I share some personal thoughts on the status of Portuguese secondary education in general, and of the physics part thereof in particular, drawn from several decades of experience of organizing training activities for students and school teachers, as well as several hundred visits to secondary schools and similar numbers of interviews of secondary school students (from Portugal and elsewhere). I offer various suggestions for improving and modernising our current system.
The purpose of this paper is to examine the roles and directions of general education in the wake of the implementation of the Autonomous Major Selection System (AMSS). More specifically, this paper aims to elucidate whether or not AMSS can work as a force that drives the development of general education, and if so, what should be the direction of general education, and what should be the content and method of education. Undergraduate education is often divided into two types: major education, which focuses on employability, and general education, which focuses on sustainability. While the former is an education that facilitates entry into society and focuses on usefulness and short-termism, the latter is an education that secures a universal foundation for life and emphasizes sustainability based on the spirit of free inquiry. In this respect, AMSS seems to be a policy that weighs on employability in the sense that it focuses on fostering human resources that meet the needs of society in the short term. Moreover, considering that the introduction of AMSS will inevitably lead to major changes in the general education curriculum, how to provide a systematic and balanced general education to all students, including undeclared majors at the entrance stage, is an urgent issue for general education. At the level of undergraduate education, AMSS can be seen as a process that begins with autonomous major selection and continues through the process of autonomous major design and completion. This paper focuses on first-year education, which is the starting point of AMSS. First, the paper analyzes in detail the impact of AMSS on general education. There are three main questions. First, how will general education, which aims to be a universal education, carry out special education for undeclared major students; second, how will the ideal and values of liberal education be implemented in the education of undeclared major students; and third, can AMSS be used as an opportunity to ensure a closer link between general education and major education? Next, it examines the direction of liberal arts education centered on the basic disciplines in terms of educational content and methodology, based on the judgment that liberal arts education is the area of general education that should be most emphasized under AMSS. Finally, it explores the possibilities of sustainable general education in the new phase of higher education initiated by AMSS.
Shams El-Adawy, A. R. Piña, Benjamin M. Zwickl
et al.
As the need for a quantum-ready workforce grows, educators in Quantum Information Science and Engineering (QISE) face the challenge of aligning their programs and courses with industry needs. Through a series of interviews with program directors and faculty across 15 different institutions, we identified the considerations that educators are currently addressing as they develop their various courses and programs. Grounded in a curriculum framework, we conducted a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis, which revealed shared challenges and opportunities about program context, curriculum development, collaboration, program data collection and evaluation, and connections across stakeholders in the quantum ecosystem that educators should consider when developing their QISE efforts. Our findings highlight five overreaching themes: (1) the strategic ways educators navigate institutional structures to support QISE initiatives, (2) the ongoing challenge of aligning QISE curricula with industry and institutional needs, (3) the importance of fostering interdisciplinary collaboration across departments and institutions in QISE, (4) the need for robust data collection and evaluation to inform QISE course and program development, and (5) the importance of strengthening industry-academia connections to prepare students for the quantum workforce. The details and interconnections in our findings illustrate the value of applying a structured approach to QISE course and program development with the goal of creating a more cohesive QISE education ecosystem.
To explore the vibration transmission characteristics of jujube mechanical harvesting, and optimize the relationship between vibration input and dynamic response of jujube branches, the vibration characteristics simulation and layered vibration test of jujube branches were carried out. The jujube branch model was established by means of three-dimensional scanning and reverse reconstruction. The natural frequency and suitable vibration parameter range of the jujube branch model were obtained by simulation. Finally, the stratified vibration field experiment of jujube branch was carried out. The results show that there are multi-order natural frequencies of jujube branch in the range of 0–30 Hz. The typical vibration modes include the overall deformation of jujube branch, the deformation of unilateral branch and the deformation of the end of twigs. The resonance frequencies of the measuring points on different branches are mostly close, but the frequencies of the maximum peaks on different paths are different, which is often related to the branch path. The optimal working parameter combination under layered vibration is: the lower layer excitation frequency and amplitude are 5.80 Hz and 7.00 mm, the upper layer excitation frequency and amplitude are 15.60 Hz and 8.50 mm. Under this parameter combination, the acceleration of the measuring point on the fine branch is closest to the separation acceleration. Under this parameter combination, the average harvest rate is 88.74 %. The research can provide reference for the development of forest fruit vibration harvesting machinery.
