons I wish I would have been able to tell myself about 7 years ago. I hope they can help you.

**Category:** Education and Didactics

[149] **viXra:1806.0211 [pdf]**
*submitted on 2018-06-19 16:44:23*

**Authors:** John Roach

**Comments:** 6 Pages.

This essay proposes that Buddhism was invented around 260 B.C.E. which is centuries after Siddhartha Gautama, "The Enlightened One", is said to have lived. Jainism is postulated to have been plagiarized twice: first by Pythagorus of Samos of ancient Ionia Greece & then by Emperor Ashoka of the Mauryan Dynasty of ancient India.
This essay postulates a chain of events from ancient Zoroasterism to the ancient Gnostic Christians.

**Category:** Education and Didactics

[148] **viXra:1806.0115 [pdf]**
*submitted on 2018-06-09 16:44:25*

**Authors:** Arturo Tozzi

**Comments:** 4 Pages.

Here we demonstrate, based on the autoptic report, that the account of Aldo Moro's death is false.

**Category:** Education and Didactics

[147] **viXra:1805.0461 [pdf]**
*submitted on 2018-05-25 06:53:38*

**Authors:** Alirezahamed

**Comments:** 9 Pages.

The process of biting operations is significantly important in upstream oil industry and can be considered as the most costly upstream activity. Speed optimizing and reducing the costs of biting has ever been one of the basic challenges of big biting companies all around the world and various methods with different computations have been done during the last decades. Many factors may extremely affect the biting rig including technical, economical and political factors. Permeability rate of rock is considered the main factor in the directional wells, so that the more permeability rate of rock indicates the higher speed of biting and the lower time of biting. This paper intends to investigate the basic parameters in the biting rig performance. To achieve this objective, the optimum in biting can be obtained through programming and considering the data from the drilled wells directionally in Southern areas of Iran. Using Ant Algorithm, this study determines the relation between these variables. Also, using Matlab software to compute, Ant Algorithm is applied to time optimizing of directional biting. According to the obtained results, Ant Algorithm can predicate the affecting parameters in the permeability rate of rock

**Category:** Education and Didactics

[146] **viXra:1805.0208 [pdf]**
*submitted on 2018-05-10 07:48:31*

**Authors:** Valdir Monteiro dos Santos Godoi

**Comments:** 36 Pages. Meu TCC em Docência no Ensino Superior.

Analisamos a recente promoção do Brasil para o grupo de elite do ranking mundial de Matemática, passando a integrar o grupo 5 da União Matemática Internacional (IMU), junto com os EUA, Canadá, Reino Unido, Alemanha, França, Itália, China, Japão, Rússia e Israel, contrapondo com nossa péssima colocação nos testes PISA que são feitos trienalmente para os alunos de 15 anos de idade de alguns países selecionados do mundo. Criticamos Paulo Freire, a pedagogia do oprimido e o socioconstrutivismo.

**Category:** Education and Didactics

[145] **viXra:1804.0468 [pdf]**
*submitted on 2018-04-29 02:04:52*

**Authors:** Zbigniew Osiak

**Comments:** 234 Pages. In Polish.

E-book "Wykłady z Fizyki – Mechanika" jest pierwszym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Mechanics" is the first volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[144] **viXra:1804.0467 [pdf]**
*submitted on 2018-04-29 02:10:46*

**Authors:** Zbigniew Osiak

**Comments:** 90 Pages. In Polish.

E-book "Wykłady z Fizyki – Akustyka" jest drugim tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Acoustics" is the second volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[143] **viXra:1804.0466 [pdf]**
*submitted on 2018-04-29 02:14:03*

**Authors:** Zbigniew Osiak

**Comments:** 90 Pages. In Polish.

E-book "Wykłady z Fizyki – Hydromechanika" jest trzecim tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Hydromechanics" is the third volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[142] **viXra:1804.0465 [pdf]**
*submitted on 2018-04-29 02:16:20*

**Authors:** Zbigniew Osiak

**Comments:** 250 Pages. In Polish.

E-book "Wykłady z Fizyki – Termodynamika" jest czwartym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Thermodynamics" is the fourth volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[141] **viXra:1804.0464 [pdf]**
*submitted on 2018-04-29 02:19:12*

**Authors:** Zbigniew Osiak

**Comments:** 86 Pages. In Polish.

E-book "Wykłady z Fizyki – Grawitacja" jest piątym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Gravitation" is the fifth volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[140] **viXra:1804.0463 [pdf]**
*submitted on 2018-04-29 02:21:43*

**Authors:** Zbigniew Osiak

**Comments:** 258 Pages. In Polish.

E-book "Wykłady z Fizyki – Elektryczność" jest szóstym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Electricity" is the sixth volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[139] **viXra:1804.0462 [pdf]**
*submitted on 2018-04-29 02:25:10*

**Authors:** Zbigniew Osiak

**Comments:** 94 Pages. In Polish.

E-book "Wykłady z Fizyki – Magnetyzm" jest siódmym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Magnetism" is the seventh volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[138] **viXra:1804.0461 [pdf]**
*submitted on 2018-04-29 02:27:40*

**Authors:** Zbigniew Osiak

**Comments:** 136 Pages. In Polish.

E-book "Wykłady z Fizyki – Elektromagnetyzm" jest ósmym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Electromagnetism " is the eighth volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[137] **viXra:1804.0460 [pdf]**
*submitted on 2018-04-29 02:30:13*

**Authors:** Zbigniew Osiak

**Comments:** 222 Pages. In Polish.

E-book "Wykłady z Fizyki – Optyka" jest dziewiątym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Optics" is the ninth volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[136] **viXra:1804.0459 [pdf]**
*submitted on 2018-04-29 02:32:27*

**Authors:** Zbigniew Osiak

**Comments:** 198 Pages. In Polish.

E-book "Wykłady z Fizyki – Kwanty" jest dziesiątym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Quanta" is the tenth volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[135] **viXra:1804.0458 [pdf]**
*submitted on 2018-04-29 02:36:27*

**Authors:** Zbigniew Osiak

**Comments:** 80 Pages. In Polish.

E-book "Wykłady z fizyki – Ciało Stałe" jest jedenastym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
E-book " Lectures in Physics – Solid Body" is eleventh volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[134] **viXra:1804.0457 [pdf]**
*submitted on 2018-04-29 02:38:38*

**Authors:** Zbigniew Osiak

**Comments:** 116 Pages. In Polish.

E-book "Wykłady z Fizyki – Jądra" jest dwunastym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Atomic Nuclei" is the twelfth volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[133] **viXra:1804.0456 [pdf]**
*submitted on 2018-04-29 02:40:42*

**Authors:** Zbigniew Osiak

**Comments:** 130 Pages. In Polish.

E-book "Wykłady z Fizyki – Cząstki Elementarne" jest trzynastym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Elementary Particles" is the thirteenth volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[132] **viXra:1804.0455 [pdf]**
*submitted on 2018-04-29 02:43:12*

**Authors:** Zbigniew Osiak

**Comments:** 156 Pages. In Polish.

E-book "Wykłady z Fizyki – Teoria Względności" jest czternastym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Theory of Relativity" is the fourteenth volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[131] **viXra:1804.0454 [pdf]**
*submitted on 2018-04-29 02:45:14*

**Authors:** Zbigniew Osiak

**Comments:** 98 Pages. In Polish.

E-book "Wykłady z Fizyki – Stałe Uniwersalne i Jednostki" jest piętnastym tomem pomocniczych materiałów do jednorocznego kursu fizyki prowadzonego przeze mnie na różnych kierunkach studiów inżynierskich. Zainteresowani studiowaniem fizyki znajdą tu podstawowe pojęcia, prawa, jednostki, wzory, wykresy i przykłady.
###
The e-book "Lectures in Physics – Universal Constants and Units of Measurement" is the fifteenth volume of auxiliary materials for one-year physics course conducted by me in various fields of engineering studies. Those interested in studying physics will find here the basic concepts, laws, units, formulas, graphs and examples.

**Category:** Education and Didactics

[130] **viXra:1804.0453 [pdf]**
*submitted on 2018-04-29 02:50:43*

**Authors:** Zbigniew Osiak

**Comments:** 46 Pages. In Polish.

E-book "Zadania problemowe z fizyki" zawiera 360 zadań z fizyki. Stanowią one ilustrację i uzupełnienie prowadzonych przeze mnie wykładów z fizyki dla studentów pierwszego roku różnych kierunków inżynierskich.
###
The e-book "Problem tasks of physics" contains 360 tasks of physics. They are an illustration and complementation of lectures in physics conducted by me for students of the first year of various fields of engineering studies.

**Category:** Education and Didactics

[129] **viXra:1804.0452 [pdf]**
*submitted on 2018-04-29 02:52:54*

**Authors:** Zbigniew Osiak

**Comments:** 22 Pages. In Polish.

E-book "Zadania problemowe z biofizyki" zawiera ponad 170 zadań z biofizyki. Stanowią one ilustrację i uzupełnienie prowadzonych przeze mnie wykładów z biofizyki dla studentów pierwszego roku fizjoterapii.
###
The e-book "Problem tasks of biophysics" contains over 170 tasks of biophysics. They are an illustration and supplement of my biophysics lectures for first-year physiotherapy students.

**Category:** Education and Didactics

[128] **viXra:1804.0451 [pdf]**
*submitted on 2018-04-29 02:58:48*

**Authors:** Zbigniew Osiak

**Comments:** 200 Pages. In Polish.

The e-book "English-Polish and Polish-English Dictionary of Physical Terms" contains more than 1600 entries in alphabetic and thematic layouts. This dictionary can be useful for people using English-language Internet resources while studying physics.

**Category:** Education and Didactics

[127] **viXra:1804.0176 [pdf]**
*submitted on 2018-04-13 07:11:54*

**Authors:** Zbigniew Osiak

**Comments:** 142 Pages.

E-book "Elektryczność" przeznaczony jest dla studentów wszystkich uczelni, na których wykładana jest fizyka. Może być przydatny dla nauczycieli fizyki w szkołach średnich. Cechą charakterystyczną tej książki jest brak numeracji wzorów.
###
The e-book "Electricity" is intended for all students of the university, which taught physics. It can be useful for physics teachers in secondary schools. A characteristic feature of this book is the lack of pattern numbering.

