**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(2) - 1708(1) - 1709(2)

Any replacements are listed further down

[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

[61] **viXra:1501.0231 [pdf]**
*submitted on 2015-01-26 15:06:09*

**Authors:** Jan A Bergstra

**Comments:** 17 Pages.

A survey of issues concerning the pragmatic logic of fractions is presented, including a seemingly paradoxical calculation. The presence of nested ambiguity in the language of fractions is documented. Careful design of fraction related datatypes and of logics appropriate for such datatypes is proposed as a path towards novel resolution of these complications. The abstract datatype of splitting fractions is informally described. A rationale of its design is provided. A multi-threaded research plan on fractions is outlined.

**Category:** Education and Didactics

[60] **viXra:1501.0181 [pdf]**
*submitted on 2015-01-17 15:26:33*

**Authors:** Robert M. Hartranft

**Comments:** 2 Pages.

This presents a system which quantitatively predicts the freshman class
rank of any American student at any American college, and graphically summarizes
the performance of the school. It also provides comparisons between any school or
group of schools and any other school or group.

**Category:** Education and Didactics

[59] **viXra:1501.0161 [pdf]**
*submitted on 2015-01-14 20:14:55*

**Authors:** Dongchan Lee

**Comments:** 5 Pages.

The USL pilot study series were created to dispel the doubts of its too-good-to-be-true claims. The previous off-line USL pilot study results imply that it is possible to boost the math skill average of a region (city, state, or even a country) by 1 year within a few weeks. If done simultaneously online, this can happen within a few days, which most people have been in total disbelief in spite of all the evidences and video testimonials and support videos of over 700 students, teachers and principals. This paper is to propose to various city, state, or national governments to participate in a series of scaled-down version of the previous USL pilot studies. We propose the USL 1.0, 0.5, and 0.25 each of which corresponds to quickly boost the regional math – proportionally speaking as the sample sizes will be limited - by 2 years (for the national governments only), 1 year (for the national or state governments) or ½ year (for the state or city governments) respectively. At the end, we propose to create Boards of Social Enterprises together where the USL team and the participating governments share the growths of the future Social Enterprises if the governments choose to do so as the implications out of even USL 0.25 (boosting the average math skill levels by half a year) or USL 0.5 (boosting the average math skill levels by half a year) are profound because it takes usually a few decades to improve the average math skill levels of a nation by 1/2 year in the history of OECD countries and rarely they boosted 1 year of math skills.

**Category:** Education and Didactics

[58] **viXra:1501.0127 [pdf]**
*submitted on 2015-01-12 19:42:52*

**Authors:** Dongchan Lee

**Comments:** 9 Pages.

Q&A to the state or national governments (of the OECD, EU, or G20 countries) that are interested in running the USL1 or USL0.x pilot studies
When
Where
Who
Preferences
Requirements
Budget
Publicity
How
Why

**Category:** Education and Didactics

[57] **viXra:1411.0214 [pdf]**
*submitted on 2014-11-15 13:49:04*

**Authors:** Florentin SMARANDACHE, Eugen EVU

**Comments:** 134 Pages. Romanian language

Meridian româno-român peste ocean(nu se recomanda minorilor si pudicilor).

**Category:** Education and Didactics

[56] **viXra:1411.0213 [pdf]**
*submitted on 2014-11-15 13:53:11*

**Authors:** Florentin Smarandache

**Comments:** 52 Pages. Romanian language

Poeme ilustrate@@ într-un rând.

**Category:** Education and Didactics

[55] **viXra:1411.0208 [pdf]**
*submitted on 2014-11-15 14:01:19*

**Authors:** Florentin Smarandache

**Comments:** 64 Pages. Romanian language

Flor este bărbatul la maturitate, înflorind prin dragoste. Erato este muza poeziei şi erosului, împrumutându-şi numele din mitologie, dar evadând din aceasta pentru a deveni femeia senzuală care se înfloreşte pe sine şi înfloreşte bărbatul căruia i se dăruie.