Geospatial technologies are rapidly emerging as pivotal tools for advancing sustainable urban and rural development through citizen empowerment in India and worldwide. This study systematically reviews peer-reviewed and grey literature to examine their integration with global frameworks, such as the SDGs, Paris Agreement, and Sendai Framework, while aligning with Indian initiatives like NAPCC, Smart Cities, Digital India, SVAMITVA, AMRUT, and the National Geospatial Policy 2022, with emphasis on the citizen as a crucial feedback factor. Employing thematic mapping and comparative analysis between the Global North and South, we evaluate applications in urban planning, mobility, energy, resilience, and health, highlighting platforms like PPGIS, VGI, Bhuvan, and 'Know Your DIGIPIN' for participatory data collection and decision-making.</p>
<p>Our analysis reveals regional disparities in India, with the southern zone leading in innovation (35% adoption) and the eastern region focussing on disaster management (15%), along with global successes in disaster relief, welfare targeting, and immunisation tracking. Quantitative impacts include India's geospatial market growth to ₹63,000 crores by 2025 and AMRUT 2.0's rapid water and sewerage coverage expansion in many major cities. However, persistent challenges include technical knowledge gaps in academia, insufficient institutional support for geospatial startups, and barriers like low digital literacy and language limitations that restrict broader participation.</p>
<p>We recommend enhanced geospatial education, open data policies, vernacular interfaces, and inclusive citizen science frameworks to bridge these gaps, foster equitable participation, and realise geospatial intelligence's full potential for resilient, data-driven sustainability.
Pablo Merino-Muñoz, Felipe Hermosilla-Palma, Nicolás Gómez-Álvarez
et al.
<b>Background/Objectives</b>: Groin and hip injuries are common in sport, and muscle weakness has been identified as an intrinsic risk factor. So, analyzing the strength of the hip musculature becomes important. To date, there are no hip adductor isometric strength tests on force platforms. This study aims to analyze the intra-test reliability of a hip adductor strength test using force platforms. <b>Methods:</b> The study sample comprised 13 male professional soccer players with an average age of 22.3 ± 3 years, body mass of 75.8 ± 5.4 kg, and height of 1.8 ± 0.1 m. Assessments were conducted on a uniaxial force platform. The variables analyzed are peak force (PF), rate of force development (RFD), and impulse. Intra-test reliability was evaluated using the coefficient of variation (CV), intraclass correlation coefficient (ICC), and Bland–Altman plots. <b>Results:</b> Acceptable levels of reliability were identified solely for the variable of peak force, with CV values of D = 5.7% for the dominant profile and ND = 5.4% for the non-dominant profile. Furthermore, moderate and good relative reliability were observed in peak force for the dominant (ICC = 0.706) and non-dominant (ICC = 0.819) profiles, respectively. However, the remaining time-related variables, RFD and impulse, did not achieve acceptable levels of absolute reliability (CV > 10%) and displayed poor to moderate relative reliability. <b>Conclusions</b>: In summary, PF during the hip adductor isometric strength test demonstrated acceptable absolute and commendable relative reliability. Conversely, the time-related variables, specifically RFD and impulse, yielded unsatisfactory absolute and relative reliability levels.
Mechanics of engineering. Applied mechanics, Descriptive and experimental mechanics
This presentation aims to outline and discuss the embedded academic skills and EAP provision in the Education department at a Russell Group university. This department has large numbers of taught postgraduate (PGT) students from overseas, with limited experience of the requirements of academic study at PGT level. Since 2020, these students have received bespoke academic skills provision; this presentation will explore how this provision has adapted to student needs and how teaching staff have also adjusted.
