Classification of Biomedical Signals using the Dynamics of the False Nearest Neighbours (DFNN) Algorithm

* This study was supported in part by the Natural Sciences and Engineering Research Council of Canada, and by the Gastrointestinal Motility Laboratory (University of Alberta Hospitals) in Edmonton, Alberta, Canada.

Data Protection and Packet Mode in the Distributed Information Measurement and Control System for Research in Physics

The present paper is devoted to creation of cryptographic data security and realization of the packet mode in the distributed information measurement and control system that implements methods of optical spectroscopy for plasma physics research and atomic collisions. This system gives a remote access to information and instrument resources within the Intranet/Internet networks. The system provides remote access to information and hardware resources for the natural sciences within the Intranet/Internet networks. The access to physical equipment is realized through the standard interface servers (PXI, CАМАC, and GPIB), the server providing access to Ethernet devices, and the communication server, which integrates the equipment servers into a uniform information system. The system is used to make research task in optical spectroscopy, as well as to support the process of education at the Department of Physics and Engineering of Petrozavodsk State University.

Some Contributions to the Class of Two-Sex Branching Processes Depending on the Number of Couples in the Population

2000 Mathematics Subject Classification: 60J80

Közgazdaságtan vagy közgazdaság-tudomány? I. rész. A 20. század legfontosabb eredményei (Economics or Economic Science?)

A cikk alapvető kérdése: vajon tudomány-e a közgazdaságtan, és ha igen, akkor tekinthető-e önálló tudománynak. A választ az elmúlt század legfontosabb eredményeiből kiindulva keresi. A szerző arra a következtetésre jut, hogy napjaink főáramú közgazdasági elméletei nagyrészt Ramsey, Neumann és Haavelmo munkáira vezethetők vissza. Tudománnyá válását nagyban elősegítette a matematika és a természettudományok, főleg a fizika eredményeinek alkalmazása. Mindezt Roy E. Weintraub úgynevezett történeti-rekonstrukciós módszerével és Lakatos Imre racionális rekonstrukciója segítségével mutatja meg. / === / The fundamental question of this article is whether economics is a science, and if so, then can it be viewed as an independent science? The search for an answer begins with the most important economic results of the last century. The author comes to the conclusion that the mainstream economic theories of our times can be traced back to the works of Ramsey, Neumann and Haavelmo. e results of mathematics and natural sciences, especially physics greatly contributed to its emergence as a science. All this is proven by means of Roy E. Weintraub’s so called historical reconstruction and Imre Lakatos’ rational reconstruction methods.