**Category:** Education and Didactics

[54] **viXra:1411.0205 [pdf]**
*submitted on 2014-11-15 14:02:29*

**Authors:** Florentin Smarandache

**Comments:** 52 Pages.

Aceste “poezii cu dedicaţie precisă” sunt versuri ocazionale dedicate şi adresate lui Florentin Smarandache, sub formă de felicitări (“floricitări”) cu ocazia sărbătorilor de Florii (“Florinalii”), colectate din arhiva scriitorului de Amalia Mia Pop şi ilustrate cu fotografii din arhiva AdSumus sau din Internet.

**Category:** Education and Didactics

[53] **viXra:1411.0204 [pdf]**
*submitted on 2014-11-15 14:03:44*

**Authors:** Florentin Smarandache

**Comments:** 52 Pages. Romanian language

Poeme ilustrate într-un rând.

**Category:** Education and Didactics

[52] **viXra:1411.0203 [pdf]**
*submitted on 2014-11-15 14:05:46*

**Authors:** Florentin Smarandache

**Comments:** 713 Pages. Romanian language

FOLCLOR UMORISTIC INTERNETIST, volumul I, cules, selectat, prelucrat şi ilustrat.

**Category:** Education and Didactics

[51] **viXra:1411.0202 [pdf]**
*submitted on 2014-11-15 14:07:46*

**Authors:** Florentin Smarandache

**Comments:** 704 Pages. Romanian language

FOLCLOR UMORISTIC INTERNETIST, volumul al II-lea, cules, selectat, prelucrat şi ilustrat.

**Category:** Education and Didactics

[50] **viXra:1411.0201 [pdf]**
*submitted on 2014-11-15 14:10:40*

**Authors:** Florentin Smarandache

**Comments:** 696 Pages. Romanian language

FOLCLOR UMORISTIC INTERNETIST, volumul al III-lea, cules, selectat, prelucrat şi ilustrat.

**Category:** Education and Didactics

[49] **viXra:1411.0200 [pdf]**
*submitted on 2014-11-15 14:12:18*

**Authors:** Florentin Smarandache

**Comments:** 612 Pages. Romanian language

FOLCLOR UMORISTIC INTERNETIST, volumul al IV-lea, cules, selectat, prelucrat şi ilustrat.

**Category:** Education and Didactics

[48] **viXra:1411.0199 [pdf]**
*submitted on 2014-11-15 14:17:14*

**Authors:** Florentin Smarandache

**Comments:** 686 Pages. Romanian language

FOLCLOR UMORISTIC INTERNETIST, volumul al VII-lea, cules, selectat, prelucrat şi ilustrat.

**Category:** Education and Didactics

[47] **viXra:1411.0198 [pdf]**
*submitted on 2014-11-15 14:19:07*

**Authors:** Florentin Smarandache

**Comments:** 722 Pages. Romanian language

FOLCLOR UMORISTIC INTERNETIST, volumul al VIII-lea, cules, selectat, prelucrat şi ilustrat.

**Category:** Education and Didactics

[46] **viXra:1411.0197 [pdf]**
*submitted on 2014-11-15 14:20:33*

**Authors:** Florentin Smarandache

**Comments:** 644 Pages. Romanian language

FOLCLOR UMORISTIC INTERNETIST, volumul al IX-lea, cules, selectat, prelucrat şi ilustrat.

**Category:** Education and Didactics

[45] **viXra:1411.0196 [pdf]**
*submitted on 2014-11-15 14:21:59*

**Authors:** Florentin Smarandache

**Comments:** 648 Pages. Romanian language

FOLCLOR UMORISTIC INTERNETIST, volumul al X-lea, cules, selectat, prelucrat şi ilustrat.

**Category:** Education and Didactics

[44] **viXra:1411.0195 [pdf]**
*submitted on 2014-11-15 14:23:33*

**Authors:** Florentin Smarandache

**Comments:** 617 Pages. Romanian language

FOLCLOR UMORISTIC INTERNETIST, volumul al XI-lea, cules, selectat, prelucrat şi ilustrat.