The provision is taught by a small team of academic skills lecturers working primarily in a single department and initially followed what Fenton-Smith and Humphreys call an “adjunct-strong” (2015, p.42) model, with general academic skills topics aimed at a specific group of students but not explicitly targeted at course or assessment needs. This approach proved successful in terms of attendance, engagement and student satisfaction. However, in 2024 a decision was made by senior staff to provide embedded provision following the Contextualisation, Embedding, Mapping model (Alexander et al., 2017; Sloan & Porter, 2010) as well as the adjunct provision. This required a lot of adjustment and new materials, but it also led to closer collaboration with module and programme leaders and led to greater integration of the academic skills staff into the department.
This paper will evaluate the success of this embedded provision using three metrics: student engagement, student satisfaction, and the responses of skills tutors and academic staff. It will also consider the relationship between the embedded and adjunct provision: how our adjunct provision became more embedded alongside the explicitly embedded sessions. It will conclude with advice and recommendations about how to successfully embed academic support - and academic skills staff - into PGT programmes.
Ethical guidelines will be followed when seeking feedback from students and colleagues.
Giacomo Buso, Thomas Weber, Christos Fragoulis
et al.
Background Acute blood pressure (BP) elevations are common in emergency settings and are traditionally classified into hypertensive urgencies (HU) and hypertensive emergencies (HE). Malignant hypertension (MHT) represents a severe form of HE characterised by small vessel damage. Although international guidelines provide clear definitions and treatment strategies, real-world data have shown persistent fragmentation and heterogeneity in the diagnosis and management of these patients.Methods A web-based, anonymous survey promoted by the European Society of Hypertension (ESH) was distributed among physicians from 18 European and 4 non-European countries. The questionnaire assessed definitions, diagnostic work-up, BP measurement practices, and therapeutic strategies for HU, HE, and MHT.Results Sixty–four participants in 56 centres completed the survey. HU was correctly defined as a severe BP elevation without acute clinically symptomatic hypertension-mediated organ damage (A-HMOD) by 45.3% of respondents. Small cuffs were available to 79.7% and extra-large cuffs to 70.3% of respondents.. Intravenous antihypertensive therapy was used for HE by 88.7% of participants, while 20.6% also used intravenous drugs for HU. Parenteral clonidine and sublingual nifedipine were prescribed by 29.7% and 26.6% of respondents, respectively. Definitions and therapeutic approaches for MHT varied substantially, with 62.9% adopting a recently proposed definition involving at least three target organ damages in patients with BP >200/120 mmHg.Conclusions This international survey highlights considerable variability in the definition, diagnostic work-up, and therapeutic management of acute BP elevations, emphasising the need for harmonised protocols and further education.
Diseases of the circulatory (Cardiovascular) system
Aziz Amaaz, Abderrahman Mouradi, Moahamed Erradi
et al.
The purpose of this study was to explore Moroccan pre-service elementary teachers' attitudes toward integrated science, technology, engineering, and mathematics (STEM) education and the use of mobile devices in integrated STEM education. The research sample was selected using convenience sampling. Data were collected from 226 pre-service teachers in the Bachelor of Education Elementary Specialty (BEES) using a 28-item questionnaire. The validity of the items was tested by factor analysis using the extraction method of principal component analysis with varimax rotation. Reliability tests for the different constructs were conducted by calculating Cronbach's alpha. Frequency, mean, standard deviation and Mann-Whitney tests were used to analyze the data. The results revealed that pre-service elementary teachers have generally neutral attitudes toward integrated STEM education, and they also showed that pre-service teachers' attitudes toward integrated STEM education do not depend on gender or grade level. However, these attitudes are dependent on pre-university studies. Pre-service teachers with a scientific background have significantly more positive attitudes toward integrated STEM education than their counterparts with a literary background. Furthermore, the results of this study also revealed that pre-service teachers have positive attitudes toward the use of mobile devices in integrated STEM education, and these attitudes are not dependent on gender, grade level, or pre-university studies.