**Category:** Education and Didactics

[126] **viXra:1804.0059 [pdf]**
*submitted on 2018-04-05 06:59:05*

**Authors:** Arturo Tozzi

**Comments:** 2 Pages.

This synopsis provides an account of Scott’s last route in Antarctica.
The Figure is based on the diaries of the men who took part in the Southern Party (1911-12).

**Category:** Education and Didactics

[125] **viXra:1803.0591 [pdf]**
*submitted on 2018-03-23 08:12:20*

**Authors:** Muzammil Behzad, Nida Adnan, Sanna Aziz Merhcant

**Comments:** 12 Pages. Presented at International Conference on Professional Development in Higher Education: Trends and Practices, Prospects and Innovations, by Higher Education Commission of Pakistan, March 2018

With the rapid surge in technological advancements, an equal amount of investment in technology-embedded teaching has become vital to pace up with the ongoing educational needs. Distance education has evolved from the era of postal services to the use of ICT tools in current times. With the aid of globally updated content across the board, technology usage ensures all students receive equal attention without any discrimination. Importantly, web-based teaching allows all kind of students to learn at their own pace, without the fear of being judged, including professionals who can learn remotely without disturbing their job schedules. Having web-based content allows low-cost and robust implementation of the content upgradation. An improved, yet effective, version of the education using such tools is Hybrid Learning (HL). This learning mode aims to provide luxurious reinforcement to its legitimate candidates while maintaining the quality standards of various elements. Incorporated with both traditional and distance learning methods, along with exploiting social media tools for increased comfort level and peer-to-peer collaboration, HL ultimately facilitates the end user and educational setup. The structure of such a hybrid model is realized by delivering the study material via a learning management system (LMS) designed in compliance with quality standards, which is one of the fundamental tackling techniques for controlling quality constraints. In this paper, we present the recently piloted project by COMSATS Institute of Information Technology (CIIT) which is driven by technology-embedded teaching model. This model is an amalgam of the traditional class room model with the aid of state-of-the-art online learning technologies. The students are enrolled as full-time students, with all the courses in traditional classroom mode, except one course offered as hybrid course. This globally adapted model helps the students to benefit from both face-to-face learning as well as gaining hands-on experience on technology-enriched education model providing flexibility of timings, learning pace, and boundaries. Our HL model is equipped with two major synchronous and asynchronous blocks. The synchronous block delivers real-time live interaction scenarios using discussion boards, thereby providing a face-to-face environment. Interactions via social network has witnessed equally surging improvement in the output performance. The asynchronous block refers to the lecture videos, slides and handouts, prepared by imminent professors, available 24/7 for students. To ensure quality output, our HL model follows the course learning outcomes (CLOs), and program learning outcomes (PLOs) as per international standards. As a proof of concept, we have deployed a mechanism at the end of each semester to verify the effectiveness of our model. This mechanism fundamentally surveys the satisfaction levels of all the students enrolled in the HL courses. With the surveys already conducted, a significant level of satisfaction has been noted. Extensive results from these surveys are presented in the paper to further validate the efficiency and robustness of our proposed HL model.

**Category:** Education and Didactics

[124] **viXra:1802.0148 [pdf]**
*submitted on 2018-02-12 09:09:34*

**Authors:** Ricardo Gil

**Comments:** 1 Page.

YouTube University
By Ricardo.gil@sbcglobal.net
2015-2017
The objective of this paper is to share some of the Videos I have viewed that has quenched my thirst for knowledge.
This is dedicated to @Phil Gibbs who published my papers on ViXra after Dr. Bjorn Poonen from MIT suggest me to do so but Dr. Poonen told me to clean them up but I was to lazy to clean them up and published anyway. The problem I had was that I tried in vein to publish on arxiv and could no get sponsored.
I grant permission to any body for the thirst for knowledge to view my watch past or current watch later list and or history.
Google Login:Ricardo.gil@sbcglobal.net
PW: r2751275g5!
https://www.youtube.com/feed/history
https://www.youtube.com/playlist?list=WL
https://www.youtube.com/playlist?list=LLuxJdpHodkbF9x_4CNk-tNw
References
http://vixra.org/author/ricardo_gil
Note: Off with their heads.

**Category:** Education and Didactics

[123] **viXra:1801.0317 [pdf]**
*submitted on 2018-01-24 08:47:15*

**Authors:** V. Anantha Padmanabhan

**Comments:** 28 Pages. NA

In this part 1, one drop of nectar has been introduced.

**Category:** Education and Didactics

[122] **viXra:1801.0316 [pdf]**
*submitted on 2018-01-24 08:49:22*

**Authors:** V. Anantha Padmanabhan

**Comments:** 30 Pages. NA

IN THIS PART 2, ONE DROP OF NECTAR HAS BEEN INTRODUCED

**Category:** Education and Didactics

[121] **viXra:1801.0315 [pdf]**
*submitted on 2018-01-24 08:57:16*

**Authors:** V. Anantha Padmanabhan

**Comments:** 30 Pages. NA

iN THIS PART 4, ONE DROP OF NECTAR HAS BEEN SHOWN

**Category:** Education and Didactics

[120] **viXra:1801.0314 [pdf]**
*submitted on 2018-01-24 08:59:35*

**Authors:** V. Anantha Padmanabhan

**Comments:** 30 Pages. NA

In this third part, one drop of nectar has been continued.

**Category:** Education and Didactics

[119] **viXra:1712.0633 [pdf]**
*submitted on 2017-12-27 22:57:24*

**Authors:** Anton Nikitin

**Comments:** 3 Pages.

Correct spelling is key in human communication as it ensures messages are transmitted with the correct meaning and without ambiguity. Twitter as a social platform has been invaluable in allowing many users to reach out to the wider internet community in order to allow them to gain deeper insights into their lives, this means it is more critical than ever to ensure these messages are communicated in a syntactically correct way. This paper critically analyses why this is required and the consequences when it goes wrong.

**Category:** Education and Didactics

[118] **viXra:1712.0350 [pdf]**
*submitted on 2017-12-07 07:25:03*

**Authors:** Timothy W. Jones

**Comments:** 8 Pages.

A tabular method of factoring quadratic polynomials is presented.

**Category:** Education and Didactics

[117] **viXra:1712.0069 [pdf]**
*submitted on 2017-12-03 20:32:16*

**Authors:** Miguel A. Sanchez-Rey

**Comments:** 1 Page.

An academy of higher learning.

**Category:** Education and Didactics

[116] **viXra:1711.0423 [pdf]**
*submitted on 2017-11-25 17:01:32*

**Authors:** Emanuel Gluskin

**Comments:** 1 Page. It is a research step in investigation of a nonlinear electrical circuit.

It is a derivation of an equation for a circuit whose engineering purpose is very well, known but the circuit and the derived equation are nonlinear -- which is the point for future research.

**Category:** Education and Didactics

[115] **viXra:1709.0418 [pdf]**
*submitted on 2017-09-28 07:07:18*

**Authors:** Carmine Cataldo

**Comments:** 8 Pages. Original Article: Cataldo, C. (2017). “The Art of Improvising: the Be-Bop Language and The Minor Seventh Chords”. Art and Design Review, 5, 213-221. https://doi.org/10.4236/adr.2017.54017 [Adaptation and Translation by the Author].

In questo articolo vengono discusse, in via esclusiva, le tecniche d’improvvisazione relative agli Accordi di Settima di Seconda Specie. Il lettore, cui di fatto non è richiesto il possesso d’alcun background di carattere jazzistico, è subito portato ad esprimersi, per così dire, adoperando il Linguaggio Be-Bop. Il metodo è semplice e intuitivo. Si parte dalla presentazione d’una “Frase Fondamentale”, costruita sulla Triade Minore, dalla quale vengono istantaneamente dedotte ulteriori proposizioni. Le frasi così ottenute vengono successivamente modificate, effettuando semplici “tagli” ovvero aggiungendo nuove “parole”, e tra di loro variamente combinate. In aggiunta, è brevemente trattata la cosiddetta “Tonicizzazione”, ed esaminata la compatibilità tra le frasi in questa sede dedotte per gli accordi di settima di seconda specie e gli “Accordi Parenti” di prima e terza specie.

**Category:** Education and Didactics

[114] **viXra:1709.0382 [pdf]**
*submitted on 2017-09-25 09:55:45*

**Authors:** Carmine Cataldo

**Comments:** 7 Pages. Original Article: Cataldo, C. (2017). “The Art of Improvising: the Be-Bop Language and The Dominant Seventh Chords”. Art and Design Review, 5, 181-188. https://doi.org/10.4236/adr.2017.53014 [Adaptation and Translation by the Author].

In questo articolo vengono discusse, in via esclusiva, le tecniche d’improvvisazione relative agli Accordi di Settima di Dominante. Il lettore, cui di fatto non è richiesto il possesso d’alcun background di carattere jazzistico, è subito portato ad esprimersi, per così dire, adoperando il Linguaggio Be-Bop. Il metodo è semplice e intuitivo. Si parte dalla presentazione d’una “Frase Fondamentale”, costruita sulla Triade Maggiore, dalla quale vengono istantaneamente dedotte ulteriori proposizioni. Le frasi così ottenute vengono successivamente modificate, effettuando semplici “tagli” ovvero aggiungendo nuove “parole”, e tra di loro variamente combinate.

**Category:** Education and Didactics

[113] **viXra:1708.0443 [pdf]**
*submitted on 2017-08-29 06:13:23*

**Authors:** Ryoma.N.

**Comments:** 69 Pages. Language: Japanese

In defining autonomously adaptive learning methods, creating an academic "Academic Theory Studies" aiming to efficiently and effectively conduct learning, it defines the outline and fundamental matters of Academic Theory Studies.
Explanation will be developed with the following items.
1. Outline of Academic Theory Studies
2. Definition of basic matters in Academic Theory Studies
3. Basic formula defined in the theory of Academic Theory Studies
4. Definition of Reference Example of Learning Method
5. Basic Information Technology in Academic Theory Studies
6. Definition of fundamental concepts concerning application of learning methods in Academic Theory Studies
7. Definition of learning methods

**Category:** Education and Didactics

[112] **viXra:1704.0065 [pdf]**
*submitted on 2017-04-06 04:19:32*

**Authors:** Lara Orcos Palma

**Comments:** 17 Pages.

La finalidad del presente trabajo es valorar si el uso de una herramienta holográfica mejora el aprendizaje significativo de los contenidos de ciencias relacionados con la división celular. Para ello, se trabajó con una muestra de dos grupos de alumnos de 4º curso de Educación Secundaria Obligatoria de un colegio concertado en la ciudad de Logroño con uno de ellos de forma tradicional y con el otro mediante el empleo de la herramienta holográfica. Se estudió si había diferencias significativas entre los resultados obtenidos por los dos grupos tras la aplicación de un test de conocimientos relacionados con los procesos de división mitótica y meiótica. Mediante la prueba no paramétrica de comparación de medias en grupos independientes, U de Mann- Whitney, se obtuvo que había una diferencia significativa entre las calificaciones de ambos grupos para un nivel de significación de 0,05 de 2,55 puntos.