A rendszerparadigma. Fogalmi tisztázás = The system paradigm

Tanulmányomban, amint azt a cím is jelzi, használni szeretném a paradigma fogalmát. Ezt Kuhn vezette be a tudományelméletbe klasszikus művében (Kuhn [1962]). Kuhn nem adott egyértelmű definíciót, s maga a fogalom sok vitára adott okot. A konferenciára készülve, újraolvastam számos művet az általános tudományelmélet és speciálisan a közgazdaságtani metodológia köréből. Ha más nem, már ez a meghökkentő olvasmányélmény is óvatosságra int. Nyoma sincsen konszenzusnak, még az alapfogalmak értelmezésében sem. Ingerült konfrontatív vita zajlik. A szűkebben vett tudományelmélet és tudománytörténet alternatív iskolái közötti egyet nem értés mélyen gyökeredzik híveiknek egymástól eltérő filozófiai felfogásában. Szeretném elkerülni ezt az aknamezőt. Ez késztet arra, hogy fogalmi tisztázással kezdjem a fejtegetést, az esetleges félreértések elkerülésére. Nem kívánok hozzászólni ahhoz, hogy mennyiben volt Poppernek, Kuhnnak, Lakatosnak vagy másnak igaza a tudomány történetének elemzésében. A korrekt tárgyalásA szerző a cikk bevezetőjében ismerteti, milyen értelmezésben használja a társadalomtudományokra vonatkozóan a paradigma fogalmát, amelyet T. S. Kuhn eredetileg a természettudományok történetétől ihletve alkotott meg. Az új paradigma nem okvetlenül váltja fel a korábbit; több paradigma munkaképesen működhet egymás mellett. A rendszerparadigma kialakulásának mérföldkövei: Marx, Mises, Hayek, Polányi, Schumpeter és Eucken munkái. Noha filozófiájukat és politikai állásfoglalásukat tekintve igen heterogén a névsor, közös bennük a rendszerszemlélet\". Nemcsak a gazdaság egy-egy részletével foglalkoznak, hanem a rendszer egészével; nemcsak a gazdasággal, hanem a politikai, ideológiai és a társadalmi dimenziókkal is, s különös figyelmet fordítanak valamennyi szféra interakcióira. A rendszerparadigma nagy vizsgafeladata a posztszocialista átmenet kutatása. Ehhez nélkülözhetetlen; a magyarázó erőt tekintve semmilyen más paradigmával nem pótolható. Viszont a rendszerparadigma alkalmazói előrejelzéseikben (akárcsak más paradigmák művelői) sokszor súlyosan tévedtek. A rendszerparadigma prediktív ereje korlátozott, s ez szerénységre inti felhasználóit. / === / The notion of paradigm was originally created by T. S. Kuhn and inspired by the history of natural sciences. The introduction of the article explains the interpreation of the notion as used in social sciences. In this context a new paradigm does not necessarily replace the earlier one, several paradigms can operate beside each other. The milestones of the system paradigm are the works of Marx, Mises, Hayek, Polányi, Schumpeter and Eucken. Although the list is rather heterogeneous as regards the philosophies and political stand of the authors, common to them is the \"systemic approach\". They discuss not some detail of the economy, but the system as a whole; not only the economy, but the political, ideological and societal dimensions as well, and they pay particular attention to the interactions among all spheres. It is a great examination task of the system paradigm to research the post-socialist transition. It is indispensable for that; as regards explanatory power, it cannot be replaced by any other paradigm. On the other hand, the users of the system paradigm frequently made grave errors in their forecasts (similarly to those using other paradigms). The predictive power of the system paradigm is restricted and this warns its users to caution.

Közgazdaságtan vagy közgazdaság-tudomány? II. rész A XX. század legfontosabb eredményei (Economics or economic science? Part 2.)

A cikk alapvető kérdése: vajon tudomány-e a közgazdaságtan, és ha igen, akkor tekinthető-e önálló tudománynak? A választ az elmúlt század legfontosabb közgazdasági eredményeiből kiindulva keresi. A szerző arra a következtetésre jut, hogy napjaink főáramú közgazdasági elméletei nagyrészt Ramsey, Neumann és Haavelmo munkáira vezethetők vissza. Tudománnyá válását nagyban elősegítette a matematika és a természettudományok, főleg a fizika eredményeinek alkalmazása. Mindezt Roy E. Weintraub ún. történeti-rekontrukciós módszerével és Lakatos Imre racionális rekonstrukciója segítségével mutatja meg. ______________ The fundamental question of this article is: wether the economics is science, and if it is, then can it be viewed as an independent science? The answer is looked for starting from the most important economic results of the last century. The author came to the conclusion that the mainstream economic theories of our days can be traced back to the works of Ramsey, Neumann and Haavelmo. The results of mathematics and natural sciences, especially physics greatly contributed to that it became science. All these are proven by means of Roy E. Weintraub’s so called historical reconstruction and Imre Lakatos’ rational reconstruction methods.

Bennett Hall, 1938 drawing

Bennett Hall was named for Private Logan A. Bennett of the 62nd U.S. Colored Infantry which contributed money for Lincoln University;s founding. He was a life long resident of Jefferson City, Mo. , and remained an ardent supporter of Lincoln University. This two story brick building housed young women and was occupied in 1938. It is now the new phase of living and learning for students with a concentration in Agriculture and Natural Sciences.