A tecnologia teve uma grande evolução ao longo dos últimos anos, e isso pode-se ver através das brincadeiras que eram realizadas pelas crianças de antigamente e as atuais. Vivemos em um tempo em que os bebês já possuem contato com recursos tecnológicos e algumas crianças têm mais facilidade em lidar com estes mecanismos do que muitos adultos. Entretanto este uso de tecnologia através de smartphones, computadores, tablets e vídeo games tem se tornado tão frequente que o seu uso não é apenas visto dentro dos lares, mas em ambientes públicos como restaurantes, praças, parques e escolas. O objetivo deste estudo foi averiguar como o uso excessivo destes recursos tecnológicos tem influenciado o comportamento dos alunos em sala de aula e o seu consequente desempenho acadêmico. Para tanto, foi realizado um levantamento bibliográfico nas bases de dados Scielo e Google Acadêmico, considerando os últimos 10 anos. Verificou-se nos últimos anos, uma crescente quantidade de crianças e adolescentes com diversas doenças psicológicas. O estudo evidenciou que uma importante causa deste problema foi o excessivo contato com as redes sociais, os jogos online e demais opções que a internet disponibiliza para essa faixa etária. Há uma necessidade de controle por parte dos pais, para que seus filhos não fiquem tempo demais nos celulares, mas também de uma postura e ação das administrações escolares para se minimizar o uso destes aparelhos priorizando o estudo no livro, caderno e lousa, para que o aluno tenha um crescimento pedagógico adequado.
Valdeluce Nascimento Santos, Genny Magna de Jesus Mota Ayres, Ercules Machado Rocha
et al.
Este artigo realiza uma análise das políticas de ações afirmativas, com ênfase no percurso formativo do primeiro grupo de estudantes cotistas quilombolas do Ensino Médio Integrado (EMI) do Instituto Federal da Bahia (IFBA). Metodologicamente, trata-se de uma pesquisa de natureza qualitativa e exploratória, desenvolvida por meio de estudo de caso, com base em revisão bibliográfica, análise documental e levantamento de dados no Sistema de Seleção de Candidatos(as), bem como na extração de informações do Sistema Unificado de Administração Pública (Suap), Módulo Ensino, referentes ao desempenho acadêmico desses(as) estudantes no ano letivo de 2023. Entre os campi com maior número de matrículas de estudantes quilombolas, destacam-se Irecê, com 25%, e Simões Filho e Seabra, ambos com 19%. No que se refere à autodeclaração racial, 58% dos(as) estudantes se identificaram como pretos(as), 33% como pardos(as) e 6% como brancos(as). Em relação à situação socioeconômica, 56% dos(as) discentes declararam possuir renda familiar inferior a meio salário mínimo, 11% declararam renda entre meio e um salário mínimo, enquanto 31% optaram por não informar sua renda familiar. Quanto ao desempenho acadêmico, observou-se que 64% dos(as) estudantes foram aprovados(as), 25% ficaram retidos(as) no primeiro ano do EMI e apenas 6% cancelaram suas matrículas. Diante desses dados, ressalta-se a importância de se avançar para além da garantia das reservas de vagas nos processos seletivos, promovendo medidas que garantam a permanência e o sucesso acadêmico dos(as) estudantes ao longo de sua trajetória formativa. Tais ações devem abranger tanto a dimensão material, relacionada às condições econômicas e de renda, quanto a dimensão simbólica, que envolve aspectos políticos, pedagógicos e culturais, de acordo com as demandas específicas do grupo de estudantes quilombolas.
The aim of the study is to generalize the available interdisciplinary data on the formation of graphomotor skills in older preschoolers and use them as a basis for describing the process of forming graphomotor skills in left-handed children. The essence and structure of graphomotor skills as a component of written activity is considered. In the structure of writing, graphomotor skills represent the final link in writing activity and are associated with the drawing of graphic symbols. Based on neuropsychological data on interhemispheric asymmetry in children, the necessity of developing a graphomotor skill in older preschoolers is substantiated, taking into account the dominant profile of lateralization. We consider the provisions of the theory of the level organization of movements by N.A. Bernstein as a support in the development of a graphomotor skill. Noting the level nature of the organization of written activity, attention is focused on the role of gross motor skills, posture retention and other components of background levels, without which the very implementation of the graphic skill is difficult. A scheme is proposed that reflects the indicators of the formation of graphomotor skills in older preschoolers. The following components have the leading importance in it: general motor readiness, visual-object gnosis and visual-motor coordination, elementary graphic skill. The features of pedagogical work in the formation of graphomotor skills in left-handed children are described. The novelty of the study lies in modeling the system of work on the formation of this skill of written activity based on the theory of the level organization of movements by N.A. Bernstein. The proposed system model can be used to form graphic-motor skills in left-handed children, which reflects its practical significance.