**Category:** Education and Didactics

[111] **viXra:1703.0131 [pdf]**
*submitted on 2017-03-13 19:24:08*

**Authors:** Dongchan Lee

**Comments:** 13 Pages. Version 2

In this short paper, the author concisely demonstrate the math stagnations of the national average of Australia and her 8 jurisdictions over the past 12 years (for PISA math) and 20 years (for TIMSS math) and provide the evidence-based solution that can overcome the math stagnations completely within 1 administration using MMU 1 (to raise the worst half math average to the best half math average) or MMU 0.5 (with the half of the capacity of MMU 1). The highlights of the demonstrations are:
1)Australia – along with virtually all other English-speaking developed countries – have been in deep math EDU growth stagnations (and even declines) over the past 15 to 20+ years.
2)Almost uniform math stagnations and declines of all 8 jurisdictions in PISA math
3)Both for the TIMSS math grades 4 and 8, except ACT (the highest) and NT (the lowest), the rest 6 of the Australian jurisdictions have been roughly the same higher than the Intermediate (say Math Prosperity) and lower than the Intermediate (say Math Poverty) nationally, roughly close to the national average.
4)Roughly 0.7-0.8 Standard Deviation differences between the Non-Indigenous vs. the Indigenous math gaps in both of the TIMSS math grades 4 and 8 have barely changed over the 20 years history of TIMSS.
5)A set of solution proposal called MMU 0.5 or 1 (roughly boosting the jurisdiction or national math average by 0.6-0.7 Standard Deviation or 1.2-1.4 Standard Deviation respectively) compared to the traditional reforms in Australia, which have failed to bring the concrete math EDU rise for the past 15-20 years at least.
6)MMU1 can raise the national or provincial math average boosts equivalent of what takes more than 1 century.
7)The counterfactual boost by MMU1 (indicated in yellow arrows) compared to the past 15-20 years of the math EDU declines or saturations of the entire 8 jurisdictions and Australia as a nation.
Throughout the presentation, the author put the yellow arrows that indicate roughly the equivalence between the math growths from the math’s 25 percentile to 75 percentile, which is the typical MMU1 operation targets. This is to demonstrate that the currently ongoing math stagnations in most of the developed (OECD) countries – not just Australia - have been real and persistent according to the math parts of the PISA or TIMSS or at least the NAEP (the Nation’s Report Card) which is the longest-running national assessments of the USA that have participated in all major international math assessments such as TIMSS, PISA and others before them. As such, the yellow arrows are meant to imply the math growths with the hyper-rapid math reforms in just 2-4 years which is totally impossible otherwise by all means in the history of math education. For the average jurisdictions, the MMU-led reforms may take 2-3 years and for the entirety of Australia, this may take 3-4 years, depending on the levels of commitments and collaborations.

**Category:** Education and Didactics

[110] **viXra:1703.0130 [pdf]**
*submitted on 2017-03-13 19:26:03*

**Authors:** Dongchan Lee

**Comments:** 10 Pages. Version 2

In this short paper, the author concisely demonstrate the math stagnations of the national average of New Zealand over the past 12 years (for PISA math) and 20 years (for TIMSS math) and provide the evidence-based solution that can overcome the math stagnations completely within 1 administration using MMU 1 (to raise the worst half math average to the best half math average) or MMU 0.5 (with the half of the capacity of MMU 1). The highlights of the demonstrations are:
1)New Zealand – along with virtually all other English-speaking developed countries – have been in deep math EDU growth stagnations (and even declines) over the past 15 to 20+ years.
2)Almost uniform math stagnations and declines of all 8 jurisdictions in PISA math
3)A set of solution proposal called MMU 0.5 or 1 (roughly boosting the jurisdiction or national math average by 0.6-0.7 Standard Deviation or 1.2-1.4 Standard Deviation respectively) compared to the traditional reforms in New Zealand, which have failed to bring the concrete math EDU rise for the past 15-20 years at least.
4)MMU1 can raise the national or provincial math average boosts equivalent of what takes more than 1 century.
5)The counterfactual boost by MMU1 (indicated in yellow arrows) compared to the past 15-20 years of the math EDU declines or saturations of New Zealand.
Throughout the presentation, the author put the yellow arrows that indicate roughly the equivalence between the math growths from the math’s 25 percentile to 75 percentile, which is the typical MMU1 operation targets. This is to demonstrate that the currently ongoing math stagnations in most of the developed (OECD) countries – not just New Zealand - have been real and persistent according to the math parts of the PISA or TIMSS or at least the NAEP (the Nation’s Report Card) which is the longest-running national assessments of the USA that have participated in all major international math assessments such as TIMSS, PISA and others before them. As such, the yellow arrows are meant to imply the math growths with the hyper-rapid math reforms in just 2-4 years which is totally impossible otherwise by all means in the history of math education. For the average jurisdictions, the MMU-led reforms may take 2-3 years and for the entirety of New Zealand, this may take 3-4 years, depending on the levels of commitments and collaborations.

**Category:** Education and Didactics

[109] **viXra:1703.0129 [pdf]**
*submitted on 2017-03-13 19:32:04*

**Authors:** Dongchan Lee

**Comments:** 15 Pages.

In this paper, the author visually demonstrate the math stagnations of almost all English, German-speaking countries, most Latin American countries, and the top 5 math Eastern Asian countries (the most recent) over the past 12 years (for PISA math) and 20 years (for TIMSS math) and provide the evidence-based solution that can overcome the math stagnations completely within 1 administration using MMU 1 (to raise the worst half math average to the best half math average) or MMU 0.5 (with the half of the capacity of MMU 1). The highlights of the demonstrations are:
1)Virtually all other English-speaking developed countries – have been in deep math EDU growth stagnations or declining (and even declines) over the past 15 to 20+ years (according to PISA and TIMSS).
2)In almost all English and Spanish speaking countries, the reading gains are substantially more than the math gains according to PISA 2015.
3)A set of solution proposal called MMU 0.5 or 1 (roughly boosting the jurisdiction or national math average by 0.6-0.7 Standard Deviation or 1.2-1.4 Standard Deviation respectively) compared to the traditional reforms in Australia, which have failed to bring the concrete math EDU rise for the past 15-20 years at least.
4)MMU1 can raise the national math average boosts equivalent of what takes more than 1 century in most English-speaking developed countries.
5)The counterfactual boost by MMU1 (indicated in yellow arrows) compared to the past 15-20 years of the math EDU declines or saturations of the entire 8 jurisdictions and Australia as a nation.
Throughout the presentation, the author put the yellow arrows that indicate roughly the equivalence between the math growths from the math’s 25 percentile to 75 percentile, which is the typical MMU1 operation targets. This is to demonstrate that the currently ongoing math stagnations in most of the developed (OECD) countries – not just Australia - have been real and persistent according to the math parts of the PISA or TIMSS or at least the NAEP (the Nation’s Report Card) which is the longest-running national assessments of the USA that have participated in all major international math assessments such as TIMSS, PISA and others before them. As such, the yellow arrows are meant to imply the math growths with the hyper-rapid math reforms in just 2-4 years which is totally impossible otherwise by all means in the history of math education. For the average jurisdictions, the MMU-led reforms may take 2-3 years and for the entirety of Australia, this may take 3-4 years, depending on the levels of commitments and collaborations.

**Category:** Education and Didactics

[108] **viXra:1702.0211 [pdf]**
*submitted on 2017-02-16 17:56:01*

**Authors:** Dongchan Lee

**Comments:** 4 Pages. draft 1

The whole game of MMU x.x that Lee proposes starts with Lee’s mantra: “To end the math poverty is to end the poverty itself.” Not only that, those who escape the math poverty spill over the math prosperity, which leads to the socio-economic prosperity quickly. The major difference is that Lee is trying to make the transitions happen in 2-4 years instead of 50-100 plus years if you go without MMU series. Before you start reading this document, I strongly suggest you to read the front page of www.uslgoglobal.com first, which may take about 5 minutes.

**Category:** Education and Didactics

[107] **viXra:1702.0142 [pdf]**
*submitted on 2017-02-12 12:43:00*

**Authors:** Wen-Po Liu, Tong Wei

**Comments:** published in the Asia-Pacific Education (ISSN: 2095-9214), 2015, No.29, Page 291 (DOI: 10.16550/j.cnki.2095-9214.2015.29.005)

In order to enliven the environment of the physics classroom and deepen the understanding of physics concepts, we propose a ``human'' teaching method that uses the students' bodies themselves as the sole medium to approximately recreate major physical processes. In concrete terms, participants play definite physical roles and assume definite physical functions. All participants form a group and perform the demonstration, thereby recreating major physical processes. We use ``surface tension'' as an example to illustrate this teaching method. This technique increases the interest factor in physics teaching, thus stimulating students' exploratory enthusiasm while cultivating cooperation and team spirit. Therefore, this method is conducive to improving students' collective creative abilities.

**Category:** Education and Didactics

[106] **viXra:1702.0106 [pdf]**
*submitted on 2017-02-08 12:23:49*

**Authors:** Dongchan Lee

**Comments:** 1 Page.

This is a 1 page, 10 point summary reports about the WP series on "Math Stagnation Nations".