**Category:** Education and Didactics

[43] **viXra:1411.0193 [pdf]**
*submitted on 2014-11-15 14:33:50*

**Authors:** Florentin Smarandache

**Comments:** 110 Pages. Romanian language

Călătoria te menţine tânăr, activ. Călătoria e aventură în cunoscut şi în necunoscut.

**Category:** Education and Didactics

[42] **viXra:1411.0188 [pdf]**
*submitted on 2014-11-15 14:48:04*

**Authors:** Florentin Smarandache

**Comments:** 56 Pages. French language

Aphorisme de vie.

**Category:** Education and Didactics

[41] **viXra:1411.0174 [pdf]**
*submitted on 2014-11-15 16:19:24*

**Authors:** Florentin Smarandache

**Comments:** 139 Pages. Romanian language

Polemici privind paradoxismul ȋn eseuri și diverse interviuri sunt prezentate ȋn prima parte a acestei cărți.
Ȋn cea de-a doua parte, veți constata actualitatea paradoxismului ȋn societatea contemporană, prin expresii și mai ales imagini cotidiene preluate din folclorul Internetului, cu parabole și ironii politice, cu această modernizare… primitivă a țării!
Iată cȃt de prezent este paradoxismul ȋn această perioadă de tranziție, care nu se mai termină…

**Category:** Education and Didactics

[40] **viXra:1411.0171 [pdf]**
*submitted on 2014-11-15 16:23:26*

**Authors:** Florentin Smarandache

**Comments:** 300 Pages.

•This photo-album includes about 280 folklore color images gathered from Internet or received by e-mail.
•The images are contradictory in a lower percent (soft paradoxism), or in a higher percent (hard paradoxism).

**Category:** Education and Didactics

[39] **viXra:1411.0169 [pdf]**
*submitted on 2014-11-15 16:25:58*

**Authors:** Florentin Smarandache

**Comments:** 155 Pages. Romanian language

Prof. univ. dr. Florentin Smarandache, de la Universitatea New Mexico din Statele Unite, descrie în această carte studiile şi cercetările sale ştiinţifice postdoctorale în matematică, precum şi seminariile şi conferinţa internaţională la care a participat în perioada 2012-2014, în Japonia.
La Conferinţa Internaţională de Mecatronică, organizată de Universitatea de Agricultură şi Tehnologie din Tokyo în septembrie 2012, precum şi la seminariile susţinute la Universitatea de Ştiinţe din Okayama şi respectiv la Universitatea din Osaka (2013-2014), autorul a prezentat articole privind Logica neutrosofică şi mulţimea neutrosofică, Teoria Dezert-Smarandache, şi Metoda reducerii –α în luarea de decizii bazate pe multicriterii, împreună cu aplicarea acestora la roboţii mobili.
Pe lângă activitatea sa ştiinţifică, autorul a vizitat şi muzee, temple, castele medievale şi grădini nipone în mai multe oraşe (Tokyo, Okayama, Fukuyama, Hiroshima, Kurashiki, Osaka şi Kyoto), şi a colaborat cu profesori, cercetători şi studenţi japonezi de la aceste trei universităţi în scrierea de articole şi cărţi ştiinţifice.

**Category:** Education and Didactics

[38] **viXra:1411.0166 [pdf]**
*submitted on 2014-11-15 15:25:47*

**Authors:** Florentin Smarandache

**Comments:** 56 Pages. French language

Art album accompanied by aphorisms inspired from folklore, various readings, or original.

