Značaj aukcija za trgovinu agroindustrijskim proizvodima

Against the backdrop of a worldwide decline in students’ mastery of theoretical knowledge in mathematics and other fundamental sciences, the present study explores how China has attempted to facilitate university students’ learning of theoretical knowledge by massively developing and using virtual reality (VR)-supported simulations. Through presenting three specific cases in the fields of telecommunications engineering, civil engineering, and chemical engineering in three Chinese universities, the study unravels how VR creates simulated physical and social settings, contextualizes and visualizes abstract theoretical knowledge points, and provides opportunities for students to set parameters and situated environment on their own to enhance the dynamic student-knowledge interaction and university students’ hands-on experiences of learning by doing at micro-level. The study discusses the processes of using VR from a situated learning perspective and provides implications for how universities and colleges can help students better master theoretical knowledge and avoid abstraction shock.

Scientific progress is an important indicator for the social and economic developments of any country. According to various reports, worldwide, Iran has the most growth in the field of science due to a high increase in the numbers of publications during the past decade. The aim of this study is to assess not only the quantity, but also the quality of publications of indexed Iranian journals and compare them to Turkey, as an Islamic neighboring country, in addition to the contributions of these two countries to our knowledge. A number of international journals with high impact factors were selected to assess the contributions of scientists from Iran and Turkey to the medical sciences. English medical journals from Iran and Turkey indexed by the ISI Web of Sciences with known impact factors (IF) announced at the beginning of 2010 were included for evaluation. We calculated the number of all articles published from the beginning of 2007 until the October 2010, the number of total citations, and citations from authors outside both countries for each journal. In addition, we selected all articles cited at least six times by authors outside of both countries and discussed their content with regard to originality and novelty, as well as their contributions to current knowledge. Furthermore, 60 international journals in basic or clinical research with IF greater than 6 were selected for the magnitude of contributions of both countries to our scientific knowledge. In 2010, out of a total of 21 Iranian journals indexed in ISI since 2007, only 12 have a known IF with a mean of 0.39 (range: 0.07-0.97), whereas out of 28 Turkish medical journals indexed in ISI, 15 have a known IF (mean: 0.35, range: 0.05-0.82). The total number of articles published since 2007 from Iran, total citations and total citations by authors from outside Iran were 2080, 1218, and 463, respectively. The same data related to Turkish journals were 4876, 2036, and 1331, respectively. Indeed, the mean citations per article by foreign authors for Iranian and Turkish researchers were 0.19 and 0.3, respectively. Of the total articles during this period, only seven from Iran and nine from Turkey have been cited at least six times by authors outside the two countries. Iran had 23 and Turkey 37 original publications in highly reputable international journals. Turkey was more represented in basic research and clinical observational studies than Iran. Despite high numbers of published articles, both countries have medical journals with very low comparable citation rates and IF. Only one out of three Turkish articles is cited once by authors outside of Turkey and one of five Iranian articles is cited by authors outside Iran. The few high-cited articles address new therapies and interventional studies or diseases commonly encountered regionally, and are the results of the efforts of a few individuals in highly specialized fields. Turkish scientists are inclined to publish their scientific works more than Iranians in distinguished international journals. These articles deal more with regional diseases that are not common in Western countries. Developing countries can only contribute to world science when they focus their efforts on teamwork in order to research ways to solve country-specific diseases and their own health problems.

Physicians from all medical specialties are required to understand the principles of science and to interpret medical literature. Yet, the levels of theoretical and practical knowledge held by Brazilian otorhinolaryngologists has not been evaluated to date. ObjectiveTo assess the background and level of scientific knowledge of Brazilian otorhinolaryngologists. MethodParticipants of two national ENT meetings were invited to answer a questionnaire to assess scientific practice and knowledge. Results and ConclusionThis study included 73 medical doctors (52% otorhinolaryngologists and 38% residents) aged between 18 and 65 years. About two-thirds have been involved in some form of scientific activity during undergraduate education and/or reported to have written at least one scientific paper. Physicians who took part in research projects felt better prepared to interpret scientific papers and carry out research projects (p = 0.0103 and p = 0.0240, respectively). Respondents who claimed to have participated in research or to have written papers had higher scores on theoretical scientific concepts (p = 0.0101 and p = 0.0103, respectively). However, the overall rate of right answers on questions regarding scientific knowledge was 46.1%. Therefore, a deficiency was observed in the scientific education of Brazilian otorhinolaryngologists. Such deficiency may be mitigated through participation in research.