**Category:** Education and Didactics

[105] **viXra:1702.0105 [pdf]**
*submitted on 2017-02-08 12:50:49*

**Authors:** Dongchan Lee

**Comments:** 15 Pages. draft 2

In this visual timeline-driven observational report and analysis based on the math grades 4 and 8 of the NAEP (the National Report Card) of the USA 1992-2015 (during 23 years), we demonstrate that the following 7 key points: 1) for the 50 USA states, the math stagnations are real, not something to wisp away as the stagnations kicked in around 2003-2007 to the majority of the USA states for the math grade 4; 3) the math stagnations seemed to kick in a bit of time lag for the math grade 8 some years after the math stagnations kicking in for the math grade 4; 4) we observed this for the entire 50 states against the national (public) average timelines; 5) the math stagnations even for the fastest math growing states out of the 50 states; 6) outside the 50 USA states, DC and DoDEA haven’t had full-blown math stagnations yet, but their growths have slowed down significantly around 2013-2015; 7) all their timeline math growths plotted against the expect MMU1 impacts if implemented in short 3-4 years for each state or 2-3 years for cities or DC, DoDEA. To distinguish the expected impacts of the MMU1 over the traditional USA math education reforms, the yellow arrow was estimated to be roughly equivalent to about NAEP math 40 points. For the math grade 4, we added the timelines of 75 percentile – 25 percentile table and chart in Appendix. For the math grade 8, it is about the same and we shared in other paper by the author. The readers need to observe that the size of the yellow arrows (MMU1 size) are roughly 50-90% larger than the difference between the math best states vs. the math worst states of the grades 4 and 8 by 2011-2015: for the math grade 4, almost twice as large, for the math grade 8, about 50% larger than the gamut between the math best vs. the worst state math averages of the entire 50 USA states.

**Category:** Education and Didactics

[104] **viXra:1702.0104 [pdf]**
*submitted on 2017-02-08 13:05:56*

**Authors:** Dongchan Lee

**Comments:** 17 Pages. draft 2

Here, we will demonstrate the following: 1) the math EDU stagnations in almost all OECD nations (especially in the Western countries) are here to stay and they will not go away according to the data from PISA, TIMSS internationally and NAEP for the USA; 2) as the Math growth is critical for the modern economic growths and yet the EDU establishments are highly inefficient and adhere to the traditional alternatives instead of embracing more unconventional approaches, we provide a wide variety of the reality-biting results; 3) throughout the paper in this series, we used the yellow arrows as the expected math growth estimations against the past historic math growth data from the international and national math tests to demonstrate to the readers as to what they are missing by simply looking at the other directions when the answer is here already; 4) our mantra: to end math poverty means to end poverty itself. As such, we focus primarily on the math poorest 25 percentile of students especially (as about 20-35 percentiles of the math poverty population, especially in the grades 3-5 seem to have very negative impacts on the population for the rest of their lives; 5) we propose the worst case plan 4th of MMU1, which in itself is revolutionary and will achieve what the average USA cities or states have achieved past 20 years in just 2 years.

**Category:** Education and Didactics

[103] **viXra:1702.0101 [pdf]**
*submitted on 2017-02-07 13:52:37*

**Authors:** Dongchan Lee

**Comments:** 31 Pages.

In this short paper whose charts were directly borrowed from the NAEP website on the National Report Cards, I noticed some very striking features about the national and state math stagnations in the USA, especially for 2005-2015 during which most of the citywide math stagnations seemed to have taken place. We examined the NAEP math data from 2003 to 2015 for the math grades 4 and 8 from 21 big cities (or districts). Although there are some variations with the time lags of perhaps 2-4 years (Los Angeles or Chicago) or even 6 years (for the case of District of Columbia), there were strikingly consistent, emerging patterns about the math stagnations. The overall math stagnations took their roots around 2005 for the math grade 4 and this was observed for the math grade 8 in about 4 years later and this was very consistent in almost all TUDA participating cities and districts. Thus the main outline for the stagnations were 2005-2009. The conclusion after examining the 21 cities is that 18 of them have confirmed the hypothesis of the math stagnations already by 2015. So the confirmation of the hypothesis of the math stagnations in all these cities is at least 86% and most likely 90-100% will be by 2017-2019 most likely. The math stagnations are here across the USA even in the city and district levels and very unlikely to go away. We discussed the implications of about 4 year time lags impacting the math stagnations to grade 8 with the implications of the Common Core math standards of the USA 2011-2015.

**Category:** Education and Didactics

[102] **viXra:1702.0097 [pdf]**
*submitted on 2017-02-07 18:05:09*

**Authors:** Dongchan Lee

**Comments:** 18 Pages.

This paper is an extension of the previous paper by the author on the theme of the math stagnations in almost all developed (OECD) nations internationally, for all developed English-speaking and most of the Latin American countries. The author has covered this theme for the USA math stagnations in the international math assessments, national NAEP’s national math growth stagnations, most of the states’ math stagnations, and at least 90-95% of the large districts’ (or cities’) math stagnations over the past 5-10-15-20 years. In this paper, the author observes and demonstrates the following: 1) the longer the states had stayed with the Common Core math standards, the math grade 4 average and 25 percentile had declined more than the USA states that had never participated in the Common Core math or those that had opted out by the end of 2014 or so before the NAEP 2015 math dipping happened for both the grade 4 and 8; 2) The similar pattern was also observed for the grade 4, however, with much less effect; 3) Although the negative impacts of the Common Core math on the NAEP 2015 was not negligible for the grade, the dips for the grade 8 was more likely caused by the Common Core more so than for the grade 4th math. Regardless, the math stagnations are persistent with or without the Common Core math’s overall negative effects for math for both grades will be as such. There were math dips in the grade 8 math for the states that had been out of the Common Core math, which means that the math stagnations in the USA may enter a worse phase in 2017 on even if the negative effect of the Common Core math is overcome.

**Category:** Education and Didactics

[101] **viXra:1702.0055 [pdf]**
*submitted on 2017-02-03 18:00:43*

**Authors:** Dongchan Lee

**Comments:** 16 Pages. Version 1 to be updated

In this short, visual data rich paper, we will demonstrate the following: 1) the math EDU stagnations in almost all OECD nations (especially in the Western countries) are here to stay and they will not go away according to the data from PISA, TIMSS internationally and NAEP for the USA; 2) as the Math growth is critical for the modern economic growths and yet the EDU establishments are highly inefficient and adhere to the traditional alternatives instead of embracing more unconventional approaches, we provide a wide variety of the reality-biting results; 3) throughout the paper in this series, we used the yellow arrows as the expected math growth estimations against the past historic math growth data from the international and national math tests to demonstrate to the readers as to what they are missing by simply looking at the other directions when the answer is here already; 4) our mantra: to end math poverty means to end poverty itself. As such, we focus primarily on the math poorest 25 percentile of students especially (as about 20-35 percentiles of the math poverty population, especially in the grades 3-5 seem to have very negative impacts on the population for the rest of their lives; 5) we propose the worst case plan 4th of MMU1, which in itself is revolutionary and will achieve what the average USA cities or states have achieved past 20 years in just 2 years.

**Category:** Education and Didactics

[100] **viXra:1701.0693 [pdf]**
*submitted on 2017-01-31 17:25:13*

**Authors:** Dongchan Lee

**Comments:** 34 Pages.

This is the part 3 of the math edu stagnations in the developed countries. Similar to the math score stagnations from the PISA and TIMSS 2015 and the overall time series score growth patterns of them 1995 or 2000 till 2015, the NAEP's math scores of the grades 4 and 8th of the USA seem to follow the similar patterns although there are time lags 1-3 years after the PISA or TIMSS math scores.

**Category:** Education and Didactics

[99] **viXra:1701.0692 [pdf]**
*submitted on 2017-01-31 17:37:51*

**Authors:** Dongchan Lee

**Comments:** 29 Pages.

This is the part 2 of the math edu stagnations in the developed countries. Similar to the math score stagnations from the PISA and TIMSS 2015 and the overall time series score growth patterns of them 1995 or 2000 till 2015, the NAEP's math scores of the grades 4 and 8th of most of the USA states seem to follow the similar patterns although there are time lags 1-3 years after the PISA or TIMSS math scores.

**Category:** Education and Didactics

[98] **viXra:1612.0025 [pdf]**
*submitted on 2016-12-02 05:09:11*

**Authors:** Thomas Colignatus

**Comments:** 14 Pages.

Continuity is relevant for the real numbers and functions, namely to understand singularities and jumps. The standard approach first defines the notion of a limit and then defines continuity using limits. Surprisingly, Vredenduin (1969), Van der Blij (1970) and Van Dormolen (1970), in main Dutch texts about didactics of mathematics (journal Euclides and Wansink (1970, volume III)), work reversely for highschool students: they assume continuity and define the limit in terms of the notion of continuity. Vredenduin (1969) also prefers to set the value at the limit point (x = a) instead of getting close to it (x → a). Their approach fits the algebraic approach to the derivative, presented since 2007. Conclusions are: (1) The didactic discussions by Vredenduin (1969), Van der Blij (1970) and Van Dormolen (1970) provide support for the algebraic approach to the derivative. (2) For education, it is best and feasible to start with continuity, first for the reals, and then show how this transfers to functions. (3) The notion of a limit can be defined using continuity. The main reason to mention the notion of a limit at all is to link up with the discussion about limits elsewhere (say on the internet). Later, students may see the standard approach. (4) Education has not much use for limits since one will look at continuity. The relevant use of limits is for infinity.

**Category:** Education and Didactics

[97] **viXra:1611.0057 [pdf]**
*submitted on 2016-11-04 06:53:08*

**Authors:** Ashiqul Islam Dip, Mohammad Tomal Hossain, Md Forman Ullah, Md Salah Uddin

**Comments:** 5 Pages.

We investigate the difference in persistence between male and female students while taking a physics course. We collected the data from three consecutive workshops on various topics of physics. After plotting the number of participations against the number of days attended, we calculate the decay rates for both male and female students on each workshop and compared them on a bar diagram. The comparative bar diagram of decay rates clearly shows that the decay rates of male students were significantly higher than that of female students. This leads us to the conclusion that the female students are more persistent than male students while taking a physics course.