**Category:** Education and Didactics

[37] **viXra:1411.0163 [pdf]**
*submitted on 2014-11-15 15:29:54*

**Authors:** Florentin Smarandache

**Comments:** 138 Pages. Romanian language

Libertatea de a gândi altfel ne crează probleme – cu toată demagogia actuală despre democraţie şi libertate a presei politice sau ştiinţifice. Cine iese din gloată şi nu urmează orbeşte ceea ce declară mai marii (totuşi efemeri!) ai zilei, este pus la zidul infamiei.
Deseori cei de la putere într-un domeniu au prezentat şi răspândit pseudo-gnoseologia lor ca... gnoseologie generală.
Ontologia, după cum a fost văzută de cei de sus, a fost suprapusă/impusă celor de rând.
Noi pledăm pentru un proces cogniscibil care să nu aibă îngrădiri de nici o formă. Din această cauză, hermeneutica se presupune a fi cât mai diversificată.
Interviurile următoare împletesc cultura, ştiinţa, tehnica şi viaţa într-un multi-eu. De aceea volumul se numeşte multirelavititate: adică idei şi metodologii privite din unghiuri cât
mai diferite de propaganda oficială.
Gasiti in acest volum interviuri ale autorului cu: Valeria Tănase, Puşa Roth, Eugen Evu, Liliana Hinoveanu, Mihaela Năftănăilă, Puiu Popescu, Corina Negrea, Ion Jianu, Anca Lăpuşneanu, şi Marinela Preoteasa.

**Category:** Education and Didactics

[36] **viXra:1411.0156 [pdf]**
*submitted on 2014-11-15 09:57:35*

**Authors:** Florentin Smarandache

**Comments:** 170 Pages. Romanian language

Cum „microbul Călătoriei” s-a întâlnit în fluxul sanguin al olteano-americanului (îi spun astfel, deoarece are acum dublă cetăţenie, română şi americană – un motiv pentru alte călătorii
periodice peste Ocean) cu „microbul Literaturii”, din această „sinergie microbiană” a luat naştere, în mod firesc, un jurnal de călătorie – un jurnal-fluviu, autorul având ambiţia de a scrie cel mai lung jurnal de acest gen din literatura română.

**Category:** Education and Didactics

[35] **viXra:1411.0142 [pdf]**
*submitted on 2014-11-14 17:52:38*

**Authors:** Ion Jianu

**Comments:** 2 Pages.

Cartea de matematică „Algebraic Structures Using Super Interval Matrices“ (traducerea în română „Structuri algebrice folosind supermatrici de intervale“), scrisă de W.B. Vasantha Kandasamy (cercetător din India) și Florentin Smarandache (originar din Bălceşti, judeţul Vâlcea), în prezent profesor la Universitatea din New Mexico (SUA), a fost distinsă cu o mențiune onorabilă la festivalul cărții de la Londra, la categoria Non-Fiction.

**Category:** Education and Didactics

[34] **viXra:1411.0141 [pdf]**
*submitted on 2014-11-14 17:53:58*

**Authors:** Daniel Lăcătuş

**Comments:** 1 Page.

Apreciat cercetător științific, doctor în matematică, scriitor, profesor universitar, cu o activitate intensă, tocmai pentru care în anul 2009 a primit premiul Traian Vuia din partea Academiei Române, în domeniul Științelor tehnice, una dintre multiplele distincții primite de-a lungul anilor, Florentin Smarandache are și o legătură față de orașul Călan, legătură de care puțin știu.

**Category:** Education and Didactics

[33] **viXra:1411.0140 [pdf]**
*submitted on 2014-11-14 17:55:41*

**Authors:** Mircea Monu

**Comments:** 4 Pages.

Prof. univ. dr. Florentin Smarandache (născut în Bălceşti, Vâlcea, având cetăţenie dublă, româno americană) de la Facultatea de Matematică şi Ştiinţe a Universităţii „New Mexico” din oraşul Gallup, statul federal New Mexico, SUA, a fost primul străin care a beneficiat, în perioada 18 mai - 14 august 2012, de o bursă de studii la Institutul de Cercetări în Extensiologie şi Metode Inovatoare din cadrul UniversităţiiTehnologice „Guangdong” din oraşul Guangzhou, China, într-o ştiinţă nouă, creată de către chinezi, numită „Extensiologia” (în engleză, „Extenics”), aflată la confluenţa dintre matematică, inginerie şi filozofie.

**Category:** Education and Didactics

[32] **viXra:1411.0139 [pdf]**
*submitted on 2014-11-14 17:56:57*

**Authors:** Mircea Monu

**Comments:** 5 Pages.

Vâlceanul Florentin Smarandache, profesor universitar doctor la Facultatea de Matematică şi Ştiinţe a Univesităţii „New Mexico” din Gallup, statul federal New Mexico, SUA, având dublă cetăţenie, română şi americană, a servit ca o punte de legătură între savanţii americani şi cei chinezi în domeniul extensiologiei.