Background. The relevance of this study is related to the fact that many modern achievements of science are due to the speculative constructions that were formulated by representatives of classical ancient philosophy more than 2,400 years ago. It was Plato and Aristotle who laid the foundations of systematization and classification. Aristotle's work "Categories" represents the beginning of all scientific and theoretical knowledge, as it acts as a generalization of data. The principles he laid down have found their practical application in logic, theory of knowledge and epistemology, which makes their study especially important for the production of new scientific knowledge. Turning to the study of the main trends in the development of scientific knowledge in the 20th century, it is worth saying that the signs of the division of things proposed by Aristotle found their application in the works of both pre-revolutionary and Soviet researchers. This confirms the relevance of the problem under study. The purpose of the work is to define Aristotle's interpretation of Plato's concept of "είδος" and to consider the main ways of classifying genera and species of this concept. Materials and methods. To achieve this goal, general scientific methods were used: analysis, synthesis, deduction, classification. The source base for the research was the texts of key works of Aristotle: Metaphysics, Physics, Categories. Results. The nature of the "concept" as a form of thought remains largely Aristotelian, as something formed from the essential features of an object with permanence. Conclusions. The authors, after analyzing the evolution of the concept of "είδος" in the works of Plato and Aristotle, come to the conclusion that the existence of each "είδος" in Plato's opinion is transformed into a separate thing, according to Aristotle, and becomes an individual substance, "something". Universals, however, acquire an accidental character within the framework of his ideas. Their existence allows us to see hierarchy in genera and species, which makes it possible to classify genera and species, which enables us to talk about the systematization of the studied objects. According to Aristotle, the uni

SummarySince the start of January 2019, COVID-19 has caused unparalleled disruption to all aspects of life globally, including the delivery of medical education. Each university and institution have a different approach on how medicine, as a course, is taught and delivered, however, generally there is a consensus that in the earlier years, more emphasis should be given to the acquisition of theoretical and scientific knowledge, including anatomy and physiology. In the later years, medical students are then expected to apply their theoretical knowledge in a practical setting by attending various placements and interacting with patients and other healthcare professionals. The duality of this approach results in doctors who are both competent in their knowledge of the basic sciences whilst being good clinicians with sound practical and inter-personal skills. Covid-19 causes an unprecedented interruption to all students, however with courses such as Medicine, whereby a practical element is crucial, the adaptation to deliver the course effectively is more of a challenge. Clinical rotations were cancelled during the start of the pandemic due to concerns about the students and their families contracting the virus and also for the protection of the vulnerable patients in hospitals. In this manuscript we have explored the adaptations made in order to deliver medical education and evaluate the effectiveness of these methods. We will also be discussing the implications and limitations of these methods.

<scp>SARS‐CoV</scp>‐2 pandemics: The lack of critical reflection addressing short‐ and long‐term challenges

The literature is now full of references to the scientific achievements (so-called) of the Presocratics, and the earlier the figure (and consequently the less information of reliable authenticity we have of him) the more enthusiastically do scholars enlarge his scientific knowledge—a proceeding which, of course, has plenty of precedent among the doxographers and commentators of antiquity. The classic example is Thales, whom I have discussed in an earlier article; it is chastening (but hardly surprising) to find that the views there expressed have had very little influence on the traditional, vastly exaggerated estimate of Thales as the founder of Greek mathematics and astronomy and the transmitter of ancient Egyptian and Babylonian wisdom. Professor Guthrie, in a work obviously destined to be the standard English textbook on early Greek philosophy for decades to come, can still say (p. 58) ‘…according to anunchallengedtradition, [Thales] had himself visited Egypt’ (my italics), despite my demonstration that nowhere in the primary group of sources is Thales' name linked with Egypt, and that the whole story of his introducing Egyptian mathematical knowledge to the Greeks is a mere invention (probably by Eudemus) based on separate, unrelated statements by Herodotus. One must, however, be thankful that the uncritical acceptance of Thales' alleged prediction of a solar eclipse is now discountenanced.