**Category:** Education and Didactics

[96] **viXra:1610.0300 [pdf]**
*submitted on 2016-10-25 04:13:35*

**Authors:** Ian von Hegner

**Comments:** 183 Pages.

Hertugen bevægede sig i et hurtigt og elegant tempo alene ned langs gaden og tog ingen videre notits af de folk, der var på vej hjem efter dagens gøremål. Han standsede et øjeblik op og stod i en ganske kort stund i positur, mens han med halen stående ret op i en stolt og selvsikker position hurtigt lod de klare brune øjne glide spejdende ud over gaden, intelligent indprentende sig alle vigtige detaljer uden at lade sig mærke med noget. Hunden var ganske flot bygget, og stående på den måde mindede hans attitude påfaldende meget om en grå ulv, således som han værdigt og kontrolleret snusede op i luften.
Til trods for de få hvide hår i hans underansigt, der skilte sig ud fra den ellers korte, glatte og kulsorte pels, så var det sikkert de færreste, der kunne have gættet eller overhovedet troet på, at denne adrætte hund faktisk var over 10 år gammel. Bølle gik sekunder efter videre igen på sin strejftur, og skønt han ikke på nogen måde så ud til at løbe, så var han alligevel forbløffende hurtigt ude af syne igen.
Dette er beretningen om dachsterrieren Bølle, en farverig og bemærkelsesværdig hund, samt om hans til tider lige så farverige familie og bekendtskaber og om talrige af de oplevelser, som han mødte på sin vej gennem livet. Fortællingen er skrevet som en lang række anekdoter, som er vidt forskellige og repræsenterer et bredt uddrag fra et langt liv, nogle er sjove, andre er dramatiske, hverdagsagtige, irriterende, sørgmodige eller bare spændende. Så kort og godt, de repræsenter en tilværelse.

**Category:** Education and Didactics

[95] **viXra:1609.0367 [pdf]**
*submitted on 2016-09-25 16:24:49*

**Authors:** Miguel Castro

**Comments:** 9 Pages.

A main concept of the geographical science is the landscape. It is from its observation and study that much of the research in Geography has developed. Training to look deeply at the landscape should start from an early age, since the children get into the educational system.
We carried out activities based on games and situations of clear opponents and spatial thought with the students of Pedagogical Practice, in order to train the acuity of observation of the landscape and the coherence of its fundamental elements by the children. In a playful way, children will more easily apprehend and develop skills which will allow them to become more interventional citizens.
This reflection is the product of the results achieved by the students and the supervisor’s field notes about new didactical and pedagogical intervention of the geographical approach in kindergartens and the 1st Cycle of Basic Education.

**Category:** Education and Didactics

[94] **viXra:1609.0366 [pdf]**
*submitted on 2016-09-25 16:27:36*

**Authors:** Süleyman Göksoy

**Comments:** 12 Pages.

This research aimed to determine the classroom management self-efficacy beliefs of students have been studying in Faculty of Education and students have been maintaining pedagogical formation certificate program. It employed survey model. The study group was composed of 362 trainees who attended to pedagogical formation certificate program in Duzce University in 2015/16 academic year spring term and 255 sophomores, junior and senior class students in Classroom Teaching and Science Teaching Departments in Duzce University Faculty of Education in 2015/16 academic year. In the study, it was aimed to reach the whole population and a scale was implemented instead of sampling. The research was conducted with 410 returning scales. “Teacher Self-Efficacy Scale” was conducted in order to determine the classroom management self-efficacy perceptions of the student teachers. Since the data were not normally distributed, Mann-Whitney U Test which is a nonparametric test. The following results were obtained: Classroom management self-efficacy perceptions of the students who have been studying in Faculty of Education and students who have been attending the pedagogical formation certificate program are high in terms of “Providing the student participation”, “Utilization of Teaching Strategies” and “Classroom management”. The difference between the classroom management self-efficacy perception averages of the two groups was not statistically meaningful. Also, there was no statistically meaningful difference between the students who have been studying in Faculty of Education and students who have been attending the pedagogical formation certificate program in terms of gender variable.

**Category:** Education and Didactics

[93] **viXra:1609.0265 [pdf]**
*submitted on 2016-09-17 19:55:16*

**Authors:** Andrușa R. Vătuiu

**Comments:** 4 Pages.

Florentin Smarandache a revenit cu un nou fotovideojurnal instantaneu ˮViitorul a început în trecutˮ, continuând cu o serie de flashuri narative, după cum ne-a obișnuit deja, surprinzând în mod magistral esența experiențelor trăite pe alte meleaguri.

**Category:** Education and Didactics

[92] **viXra:1609.0264 [pdf]**
*submitted on 2016-09-17 20:02:50*

**Authors:** Andrușa R. Vătuiu

**Comments:** 2 Pages.

În vara anului 2015, profesorul universitar dr. Florentin Smarandache ne-a surprins cu o noua carte „Am ajuns în Rai!”- un foto-reportaj instantaneu din Polinezia Franceza.

**Category:** Education and Didactics

[91] **viXra:1609.0218 [pdf]**
*submitted on 2016-09-14 11:37:07*

**Authors:** Ion Popescu-Brădiceni

**Comments:** 1 Page.

Mă obişnuisem cu un personaj PĂCALĂ folcloric. Deci cu atât mai surprinzătoare a fost pentru mine ipostaza cu un «PĂCALĂ» postmodern (al dramaturgului Florentin Smarandache). Meritul este tot al regizorului şcolit academic (e doctorand în pedagogie teatrală – n.m.) Ion Alexandrescu. Abilitat, aplicat, posesor al unui limbaj adecvat, posedă rara calitate de a comunica, prin montările sale scenice cu copiii, cu prichindeii chiar.

**Category:** Education and Didactics

[90] **viXra:1608.0195 [pdf]**
*submitted on 2016-08-19 04:33:45*

**Authors:** Florentin Smarandache

**Comments:** 10 Pages.

Contradictoriu și controversat, răzvrătit și intolerant, turbulent și complexat, egocentrist și egoist, invidios și conflictual, pripit și tranșant, insolit și dificil, cu o operă în care platitudinile coexistă cu sclipirile geniale ca in paradoxism, Alexandru Macedonski este ― indiferent din ce parte și perspectivă ar fi abordat ― o personalitate fascinantă.

**Category:** Education and Didactics

[89] **viXra:1607.0110 [pdf]**
*submitted on 2016-07-09 11:03:56*

**Authors:** R.D. Shmelkina.

**Comments:** Pages.

Use of Drama and Songs in Science Education. Educational Play on Chemistry
“ Mendeleyev’s Revelation”.
R.D. Shmelkina.(NYC. USA)
Abstract.
In order to increase productivity, motivation and effectiveness of science education we created the Program with use of drama and music (songs). It is a play “Mendeleyev’s Revelation” about discovery of the Periodic Law of chemical elements. This play starts a series of plays which contains school curriculum material in chemistry, biology and physics and was called “Interactive Science Discovery Theater –TM”. The presentation of the play was made in the NYC Public Library and implemented in the Brooklyn After School program with the students’ participation (elementary school, middle school and High School students). Also, it was published in the “Big Open World Magazine”. After analyzing the results of this new teaching method according to the students’ answers to the teachers’ questions it was turned out to be very successful. Many positive references were received from students, teachers and parents that confirmed the necessity of implementation of the “Interactive Science Discovery Theater” to science education.
The article was published in the XV International Conference “Tends in the Development of Science and Education” L.Journal.ru (June, 2016).

**Category:** Education and Didactics

[88] **viXra:1606.0342 [pdf]**
*submitted on 2016-06-30 08:39:43*

**Authors:** Gheorghe Tomozei

**Comments:** 5 Pages.

Prodigiosul poet și matematician Florentin Smarandache e, încă, un necunoscut – efectiv ilustru – pentru cititorul român.
Fiindcă totul, în ce-l privește pe autor, stă sub semnul mirabilităţii (studiile, debutul literar, dar mai ales... biografia copleșitor de bogată în evenimente), totul consună întru insolitul (programat) și implacabila "soartă".

**Category:** Education and Didactics

[87] **viXra:1603.0364 [pdf]**
*submitted on 2016-03-25 18:00:51*

**Authors:** Jorge Mahecha

**Comments:** 21 Pages. In Spanish

The rankings of all kinds are in vogue. They are supported in the belief that human activity is likely to be measured, each individual and every
institution must advance continuously to improve its location in the ranking. Education and research are some of the activities most affected
by the pressure of ranking. MIDE of Ministry of Education Colombia; the classification of research groups and researchers by Colciencias;
rankings of journals, articles and books; tests Saber, Saber Pro in Colombia; entrance exams to universities; accreditation of "high quality", qualified registration, curriculum changes, system Quality Assurance ... Internationally: The Shanghai rankings of universities type, those of "Impact" of scientific journals, Test of English as a Foreign Language (TOEFL), The Graduate Record Examination (GRE), Pisa Testing, etc. They assume that the intellect can "measured", standardized, branded with basis on a unique number that is obtained by "Summing Pears and Apples". Then the number is used to classify "by
descending order of quality" whole institutions, academic programs, research groups and individuals. In this text we discuss the technical
impossibility of such pretension, emphasizing the development of a ranking to choose people who deserve to enter the University of Antioquia and discard those which do not deserve it. Seeks to answer the following questions: (1) The system allows a valid ranking of the candidates, based on the scores? (2) Does the system is really capable of establishing a valid border between the scores of the admitted and the unsupported? (3) Does the alleged measurements of the intellectual
abilities are the only measurements that escape protocols of science of
measurements?

**Category:** Education and Didactics

[86] **viXra:1603.0189 [pdf]**
*submitted on 2016-03-12 12:27:01*

**Authors:** Florentin Smarandache

**Comments:** 112 Pages.

Acest nou volum de cititoriri (al șaselea) este un jurnal de lecturi instante compilat din câteva caiete de însemnări din adolescența consemnatorului; caietele datează din anii 1979-1982, când relativa deschidere culturală a anilor 70 își dădea ultima suflare. Publicațiile listate sunt, în marea lor majoritate, reviste de cultură, și o simplă răsfoire a numelor care publicau în aceste gazete are darul de a aminti că, în acele vremuri tulburi, românii au încercat să reziste mai ales prin cultură. Dar și atunci publicau doar privilegiații care ocupau posturi în redacții sau în cultură și acoliții lor, deși revistele erau retribuite de la buget.

**Category:** Education and Didactics

[85] **viXra:1603.0026 [pdf]**
*submitted on 2016-03-02 19:06:09*

**Authors:** Florentin Smarandache

**Comments:** 112 Pages.

Acest nou volum de cititoriri (al șaselea), Publicații românești de dinainte de Revolutiei, este un jurnal de lecturi instante compilat din câteva caiete de însemnări din adolescența consemnatorului; caietele datează din anii 1979-1982, când deschiderea culturală a anilor 70 își dădea ultima suflare. Publicațiile listate sunt, în marea lor majoritate, reviste de cultură, și o simplă răsfoire a numelor care publicau în aceste gazete are darul de a aminti, celor care au uitat, că, în acele vremuri tulburi, românii au rezistat mai ales prin cultură.