Produção do mestrado profissional em ensino de ciências naturais e matemática da UFRN (física e química/2005-2012): papel dos documentos oficiais e características dos produtos educacionais

The importance of the Professionals Master in the field of science education is revealed by the recognition that they provide, to practicing teachers, in particular, training spaces for reflection and application of knowledge. This work appears in the context of the project "Research and training in teaching science and mathematics: a cutout of academic production in the northeast and overview of formative action in basic education" on the Centre for Education program, which main objective was to conduct studies description, analysis and evaluation of the academic production of Postgraduate Programs in Science Teaching of UFRPE, UFRN and UEPB and investigate the contribution of continuing education in stricto sensu level, of graduated teachers to improve the quality of basic education . We sought to examine a cut of academic production PPGECNM / UFRN, taking as reference dissertations of Natural Sciences, finished between the years 2005 and 2012, which have developed and applied educational products for high school students. More specifically we sought to conduct a general characterization of the dissertations analyzed for basic descriptors, to understand if and how the official documents governing the Brazilian education, especially science education, subsidized development of dissertations and identify current trends for science teaching are addressed and which ones are used in preparing the product of dissertations. The survey was based on documentary analysis, a type of qualitative approach in which the documents are objects of study in themselves. The results revealed that most of the work was developed in public schools, on subjects of physics and chemistry. During analytical reading of the text of the dissertations was observed that, in its construction, most of them addressed somehow, official documents governing the Brazilian educational system, that the products are basically teaching units and teaching approaches that are more focused on Experimentation and History and Philosophy of Science

Possibilidades de enfoque CTS para o ensino superior de química: proposta de uma abordagem para ácidos e bases

Scientific education has been passing by redefinitions, contestations and new contributions from the research on science teaching. One contribution is the idea of science and technology literacy, allowing the citizens not only knowing science but also understand aspects on the construction and motivation of scientific and technological research. In accordance with this idea, there is the Science-Technology-Society (STS) studies which, since the 1970s, has been contributing for science teaching and learning according to the comprehension of the relationships with society in the Western countries of the North. In Brazil, this approach began to gain projection from the 1990s when the first essays on the theme were published. Currently, there is a clear influence of this approach on the national curriculum guidelines, especially for the area of Natural Sciences, and also on the textbooks chosen by the High School National Program (Programa Nacional do Ensino Médio). However, there seems to be a gap in relation to the discussion on the specific curricular component seen in college on this approach. Thus, this study aims at adopting the approach STS, face to the preparation of complimentary educational material on acid and bases concepts studied in the course of General Chemistry of the Natural Sciences graduation program. To this end, it was performed a bibliographical research aiming at making the state-of-the-art in in these concepts in specific literature to science teaching. It is divided in two stages: systematic study (with sixteen journals chosen according to Qualis-Capes and an unsystematic study with direct search in databases and references in the papers of the systematic study. The studies had their content analyzed and the categories chosen a priori were the level of education, the acid-base theory adopted, and the strategy/theoretical frame of reference adopted. A second stage aimed at identifying attitudes and beliefs on STS (Science-Technology-Society) and CSE (Chemistry-Society-Environment) of students in the teacher and technologist training course in three diferent institutions: UTFPR, UFRN and IFRN. In this study, it was used two questionnaires, composed of a Likert scale, semantic differential scale and open questions. The quantitative data reliability was estimated through Cronbach’s alpha method, and tha data were treated according to classic statistics, using the mean as the centrality measures, and the mean deviation as dispersion. The qualitative data were treated according to the content analysis with categories taken from the reading of answers. In the third stage, it was analyzed the presence of STS and CSE content in chapters on acid and bases concepts of nine General Chemistry textbooks, frequently used in graduation programs in public institutions of the state of Rio Grande do Norte. The results showed that there are few proposals of acid and bases teaching, and they are generally aimed at High School or at instrumentation for teaching courses, and no course for General Chemistry. The student’s attitudes and beliefs show the presence of a positivist point of view based on the concept of Science and Technology neutrality and the salvation of its mediation. The books analysis showed just a few content on STS and CSE are found in the studied chapters, and they are generally presented disjointedly in relation to the rest of the main text. In the end, as suggestion to solve the absence of proposals STS in General Chemistry books, as well as the student’s positivist attitudes, it was developed some educational material to be used in the course of General Chemistry at College. The material is structured to introduce a historical view of the concepts preparation, present the use of materials, the industrial and technological processes, and social and environmental consequences of this activities