In this paper we provide an overview of the programmed instructions approach for the purpose of quantum software education. The article presents the programmed instructions method and recent successes in STEM fields before describing its operating mode. Elements tackled include the core components of programmed instructions, its behavioural roots and early use as well as adaptation to complex STEM material. In addition, we offer recommendations for its use in the specific context of quantum software education and provide one example of PI-based instruction for the notion of entanglement. The aim of this work is to provide high-level guidelines for incorporating programmed instructions in quantum education with the goal of disseminating quantum skills and notions more efficiently to a wider audience.
When the education and outreach project of ATLAS, a leading experiment at the Large Hadron Collider, was initiated in 1995, we wanted to share the drama and excitement in the exploration and discovery of new science. The goal was to make these fascinating stories understandable and available to everybody and inspire the next generation of scientists and engineers. The education and outreach material included classroom activities, an extensive website, videos, a YouTube channel, social media, a planetarium show, and materials related to search for and discovery of the Higgs Boson.
Nowadays interactive digital scientific environments have become an integral part of scientific computing in solving various scientific tasks in research, but also STEM education. We introduce SageMath or shortly Sage -- a free open Python-based alternative to the well-known commercial software -- in the frame of our course Methods of Physical Problems Solving for future scientists and science teachers. Particularly, in the 1st illustrative example from the Physics Olympiad, we present Sage as a scientific open data source, symbolic, numerical, and visualization tool. The 2nd example from the Young Physicists' Tournament shows Sage as a multimedia, modeling, and programming tool. By employing SageMath as an open digital environment for scientific computing in the education of all STEM disciplines, teachers and students are empowered not only with a universal educational tool, but a real research tool, enabling them to engage in interactive visualization, modeling, programming, and solving of authentic, complex interdisciplinary problems, thus naturally enhancing their motivation to pursue science in alignment with the core mission of STEM education.
Generative AI technologies such as large language models show novel potentials to enhance educational research. For example, generative large language models were shown to be capable to solve quantitative reasoning tasks in physics and concept tests such as the Force Concept Inventory. Given the importance of such concept inventories for physics education research, and the challenges in developing them such as field testing with representative populations, this study seeks to examine to what extent a generative large language model could be utilized to generate a synthetic data set for the FCI that exhibits content-related variability in responses. We use the recently introduced ChatGPT based on the GPT 4 generative large language model and investigate to what extent ChatGPT could solve the FCI accurately (RQ1) and could be prompted to solve the FCI as-if it were a student belonging to a different cohort (RQ2). Furthermore, we study, to what extent ChatGPT could be prompted to solve the FCI as-if it were a student having a different force- and mechanics-related misconception (RQ3). In alignment with other research, we found the ChatGPT could accurately solve the FCI. We furthermore found that prompting ChatGPT to respond to the inventory as-if it belonged to a different cohort yielded no variance in responses, however, responding as-if it had a certain misconception introduced much variance in responses that approximate real human responses on the FCI in some regards.
Candace Savonen, Carrie Wright, Ava M. Hoffman
et al.
Data science education provides tremendous opportunities but remains inaccessible to many communities. Increasing the accessibility of data science to these communities not only benefits the individuals entering data science, but also increases the field's innovation and potential impact as a whole. Education is the most scalable solution to meet these needs, but many data science educators lack formal training in education. Our group has led education efforts for a variety of audiences: from professional scientists to high school students to lay audiences. These experiences have helped form our teaching philosophy which we have summarized into three main ideals: 1) motivation, 2) inclusivity, and 3) realism. To put these ideals better into practice, we also aim to iteratively update our teaching approaches and curriculum as we find ways to better reach these ideals. In this manuscript we discuss these ideals as well practical ideas for how to implement these philosophies in the classroom.