**Category:** Education and Didactics

[84] **viXra:1603.0025 [pdf]**
*submitted on 2016-03-02 19:09:31*

**Authors:** Eugen Petrescu, Gabriela Crăciun

**Comments:** 400 Pages.

Coordonator: Eugen Petrescu.
Autori şi colaboratori: Preasfințitul Emilian Lovişteanul; Ioan Barbu,
Ion Buga, Mihai Călugăriţoiu, Dumitru Căţoi, Gabriela Crăciun, Viorel
Dianu, Fenia Driva, Gheorghe Dumitraşcu, Carmen Mărculescu Farcaş, Ion
Gavrilă, Stelian Titus Gomboş, Ilie Gorjan, Emil Istocescu, Ioan St. Lazăr,
Constantin Mănescu-Hurezi, Alexandru Popescu-Mihăeşti, Nicolae Moga,
Gheorghe Pantelimon, Marian Pătraşcu, Eugen Petrescu, Ion Longin Popescu,
Constantin Samoilă, Ionuţ Săraru, Violeta Scrociob, Ion Soare, Gheorghe
Stancu, Zenovia Zamfir.
Prefaţator: Ioan Barbu.
Vâlceni omagiaţi în anul 2014:
• Constantin Mateescu, 31 ianuarie 2014, 85 de ani;
• Nelu Barbu, 1 februarie 2014, 70 de ani;
• Corneliu Medvedov, 17 februarie 2014, 60 de ani;
• Nicolae Radu, 25 februarie 2014, 80 de ani;
• Chesarie Gheorghescu, 12 martie 2014, 85 de ani;
• Elena Georgescu, 17 martie 2014, 75 de ani;
• George Anca, 12 aprilie 2014, 70 de ani;
• Florin Zamfirescu, 12 aprilie 2014, 65 de ani;
• George Mirea, 25 aprilie 2014, 85 de ani;
• Laurenţiu Stilea, 26 aprilie 2014, 80 de ani;
• Nicolae State-Burluşi, 20 mai 2014, 65 de ani;
• Lazăr Comănescu, 4 iunie 2014, 65 de ani;
• Felix Sima, 6 iunie 2014, 65 de ani;
• Doru Moţoc, 12 iunie 2014, 75 de ani;
• Viorel Dianu, 16 iunie 2014, 70 de ani;
• George Rotaru, 16 iunie 2014, 65 de ani;
• Petru Pistol, 23 iunie 2014, 70 de ani;
• Veniamin Micle, 7 iulie 2014, 75 de ani;
• Leon Dură, 9 iulie 2014, 55 de ani;
• Titina Nica Ţene, 10 iulie 2014, 70 de ani;
• Virgil Oprescu-Runceanu, 12 iulie 2014, 55 de ani;
• Iulian Comănescu, 19 iulie 2014, 75 de ani;
• Nineta Popa, 19 iulie 2014, 55 de ani;
• Mugur Constantin Isărescu, 1 august 2014, 65 de ani;
• Gheorghe Deaconu, 22 august 2014, 70 de ani;
• Gelu Stratulat, 27 septembrie 2014, 65 de ani;
• Ion Parhon, 7 octombrie 2014, 70 de ani;
• Dumitru Bondoc, 16 octombrie 2014, 65 de ani;
• Nicolae Bănică-Ologu, 21 noiembrie 2014, 65 de ani;
• Nicolae Manolescu, 27 noiembrie 2014, 75 de ani;
• Adina Daniela Dumitrescu, 1 decembrie 2014, 70 de ani;
• Florentin Smarandache, 10 decembrie 2014, 60 de ani.

**Category:** Education and Didactics

[83] **viXra:1602.0287 [pdf]**
*submitted on 2016-02-22 16:34:29*

**Authors:** Marian Siminică, Aurelia Trăistaru

**Comments:** 14 Pages.

This study falls within economic oriented pedagogy and aims to make a classification of
features specific for self-directed learning in economics. The methods used are meta-analytical,
argumentative, logical, psychological, educational and economic. It can be concluded that selfdirected
learning in economic education is a process in which initiative belongs to the individuals
who are able to determine their own learning needs, identify both the skills available and the ones
they should have and are required by situation, understand their own motivational and emotional
mechanism and deliberate on strategies to support the aims pursued. Self-directed learning is strictly
oriented towards the learner: he makes it by own initiative; the time devoted to learning is flexible
and timelines are variable; autonomy is very important in stabilizing self-learning goals; thematic
contents are usually freely chosen (decision belongs to the man who learns); learning outcomes are
established by self-assessment. So, the essential element is accountability.

**Category:** Education and Didactics

[82] **viXra:1602.0231 [pdf]**
*submitted on 2016-02-18 21:56:54*

**Authors:** Florentin Smarandache

**Comments:** 286 Pages.

Popasuri scriitoriceşti este o serie antologică dedicată scriitorilor care s-au născut în spațiul geographic al Oltului, sunt sau au fost trăitori în acest areal ori au alte legături cu râurile Olt și Olteț, plaiuri natale ale antologatorului.
E un mai vechi gând al meu - de a reuni într-o carte scriitori din aceeaşi arie geografică (spaţiul
însemnând, poate, un nucleu de inspiraţie) -, gând devenit proiect de suflet, urmărind parcursul unor oameni conspațiali mie (chiar dacă nu toți și contemporani!), care-şi agăţară sau îți agaţă ispitele sufleteşti de vaierul vorbelor purtate pe aripi de timp.
După un prim volum de aproape 300 de pagini, cu peste 20 de autori antologați și biografiați, plus notițe succinte despre o serie de alți scriitori, volum apărut în 2013, acest al II-lea tom cuprinde biografii și texte ilustrative din 50 de scriitori, ordonați cronologic.

**Category:** Education and Didactics

[81] **viXra:1602.0199 [pdf]**
*submitted on 2016-02-16 21:36:28*

**Authors:** Florentin Smarandache

**Comments:** 66 Pages.

Un álbum de fotos (fotolog) de un viaje en el sur de Sudamérica, entre glaciares, lagos y montañas en Argentina y Chile, después de regresar de una expedición en la Antártida.

**Category:** Education and Didactics

[80] **viXra:1602.0197 [pdf]**
*submitted on 2016-02-16 21:41:05*

**Authors:** Florentin Smarandache

**Comments:** 166 Pages.

Aventurile unui oltean in sudul Americii de Sud: singur printre ghetari, lacuri si munti in Argentina si Chile, dupa intoarcerea dintr-o expeditie din Antarctica.

**Category:** Education and Didactics

[79] **viXra:1602.0078 [pdf]**
*submitted on 2016-02-06 10:55:41*

**Authors:** Florentin Smarandache

**Comments:** 134 Pages.

Photo album of antarctic images.

**Category:** Education and Didactics

[78] **viXra:1601.0239 [pdf]**
*submitted on 2016-01-21 23:58:41*

**Authors:** Florentin Smarandache

**Comments:** 194 Pages.

Jurnalul instantaneu La capătul Pământului: Expediție în Antarctica, bogat ilustrat fotografic, dar și video, relatează o aventură spre Polul Sud (cu vaporul “Plancius”), la care temerarul Florentin Smarandache, după ce a vizitat toate meridianele și paralele, era inevitabil să nu se încumete, iar apoi să nu ne-o redea, în aceeași notă concisă, fragmentară, refractară la prea mult subiectivism, cu care ne-a obișnuit din precedentele însemnări instante de călătorie.

**Category:** Education and Didactics

[77] **viXra:1601.0178 [pdf]**
*submitted on 2016-01-16 23:01:39*

**Authors:** Janis Belov

**Comments:** 2 Pages.

We show that there is no probability in events. We prove using Godel Theorem that any profession that uses any instrument people do eventually leads to trauma in a person.

**Category:** Education and Didactics

[76] **viXra:1601.0132 [pdf]**
*submitted on 2016-01-12 21:38:55*

**Authors:** Sai Venkatesh Balasubramanian

**Comments:** 2 Pages.

The speaker realizes that in a country like India, where around half the population is under 25 years of age, where people are so many and resources are so few, where even “cut-throat” is not enough to describe the level competition, seen by children as young as eighth-grade preparing for the IIT’s, where world-class institutions like IITs, IIMs and IISc sometimes seen as on par with MIT and Harvard, yet the research output is at a paltry 3.5%, in such a country, the speaker realizes that to survive, prosper and grow as well as contributing to the country and community, “Non-Conventional Thinking” is indeed the Mantra. It is this idea that the author wishes to share with the world, contributing to a small yet significant step towards enabling, empowering and transforming the youth of the world. While the speaker shall continue involving in perspective-enhancing research with viXra as the primary platform of publication, the speaker is however willing and shall accept invitations to publish as books, monographs and in peer-reviewed journals, from publishers that deem the quality of research work by the speaker to be meritorious and credible.

**Category:** Education and Didactics

[75] **viXra:1511.0067 [pdf]**
*submitted on 2015-11-08 07:46:27*

**Authors:** Nigel B. Cook

**Comments:** 6 Pages.

“If a man reads or hears a criticism of anything in which he has an interest, watch ... if he shows concern with any question except ‘is it true?’ he thereby reveals that his own attitude is unscientific. Likewise if ... he judges an idea not on its merits but with reference to the author of it; if he criticizes it as ‘heresy’; if he argues that authority must be right because it is authority ... The path of truth is paved with critical doubt, and lighted by the spirit of objective enquiry... the majority of people have resented what seems in retrospect to have been purely matter of fact ... nothing has aided the persistence of falsehood, and the evils resulting from it, more than the unwillingness of good people to admit the truth ... the tendency continues to be shocked by natural comment, and to hold certain things too ‘sacred’ to think about. ... How rarely does one meet anyone whose first reaction to anything is to ask: ‘is it true?’ Yet, unless that is a man’s natural reaction, it shows that truth is not uppermost in his mind, and unless it is, true progress is unlikely.” - Sir Basil Henry Liddell Hart, Why Don’t We Learn from History?, PEN Books, 1944; revised edition, Allen and Unwin, 1972.