**Category:** Education and Didactics

[31] **viXra:1411.0138 [pdf]**
*submitted on 2014-11-14 17:58:14*

**Authors:** Mircea Monu

**Comments:** 5 Pages.

La prestigioasa editură americană „Educational Publisher Inc.” din oraşul Columbus, capitala statului federal Ohio, a apărut o enciclopedie dedicată unor „noţiuni de tip Smarandache” din matematică – cele din Teoria Numerelor.

**Category:** Education and Didactics

[30] **viXra:1411.0137 [pdf]**
*submitted on 2014-11-14 17:59:34*

**Authors:** Mircea Monu

**Comments:** 5 Pages.

Ultima realizare editorială din domeniul ştiinţei a savantului vâlceanoamerican Florentin Smarandache, profesor universitar doctor la Facultatea de Matematică şi Ştiinţe a Universităţii „New Mexico” din oraşul Gallup,
statul federal New Mexico, situat în sud-vestul SUA, este apariţia primului număr al revistei (în limba engleză) „Neutrosofic Sets and Systems” (Mulţimi şi sisteme neutrosofice), o revistă internaţională de Ştiinţa Informaţiei şi de Inginerie.

**Category:** Education and Didactics

[29] **viXra:1411.0136 [pdf]**
*submitted on 2014-11-14 18:01:00*

**Authors:** Mircea Monu

**Comments:** 5 Pages.

Vacanţa de iarnă începe la 15 decembrie în universităţile americane, aşa că vâlceano-americanul Florentin Smarandache, profesor la Facultatea de Matematică şi Ştiinţe a Universităţii „New Mexico” din oraşul Gallup, statul federal New Mexico, situat în sud-vestul SUA, se află deja în Japonia, pentru perioada 12 decembrie 2013 – 12 ianuarie 2014, în baza unui contract de cercetare semnat cu Universitatea de Ştiinţe din oraşul Okayama (este o universitate privată).

**Category:** Education and Didactics

[28] **viXra:1411.0135 [pdf]**
*submitted on 2014-11-14 18:03:03*

**Authors:** Minh Perez

**Comments:** 2 Pages.

O serie de proprietăţi ale funcţiei Smarandache şi unele generalizări ale ei.

**Category:** Education and Didactics

[27] **viXra:1411.0134 [pdf]**
*submitted on 2014-11-14 18:04:49*

**Authors:** Dmitri Rabunski

**Comments:** 3 Pages.

Despre Florentin Smarandache, prolific autor, coautor, editor, si co-editor a 180 de carti publicate de circa patruzeci de edituri.

**Category:** Education and Didactics

[26] **viXra:1411.0133 [pdf]**
*submitted on 2014-11-14 18:06:08*

**Authors:** Magdalena Vlădilă

**Comments:** 2 Pages.

Florentin Smarandache, actualmente profesor la Universitatea New Mexico, a absolvit Facultatea de Matematică a Universităţii din Craiova. Este cunoscut în lumea ştiinţifică internaţională pentru contribuţiile originale în domeniul matematicilor moderne.

**Category:** Education and Didactics

[25] **viXra:1411.0132 [pdf]**
*submitted on 2014-11-14 18:07:57*

**Authors:** Magdalena Vlădilă

**Comments:** 2 Pages. Romanian

Personalitate neobişnuit de creativă, Florin Smarandache s-a distins deopotrivă în domeniul matematicii, poeziei, filosofiei.

**Category:** Education and Didactics

[24] **viXra:1411.0126 [pdf]**
*submitted on 2014-11-14 11:50:03*

**Authors:** Ştefan Dumitrescu

**Comments:** 2 Pages.

Florentin Smarandache a cunoscut exilul, în toată amăreala lui, şi poate că acest fapt este unul dintre argumentele care l-au făcut să-i adune la un
loc pe scriitorii lăsaţi acasă.