Address of the President, Sir Paul Nurse, given at the Anniversary meeting on 30 November 2015.

The study of legal consciousness from the position of cognitive approach is due to the idea of the existence of mental constructs, the role of which is to maintain a holistic and meaningful picture of the world. The study of the phenomenon of law as applied to human consciousness allows us to talk about LEGAL CONSCIOUSNESS - gestalt reflection of legal norms in the mind of an individual, a form of social consciousness. In accordance with the above mentioned argument the aim of the research is to cognitively analyze linguistic representations of the concept to study the interaction of scientific and ordinary knowledge. The object of the research is the interaction of ordinary and scientific knowledge in the gestalt structure. During the study, using the method of cognitive modeling, we identified two aspects (localization of legal consciousness, detailing of legal consciousness). The analysis of two aspects confirms the fact that this knowledge is assimilated and formed with the participation of stable cognitive structures, which have arisen on the basis of human bodily experience. It showed the representation of the phenomenon with the help of conceptual metaphors. Theoretical scientific knowledge is a part of the considered gestalt, it can be unsystematic and fragmentary, as it does not determine the integrity of the gestalt.

Een Program Theory benadering voor het theoretisch onderbouwen van sociale interventies: een casestudie van vijf Nederlandse maatjesprojecten

The purpose of this study was to investigate whether clinicians investigating child sexual abuse (CSA) rely more on scientific knowledge or on clinical experience when evaluating their own expertise. Another goal was to check what kind of pre-trial beliefs the clinicians had. The connections between these different factors were investigated. A questionnaire covering items concerning demographic data, experience, knowledge about CSA, self-evaluated expertise and beliefs about CSA was given to 126 social workers, 60 child psychiatrists and 134 psychologists. The results showed that the clinicians relied more on their clinical experience than on scientific knowledge when evaluating their expertise as investigators of CSA. Furthermore, social workers possessed stronger attitudes in favor of children than the other groups, while child psychiatrists had more negative attitudes towards the criminal justice system. Male participants had less strong beliefs than did the female participants. The findings indicate that the education of CSA investigators should focus more on theoretical knowledge and decision-making processes as well as the role of pre-trial beliefs.

Four basic problems that a theory of science has to deal with concern epistemology, structure, causality, and dynamics of science. These problems deal with the relationship of induction/deduction, actors/structures, internal/external factors, and continuity/discontinuity. Traditionally they have been solved one-sidedly. Considering science as a self-organizing system allows a more integrative approach. Science is a complex, nonlinear system that is made up of two moments: scientific actors and scientific structures. Scientific self-organization operates synchronously and diachronically. Synchronous scientific self-organization is a mutual production process between scientific actors and structures. Scientific systems are self-organizing units that perform the production of theories and truths by the way of a productive, circular causal duality of scientific actors and scientific structures. Science is a dynamic system where research practices produce and reproduce structures that produce and reproduce research practices. Scientific structures are medium and outcome of scientific actions. At the action level one can find a systemic hierarchy that is made up of individual researchers, research groups, scientific communities, and the overall scientific community. Scientific structures include theories, research institutions, technologies, journals, publications, science funds; norms, values, and rules of scientific conduct. The main scientific practices can be categorized as genuinely scientific practices (innovation, dissemination, scientific interchange, funding-related activities, teaching), cultural practices (public discourse), political practices (science policy), and economic practices (action related to scientific knowledge as commodities, patents, science-industry-partnerships, sponsorship). Science is an open system that is structurally coupled to other subsystems of society, it is neither internally, nor externally determined, its development is caused by a complex interplay of internal and external factors, it is a relatively autonomous system. Systems in nature and society act as a sort of data for the scientific system, research processes establish an informational relationship between the scientific system and its environment in the sense that theories are complex, non-linear reflections of environmental processes. Due to the fact that all complex systems are informational, one can say that science produces information about information systems. Science is a 2nd order information system, it produces meta-information. Philosophy of science is a science of science, it produces information about information about information, it is a 3rd order information system. The metaphor of science as a grand hypertext refers to the self-referential character of scientific texts. A scientific text by the way of citation refers to other scientific texts, it incorporates part of the history of science, and methodologically discusses other texts. The formation of scientific knowledge can be described as a double-process of induction and deduction, abstraction and concretization, where scientific knowledge consists of both empirical knowledge and theoretical knowledge and is formed in loop that consists of two self-organization processes. The self-organization of scientific knowledge is a mutually productive relationship between experience and theory. Scientific knowledge is a unity of experience and theory. The self-organization of scientific knowledge is a dialectical cycle where signals from material reality are transformed into experienced data that is interpreted and results in hypotheses and theories which are transformed into methods and technologies that are employed in order to cause effects in material reality that can again be observed as data. In this self-organization process there is the bottom-up-emergence of theoretical knowledge and the top-down-emergence of experiences and material effects. Each scientific theory is a truth claim, but one that is based on a systematic methodology, permanent evaluation and correction, and conflict-based discourse. Hence scientific truths are not absolute truths, they are truths-in-question, truths-in-discourse, and truths-in-conflict, and truths-in-development. One can distinguish formal, adequate, discursive, and practical truth of a theory. Due to the fact that the knowledge-based society is a high risk society, practical truth of science in the form of an ethically responsible science is of central importance. Diachronic self-organization of science means that dominant scientific paradigms at some point of time loose their effectiveness, paradoxes and instabilities show up, science enters crisis, a new dominant paradigm emerges. If a large gap between scientific theory and the problems posed for science by itself and by society emerges, the dominant structural patterns are increasingly questioned. This can have scientific or wider societal causes, or a combination of both. The resulting crisis is a process of creation and destruction. The whole process is one of the emergence of scientific order from noise. Variation is a permanent phenomenon of scientific evolution, but in phases of instability where the self-organization of science shifts from self-reproduction to order from noise the degree of variation and development by chance is much larger.