**Category:** Education and Didactics

[74] **viXra:1510.0049 [pdf]**
*submitted on 2015-10-05 06:01:20*

**Authors:** Florentin Smarandache

**Comments:** 102 Pages.

Am notat în jurnalul polinezian tot timpul, în
avioane, în aeroporturi, în mașină, în autobuze, în
pirogă, seara la hotel, ziua prin parcuri, în incinta muzeelor, prin restaurante, mergând pe stradă, după cum observam ceva interesant sau îmi venea vreo
idee.

**Category:** Education and Didactics

[73] **viXra:1510.0048 [pdf]**
*submitted on 2015-10-05 06:03:25*

**Authors:** Florentin Smarandache, Eugen Evu

**Comments:** 154 Pages.

Acest volum se vrea a fi (este) un volum de texte încrucişate, ca meandrele şoselelor mexicane, fără gropile noastre, un mic-joc de doi, picant şi cu zvâc sarcastic, ca un gulaş din Ardeal (nu am zis GULAG!)... ușor la lecturi (f)estivale, ca să zic așa... de navetişti... O navetă inter-spaţială, adică între spaţiile noastre carpato-vâlcene-dunărene şi cele neo-mexicane, unde se pare că avem afinităţi cu exotismul cactuşilor şi colorismul şopârlelor, de dorit fiind şi cu ai noştri, care nu vor fi niciodată ai lor... Ceva care să fie uşor la cap şi ne-greu la stomah... Ceva de noptieră, seara, ca somnifer cu efect neagresiv, o carte de recitit, pentru confort şi neuitare... Şi a supărărilor care fac bine.

**Category:** Education and Didactics

[72] **viXra:1510.0046 [pdf]**
*submitted on 2015-10-05 06:08:00*

**Authors:** Florentin Smarandache

**Comments:** 182 Pages.

Seria de jurnale de călătorie Frate cu meridianele şi paralelele are cursivitate, ține interesul pentru povestire viu, ceea ce nu este lucru ușor.

**Category:** Education and Didactics

[71] **viXra:1509.0118 [pdf]**
*submitted on 2015-09-12 23:38:50*

**Authors:** Le Xuan Quang, Le Huy Hoang, Vu Dinh Chuan, Nguyen Hoai Nam, Nguyen Thi Tu Anh, Vu Thi Hong Nhung

**Comments:** 12 Pages.

STEM has attracted great consideration. The purpose of research is: (1) study STEM education; (2) explore STEM education with the creative and experiential activity; (3) suggest applying STEM education by designing technical toys for the middle school student. This study used a qualitative approach to carry out teaching integration for STEM education. The study applied to teaching the technological field in Vietnamese middle schools. The design performed at the Faculty of Technology Education, Hanoi National University of Education, Vietnam in April 2015. This study used the integrated approach to design subjects for STEM education. Two procedures for integration undertook with analysis. A sample of producing technical toy was consistent with developing students competencies. Integrated approach to STEM education through designing technical toys is possible. Recently, there has been a booming interest in Integrated Science, Technology, Engineering and Mathematics (STEM) education, but the approaches to STEM still remains controversial in diverse educational contexts. This study addressed this issue by exploring STEM education with the use of creative and experiential activities in a Vietnamese educational context. It also proposed a practical model for integrating STEM into teaching technology in secondary schools by designing technical toys. The implementation of the practical model suggests the possibility in using the integrated approach to STEM education through designing technical toys for middle school students in Vietnam. By applying the subject knowledge domains to solve real world problems and settings, the students can experience the benefits of a concrete and active learning in a meaningful and practical context. The multidisciplinary and interdisciplinary integration approaches are consistent with the development of the students competencies.

**Category:** Education and Didactics

[70] **viXra:1508.0419 [pdf]**
*submitted on 2015-08-31 03:54:14*

**Authors:** Ion SOARE

**Comments:** 2 Pages.

Născut la 10 decembrie 1954 în comuna (azi – oraşul)
Bălceşti din judeţul Vâlcea, Florentin Smarandache este,indubitabil, unul dintre cei mai cunoscuţi olteni din lume! „Serialul” său memorialistic Frate cu meridianele şi paralelele, ajuns la cel de-al VIII-lea volum, ar avea darul să convingă
singur pe oricine s-ar îndoi de îndreptăţirea aprecierii noastre.

**Category:** Education and Didactics

[69] **viXra:1508.0335 [pdf]**
*submitted on 2015-08-31 06:16:35*

**Authors:** Dmitri Rabounski, Larissa Borissova, Andreas Ries, Pierre Millette, Ebenezer Chifu, Gunn Quznetsov

**Comments:** 1 Page.

December 10, 2014,marked the 60th anniverssay of Florentin Smarandache’s birth.

**Category:** Education and Didactics

[68] **viXra:1508.0246 [pdf]**
*submitted on 2015-08-27 03:07:33*

**Authors:** Florentin Smarandache

**Comments:** 30 Pages.

Legile lui Florentin nu sunt nici Legi ale lui Murphy (pesimiste), nici Legi ale lui Peter (optimiste), ci, pe de o parte, parțial pesimiste și pațial optimiste, iar pe de altă parte neutre (ambigue: nici pesimiste, nici optimiste) – ca în logica neutrosofică.

**Category:** Education and Didactics

[67] **viXra:1508.0140 [pdf]**
*submitted on 2015-08-17 14:46:00*

**Authors:** Andrew Nassif

**Comments:** 6 Pages.

Computer Engineers and especially IT people do more than most people think, and in some cases do tedious amounts of work. During this assignment I interviewed my uncle, a senior software engineer, Ameer Ghobrial. I also got some resources from Michael Nickola (Management Level Engineer) and Vivek Ramesh (CEO of Slidenerd). However, for this assignment I will focus specifically on my uncle. People who do Software or Hardware engineering have to do: Digital Logic, Computer Design, Analog Automation, VHSIC Technologies, IC System Design, VLSI, Software modeling and UML Communication languages. They also have to learn Oracle or Cisco based systems if they want to work in both. Overall, depending on your CSE profession you will have much to learn and throughout this paper, I will explain why.

**Category:** Education and Didactics

[66] **viXra:1504.0163 [pdf]**
*submitted on 2015-04-20 10:19:08*

**Authors:** Rodrigo de Abreu

**Comments:** 9 Pages. Nada vezes Nove, edição extra]muros[, 25-35, "Lisboa Capital do Nada" (2001)

Estava eu a ler o "Significado de Tudo" de Richard Feynman quando recebo o convite de escrever sobre o "Nada":"O Significado de Nada".

**Category:** Education and Didactics

[65] **viXra:1504.0057 [pdf]**
*submitted on 2015-04-08 04:38:29*

**Authors:** Jan A. Bergstra

**Comments:** 16 Pages.

Parallel composition in a static setting introduces algebra, in the form of static process algebra, as a modelling tool at the level of primary school mathematics. Static process algebra may play the role of a prearithmetic algebra. Multi-dimensional counters can be used to measure the number of components in a
static process expression.

**Category:** Education and Didactics

[64] **viXra:1503.0246 [pdf]**
*submitted on 2015-03-29 19:14:11*

**Authors:** Jan A. Bergstra

**Comments:** 17 Pages.

Algebra and arithmetic are contrasted from a perspective of school mathematics. The surrounding container view regarding algebra and arithmetic is formulated and defended. It is argued that an encounter with
algebra may precede the introduction to arithmetic in school. In particular static process algebra is suggested as a theme which may play a useful role early on in the educational process heading towards the development of skills and competences in arithmetic.

**Category:** Education and Didactics

[63] **viXra:1503.0136 [pdf]**
*submitted on 2015-03-17 01:36:50*

**Authors:** Jan A. Bergstra

**Comments:** 26 Pages.

A number of issues is listed which arise within primary school mathematics and where a perspective of informatics may shed some new light on the matter. Together these points prove that there are many different possible connections between informatics and primary school mathematics, each of which merit further investigation and clarification. A rationale for further investigation of these issues is given.

**Category:** Education and Didactics

[62] **viXra:1503.0036 [pdf]**
*submitted on 2015-03-05 12:12:50*

**Authors:** Jet Jeene

**Comments:** 6 Pages. The paper is written in Dutch with preface in English by Jan Bergstra.

!In the Netherlands a law prescribes that competence levels for arithmetic are standardized by means of so-called reference levels. National tests are constructed accordingly. It appears that at the lowest level of teaching arithmetical skills, which applies to less than 5 percent of the population only, the existing system of reference levels starring with 1F and 2F is not sufficiently refined to distinguish between relevant competence levels and to allow the measurement of students making progress. For that reason new reference levels 1/2F and 3/2 F are proposed.

**Category:** Education and Didactics

[16] **viXra:1901.0006 [pdf]**
*replaced on 2019-01-02 16:18:02*

**Authors:** Colin James III

**Comments:** 2 Pages. © Copyright 2016-2019 by Colin James III All rights reserved. Updated abstract at ersatz-systems.com . Respond to the author by email at: info@ersatz-systems dot com.

From Caswell's seminal paper of 1952, we evaluate 11 significant curriculum issues, then group them into the arbitrary categories of: (1) Learner-Learned (p,q); (2) Accountability of school (r,s,t); (3) Unit of value (u,v,w); and (4) Identity of process (x,y,z). We do not assume weighting factors, so as to avoid AI networking issues. We evaluate the conjecture that (3) implies (2) implies (4) implies (1). The conjecture as rendered is confirmed as tautologous. Therefore Caswell's hypothesis is elevated to a theorem. What follows is that mathematical logic can be a useful approach to verify curriculum issues and extended in the field of education.

**Category:** Education and Didactics

[15] **viXra:1811.0365 [pdf]**
*replaced on 2018-11-24 07:20:19*

**Authors:** Reza Hasanzadeh

**Comments:** 5 Pages.

The emergence of dynamic learning systems is inevitable. In a future not so distant from today reading tools have incorporated interactive elements that would have rendered the process of learning very rewarding.These systems are radically different from current reading tools in that they provide users with functionalities that try to act as the extensions of human brain. This note is an attempt to describe some elements of a (fictional) proto-humanity-first reading tool.