**Category:** Education and Didactics

[23] **viXra:1411.0125 [pdf]**
*submitted on 2014-11-14 11:51:37*

**Authors:** Eugen Evu

**Comments:** 1 Page.

Celebrul nostru compatriot rezident în New Mexico, USA, prof. univ. la Gallup Institute, a fost nominalizat pentru Premiul Nobel pentru Literatură pe anul 2011.

**Category:** Education and Didactics

[22] **viXra:1411.0124 [pdf]**
*submitted on 2014-11-14 11:54:45*

**Authors:** Eugen Evu

**Comments:** 3 Pages.

Viaţa lui Florentin Smarandache, atât de specială, intuitivă şi răzbătătoare, este un itinerar iniţiatic din care ai ce învăţa, o enciclopedie vie.

**Category:** Education and Didactics

[21] **viXra:1411.0123 [pdf]**
*submitted on 2014-11-14 11:56:08*

**Authors:** Eugen Evu

**Comments:** 2 Pages.

"Neutrosofia" este o generalizare a „dialecticii” din filozofie, realizată de vâlceanul stabilit în State, la New Mexico, Florentin Smarandache, prin introducerea categoriei de „neutru”, alături de categoria de „contrarii”.

**Category:** Education and Didactics

[20] **viXra:1411.0122 [pdf]**
*submitted on 2014-11-14 11:58:01*

**Authors:** Al. Florin Ţene

**Comments:** 2 Pages.

Aşteptam cu nerăbdare volumul de suflet, ce se intitulează “Popasuri scriitoriceşti pe Olt şi Olteţ“, apărută la Editura Sitech & Education Publisher, 2013, în condiţii grafice deosebite.

**Category:** Education and Didactics

[19] **viXra:1411.0121 [pdf]**
*submitted on 2014-11-14 11:59:18*

**Authors:** Teodor Popa

**Comments:** 2 Pages.

Traducerile celor două cărţi de aforisme „Viaţa la plus infinit” şi „Să poţi zâmbi atunci când suferi” ale scriitorului Florentin Smarandache, editate la „Sitech” şi „Publischer”, în 2013, Craiova şi America, ridică diverse praguri de dificultate, multe dintre ele aproape că nu pot fi traduse ca atare.

**Category:** Education and Didactics

[18] **viXra:1411.0120 [pdf]**
*submitted on 2014-11-14 12:00:29*

**Authors:** Elena Adriana Răducan

**Comments:** 5 Pages.

Am răsfoit pe îndelete FORMULE PENTRU SPIRIT, un volum de versuri al poetului FLORENTIN SMARANDACHE. Viaţa de fiecare zi, prinsă într-o altă dimensiune, îmi apare ca o existenţă filosofică, filtrată prin fugara privire a celui care trăieşte cu patetism fiecare clipă.

**Category:** Education and Didactics

[17] **viXra:1411.0119 [pdf]**
*submitted on 2014-11-14 12:02:13*

**Authors:** Marcela Ilinca

**Comments:** 1 Page.

Reflecţiile, gândirea aforistică înseamnă ceva dificil de tradus.

**Category:** Education and Didactics

[16] **viXra:1411.0118 [pdf]**
*submitted on 2014-11-14 12:09:25*

**Authors:** Ion Jianu

**Comments:** 1 Page.

Prolificul scriitor oltean Florentin Smarandache, stabilit în SUA de dinainte de 1990, a publicat un volum antologic cuprinzând câteva portrete ale unor scriitori și publiciști olteni din Dolj și Vâlcea.

**Category:** Education and Didactics

[15] **viXra:1411.0019 [pdf]**
*submitted on 2014-11-03 13:23:27*

**Authors:** Adrian Botez

**Comments:** 4 Pages.

Avem în faţă o nouă carte a lui FLORENTIN SMARANDACHE(nu ştim a câta – după câte ne amintim, trebuie să tot fi scris, până acum, în jur de 80 de cărţi de literatură, în limbile: română, franceză şi engleză; unele dintre ele au fost traduse în chineză, rusă, arabă, spaniolă, portugheză,sârbocroată etc.): PreSimţiri şi PostSimţiri – alte poeme cu poeme (cu ilustraţii fotografice diverse), Societatea Cultural Ştiinţifică AdSumus, Editura Duranʹs, 2013.