Software engineering research aims to help improve real-world practice. With the adoption of empirical software engineering research methods, the understanding of real-world needs and validation of solution proposals have evolved. However, the philosophical perspective on what constitutes theoretical knowledge and research contributions in software engineering is less discussed in the community. In this chapter, we use the design science paradigm as a frame for articulating and communicating prescriptive software engineering research contributions. Design science embraces problem conceptualization, solution (or artifact) design, and validation of solution proposals, with recommendations for practice phrased as technological rules. Design science is used in related research areas, particularly information systems and management theory. We elaborate the constructs of design science for software engineering, relate them to different conceptualizations of design science, and provide examples of possible research methods. We outline how the assessment of research contributions, industry–academia communication, and theoretical knowledge building may be supported by the design science paradigm. Finally, we provide examples of software engineering research presented through a design science lens.

Sleep medicine is a relatively young field with exponential growth in development and research in the last decades. Parallel to the advances in the United States, Latin America also had its beginnings in sleep medicine housed in neuroscience laboratories. Since the very first Latin American meeting in 1985, and the first sleep society in 1993, sleep research has undergone significant development in subsequent years. From contributions in animal research that allowed understanding of the activity of the brain during sleep to the studies that improved our knowledge of sleep disorders in humans, Latin America has become a scientific hub for expansion of sleep research. In this article, we present a historical account of the development of sleep medicine in Latin America, the current state of education and the achievements in research throughout history, and the latest advances in the trending areas of sleep science and medicine. These findings were presented during World Sleep Society meeting in Vancouver in 2019 and complement the work on sleep societies and training published by Vizcarra-Escobar et al in their article "Sleep societies and sleep training programs in Latin America" (J Clin Sleep Med. 2020;16(6):983-988).

Theoretical knowledge on the subject of Harmony is a unique element of preparing students to teach music culture on a particular system. This article is about how students ’harmonic concepts should be transformed into meaningful, sustainable, purposeful and practical skills. Keeping track of changes in the levels of future teachers ’training, all the results of their qualitative characteristics, as well as analyzes the dynamics of student readiness allows them to set their level of knowledge on high, medium, and low. Methods and tools for controlling the quality of musical and theoretical knowledge, harmonic cognition, theoretical and practical skills, and creative thinking are used in the learning process. Efforts are to be made to ensure that there is an ongoing counterpart that allows us to select the most appropriate form, method, method and tools to positively assist future teacher training. Future teachers need to make sure that the knowledge and skills of Harmony are the basis for the preparation for practical activities, that the theoretical material, knowledge, skills and abilities that are being mastered are reflected in the creative development of the student.