**Category:** Education and Didactics

[14] **viXra:1805.0208 [pdf]**
*replaced on 2018-05-16 09:39:01*

**Authors:** Valdir Monteiro dos Santos Godoi

**Comments:** 17 Pages.

Analisamos a recente promoção do Brasil para o grupo de elite do ranking mundial de Matemática, passando a integrar o grupo 5 da União Matemática Internacional (IMU), junto com os EUA, Canadá, Reino Unido, Alemanha, França, Itália, China, Japão, Rússia e Israel, contrapondo com nossa péssima colocação nos testes PISA que são feitos trienalmente para os alunos de 15 anos de idade de alguns países selecionados do mundo. Criticamos Paulo Freire e a pedagogia do oprimido.

**Category:** Education and Didactics

[13] **viXra:1803.0591 [pdf]**
*replaced on 2018-03-26 01:33:44*

**Authors:** Muzammil Behzad, Nida Adnan, Sanna Aziz Merchant

**Comments:** 12 Pages. Presented at International Conference on Professional Development in Higher Education: Trends and Practices, Prospects and Innovations, by Higher Education Commission of Pakistan, March 2018

With the rapid surge in technological advancements, an equal amount of investment in technology-embedded teaching has become vital to pace up with the ongoing educational needs. Distance education has evolved from the era of postal services to the use of ICT tools in current times. With the aid of globally updated content across the board, technology usage ensures all students receive equal attention without any discrimination. Importantly, web-based teaching allows all kind of students to learn at their own pace, without the fear of being judged, including professionals who can learn remotely without disturbing their job schedules. Having web-based content allows low-cost and robust implementation of the content upgradation. An improved, yet effective, version of the education using such tools is Hybrid Learning (HL). This learning mode aims to provide luxurious reinforcement to its legitimate candidates while maintaining the quality standards of various elements. Incorporated with both traditional and distance learning methods, along with exploiting social media tools for increased comfort level and peer-to-peer collaboration, HL ultimately facilitates the end user and educational setup. The structure of such a hybrid model is realized by delivering the study material via a learning management system (LMS) designed in compliance with quality standards, which is one of the fundamental tackling techniques for controlling quality constraints. In this paper, we present the recently piloted project by COMSATS Institute of Information Technology (CIIT) which is driven by technology-embedded teaching model. This model is an amalgam of the traditional class room model with the aid of state-of-the-art online learning technologies. The students are enrolled as full-time students, with all the courses in traditional classroom mode, except one course offered as hybrid course. This globally adapted model helps the students to benefit from both face-to-face learning as well as gaining hands-on experience on technology-enriched education model providing flexibility of timings, learning pace, and boundaries. Our HL model is equipped with two major synchronous and asynchronous blocks. The synchronous block delivers real-time live interaction scenarios using discussion boards, thereby providing a face-to-face environment. Interactions via social network has witnessed equally surging improvement in the output performance. The asynchronous block refers to the lecture videos, slides and handouts, prepared by imminent professors, available 24/7 for students. To ensure quality output, our HL model follows the course learning outcomes (CLOs), and program learning outcomes (PLOs) as per international standards. As a proof of concept, we have deployed a mechanism at the end of each semester to verify the effectiveness of our model. This mechanism fundamentally surveys the satisfaction levels of all the students enrolled in the HL courses. With the surveys already conducted, a significant level of satisfaction has been noted. Extensive results from these surveys are presented in the paper to further validate the efficiency and robustness of our proposed HL model.

**Category:** Education and Didactics

[12] **viXra:1708.0443 [pdf]**
*replaced on 2017-10-05 08:17:26*

**Authors:** Ryoma.N.

**Comments:** 70 Pages. Language:Japanese

In defining autonomously adaptive learning methods, creating an academic "Academic Theory Studies" aiming to efficiently and effectively conduct learning, it defines the outline and fundamental matters of Academic Theory Studies. Explanation will be developed with the following items. 1. Outline of Academic Theory Studies 2. Definition of basic matters in Academic Theory Studies 3. Basic formula defined in the theory of Academic Theory Studies 4. Definition of Reference Example of Learning Method 5. Basic Information Technology in Academic Theory Studies 6. Definition of fundamental concepts concerning application of learning methods in Academic Theory Studies 7. Definition of learning methods

**Category:** Education and Didactics

[11] **viXra:1708.0443 [pdf]**
*replaced on 2017-09-30 21:12:05*

**Authors:** Ryoma.N.

**Comments:** 70 Pages. Language:Japanese

In defining autonomously adaptive learning methods, creating an academic "Academic Theory Studies" aiming to efficiently and effectively conduct learning, it defines the outline and fundamental matters of Academic Theory Studies. Explanation will be developed with the following items. 1. Outline of Academic Theory Studies 2. Definition of basic matters in Academic Theory Studies 3. Basic formula defined in the theory of Academic Theory Studies 4. Definition of Reference Example of Learning Method 5. Basic Information Technology in Academic Theory Studies 6. Definition of fundamental concepts concerning application of learning methods in Academic Theory Studies 7. Definition of learning methods

**Category:** Education and Didactics

[10] **viXra:1708.0443 [pdf]**
*replaced on 2017-09-28 07:59:29*

**Authors:** Ryoma.N.

**Comments:** 69 Pages.

**Category:** Education and Didactics

[9] **viXra:1708.0443 [pdf]**
*replaced on 2017-09-18 09:32:13*

**Authors:** Ryoma.N.

**Comments:** 69 Pages. Language: Japanese

**Category:** Education and Didactics

[8] **viXra:1708.0443 [pdf]**
*replaced on 2017-09-16 20:38:11*

**Authors:** Ryoma.N.

**Comments:** 69 Pages. Language: Japanese

**Category:** Education and Didactics

[7] **viXra:1708.0443 [pdf]**
*replaced on 2017-09-16 04:30:19*

**Authors:** Ryoma.N.

**Comments:** 69 Pages. Language: Japanese

**Category:** Education and Didactics

[6] **viXra:1708.0443 [pdf]**
*replaced on 2017-09-02 06:18:14*

**Authors:** Ryoma.N.

**Comments:** 69 Pages. Language: Japanese

**Category:** Education and Didactics

[5] **viXra:1702.0101 [pdf]**
*replaced on 2017-02-08 13:20:29*

**Authors:** Dongchan Lee

**Comments:** 32 Pages. drafr 1.2

In this paper whose charts were directly borrowed from the NAEP website on the National Report Cards, I noticed some very striking features about the national and state math stagnations in the USA, especially for 2005-2015 during which most of the citywide math stagnations seemed to have taken place. We examined the NAEP math data from 2003 to 2015 for the math grades 4 and 8 from 21 big cities (or districts). Although there are some variations with the time lags of perhaps 2-4 years (Los Angeles or Chicago) or even 6 years (for the case of District of Columbia), there were strikingly consistent, emerging patterns about the math stagnations. The overall math stagnations took their roots around 2005 for the math grade 4 and this was observed for the math grade 8 in about 4 years later and this was very consistent in almost all TUDA participating cities and districts. Thus the main outline for the stagnations were 2005-2009. The conclusion after examining the 21 cities is that 18 of them have confirmed the hypothesis of the math stagnations already by 2015. So the confirmation of the hypothesis of the math stagnations in all these cities is at least 86% and most likely 90-100% will be by 2017-2019 most likely. The math stagnations are here across the USA even in the city and district levels and very unlikely to go away. We discussed the implications of about 4 year time lags impacting the math stagnations to grade 8 with the implications of the Common Core math standards of the USA 2011-2015.

**Category:** Education and Didactics

[4] **viXra:1702.0097 [pdf]**
*replaced on 2017-02-08 13:29:59*

**Authors:** Dongchan Lee

**Comments:** 18 Pages. drafr 1.2

This paper is an extension of the previous paper by the author on the theme of the math stagnations in almost all developed (OECD) nations internationally, for all developed English-speaking and most of the Latin American countries. The author has covered this theme for the USA math stagnations in the international math assessments, national NAEP’s national math growth stagnations, most of the states’ math stagnations, and at least 90-95% of the large districts’ (or cities’) math stagnations over the past 5-10-15-20 years. In this paper, the author observes and demonstrates the following: 1) the longer the states had stayed with the Common Core math standards, the math grade 4 average and 25 percentile had declined more than the USA states that had never participated in the Common Core math or those that had opted out by the end of 2014 or so before the NAEP 2015 math dipping happened for both the grade 4 and 8; 2) The similar pattern was also observed for the grade 4, however, with much less effect; 3) Although the negative impacts of the Common Core math on the NAEP 2015 was not negligible for the grade, the dips for the grade 8 was more likely caused by the Common Core more so than for the grade 4th math. Regardless, the math stagnations are persistent with or without the Common Core math’s overall negative effects for math for both grades will be as such. There were math dips in the grade 8 math for the states that had been out of the Common Core math, which means that the math stagnations in the USA may enter a worse phase in 2017 on even if the negative effect of the Common Core math is overcome.

**Category:** Education and Didactics

[3] **viXra:1603.0364 [pdf]**
*replaced on 2016-03-26 17:03:53*

**Authors:** Jorge Mahecha

**Comments:** 21 Pages. In Spanish

The rankings of all kinds are in vogue. They are backed up by the belief that human activity is likely to be measured, each and every institution must advance continuously to improve its position in the ranking. Education and research are some of the activities most affected by the pressure of classification. MIDE of Ministry of Education Colombia; the classification of research groups and researchers by Colciencias; rankings of journals, articles and books; tests Saber, Saber Pro in Colombia; entrance exams to universities; accreditation of "high quality", qualified registration, curriculum changes, Quality Assurance system... Internationally: The Shanghai rankings type of universities, those of "Impact" of scientific journals, Test of English as a Foreign Language (TOEFL), The Graduate Record Examination (GRE), PISA Testing, etc. They assume that the intellect can be "measured," standardized, branded with basis with a unique number that is obtained by "Summing Pears and Apples." Then the number is used to classify "by descending order of quality" whole institutions, academic programs, research groups and individuals. In this text we discuss the technical impossibility of such pretension, emphasizing the development of a ranking to choose people who deserve to enter the University of Antioquia and discard those who do not deserve it. Seeks to answer the following questions: (1) The system allows an accurate ranking of the candidates, based on the scores? (2) Does the system is accomplished by establishing a solid border between the scores of the admitted and the unsupported? (3) Do the alleged measurements of the intellectual abilities are the only measurements that escape protocols of the science of measurements?

**Category:** Education and Didactics