Sanjay Vishwakarma, Shalini D, Srinjoy Ganguly
et al.
Quantum technology is an emerging cutting-edge field which offers a new paradigm for computation and research in the field of physics, mathematics and other scientific disciplines. This technology is of strategic importance to governments globally and heavy investments and budgets are being sanctioned to gain competitive advantage in terms of military, space and education. Due to this, it is important to understand the educational and research needs required to implement this technology at a large scale. Here, we propose a novel universal quantum technology master's curriculum which comprises a balance between quantum hardware and software skills to enhance the employability of professionals thereby reducing the skill shortage faced by the academic institutions and organizations today. The proposed curriculum holds the potential to revolutionize the quantum education ecosystem by reducing the pressure of hiring PhDs faced by startups and promoting the growth of a balanced scientific mindset in quantum research.
Ekaterina G. Nikulina, Ekaterina K. Starkova, Vera G. Ryabchikova
et al.
Problem statement . The modernization of higher education is a good ground for the use of electronic resources in ensuring accessibility, continuity and quality of teaching foreign languages. The use of interactive tools (simulators, flash cards, virtual whiteboards) meets the requirements to educational training programs for students of pedagogical directions and the challenges of modern society. A flash card is a card with a word, a concept, an image on one side and a translation on the other. The study aimed at substantiating the effectiveness of the use of flash cards for the formation of foreign language competence of future teachers. Methodology . Theoretical and methodological analysis and generalization were used to determine trends in the development of language education, the inclusion of informatization tools in foreign language activities and professional communication. The online platform Quizlet was chosen to work with ready-made flash cards and to create new thematic sets in digital format. The questions for the control work grouped into two blocks “Digital educational technologies” (50 points) and “Foreign language in professional communication” (50 points) were compiled. The study involved 54 students from Vyatka State University (the direction of 44.03.05 “Pedagogical education”, with two training profiles, bachelor's degree level). Pearson's chi-squared criterion was applied at the stage of statistical processing of the results. Results . The system of working with flash cards in the foreign language professional communication of future teachers is described: the study of the Quizlet functionality, working with ready-made sets of cards, automating and improving lexical units, developing their own thematic sets. In the course of independent work and network collaboration the students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes. Statistically significant differences in the qualitative changes that occurred in the level of formation of foreign language competence were determined. Conclusion. The use of flash cards in the preparation of students of pedagogical specialties has a significant didactic potential for the development of their foreign language competence: the effect of immersion, competitiveness and obtaining positive emotions; resources for independent language learning in extracurricular time; overcoming the language barrier in the virtual gaming environment of information interaction. However, there are some drawbacks: monotony of forms for tests, lack of opportunity to practice pronunciation, partial support of operating modes in the mobile version.
The lack of creative and interactive learning media impacts students' low learning outcomes. This study aims to develop interactive learning multimedia based on problem-based learning models in science content class V. This research belongs to the type of development research with the ADDIE model. The subjects of this study were one subject matter expert, one instructional design expert, one instructional media expert, three students for the individual test, and nine students for the small group test. The data collection method is the questionnaire/questionnaire method and the test method. The instrument used to collect data is a questionnaire. The data analysis techniques are quantitative descriptive and inferential statistical analyses (t-test). The results of the media product validity test showed that the subject matter expert test obtained a presentation of 98.6% (very good). Learning design expert is 92% (very good). Learning media expert is 95% (very good). Individual trials obtained a percentage of 91.3% (very good), and small group trials 90% (very good). In addition, problem-based learning-based interactive multimedia learning on science content shows an effect of problem-based learning-based interactive multimedia on student learning outcomes. It was concluded that multimedia could significantly increase the learning outcomes of fifth-grade elementary school students.