**Category:** Education and Didactics

[14] **viXra:1410.0157 [pdf]**
*submitted on 2014-10-25 11:41:47*

**Authors:** Vanderlidson Maciel

**Comments:** 4 Pages.

The daily practice proves that the emergence of e-commerce requires precision and the definition of the forms of action. However, the perception of difficulty adds value to the establishment of the expected long-term return. However, we must not forget that the hegemony of the political environment hinders the appreciation of the importance of staff training system that meets the needs. Above all, it is crucial to highlight that consultation with various militant must undergo changes regardless of the procedures normally adopted. Thus, the beginning of the general activity of forming attitudes points to the improvement of the communication process as a whole.

**Category:** Education and Didactics

[13] **viXra:1410.0046 [pdf]**
*submitted on 2014-10-10 13:09:51*

**Authors:** Thomas Colignatus

**Comments:** Contains a quote of a page of Alders (1965) "Algebra III"

The sky is a tentative suggestion for extension group theory, that has supervariables with flexible domains, that would allow the formulation of dynamic rational functions, such that division by zero is prevented by manipulation of the domain. This would allow an algebraic approach to the derivative. Meadows are no alternative to such an approach. The world needs Academic Schools in which teaching is merged with empirical research on didactics. NB. The paper has been written from didactics and reaches out to research mathematics, but if classified may still be best understood from didactics.

**Category:** Education and Didactics

[12] **viXra:1409.0205 [pdf]**
*submitted on 2014-09-27 11:28:23*

**Authors:** Vladimir Komarov

**Comments:** 33 Pages. Thank you

The increasing amount of information requires that scientists and teachers establish its rules of selection, sorting, ordering and contemporary presentation. Selection of information is determined by the individual and the demands of social development in the coming decades. Sort information defined basic human activities and developing their methodological and logical apparatus. Ordering information is based on creation and allocation of a set of systems, systematics and mnemonic rules. This ordering information should perform two functions - distribution databases and identifying errors in these databases. With regard to the educational process system reporting should take into account both the conditioned reflex and unconditioned reflex components of the process of perception and assimilation of new knowledge. Under the current understanding of information we mean the computerized representation of a few principles from which you can easily get a set of facts (Claude Adrien Helvétius, 1759).
The first part of this article is devoted to the general principles of a Spiral Approach in Education (SAE). We selected 15 scientific disciplines that form the basis of the SAE.. These subjects should be studied from 4 to 17 years, i.e. until the end of secondary school.
The second part of this article is devoted to some theoretical aspects, which can be laid down as the basis of the study of physics, chemistry and biology. We accept and justify that the basis of the science of nature are the three fundamental representations: Combinatorics, Homology and Symmetry. The application of these concepts to a variety of natural objects and processes of their interaction allows us to find a number of conservation laws and selection rules for subsequent analysis. Conservation laws are the most versatile, simple and easy to understand description of many phenomena and objects of nature.
The third part of this article is devoted to the specific examples of applications of Combinatorics, Homology and Symmetry to the physical, chemical and biological objects - elementary particles, nuclei of atoms, chemical elements and their ions, molecules and codons. Particular attention is drawn to the need to build a "concentrated" database for the physical, chemical and biological properties.
The fourth part of this article is devoted to the specific examples of the construction of the educational process for children from 4 to 17 years. Displaying what educational tools and how to use them in the formation of the architecture of the process of learning and education.
Key Words: Combinatory, Homology, Symmetry, Teaching Play Rope Playground Equipment.

**Category:** Education and Didactics

[11] **viXra:1409.0085 [pdf]**
*submitted on 2014-09-12 02:42:51*

**Authors:** Komarov Vladimir

**Comments:** 20 Pages. The results of research reported at conferences:European Conference on Research in Chemistry Education 2014 “New Trends in Research-based Chemistry Education”, International Conference on 21st Century Education 2014

Increasing the amount of information in all 15 areas of knowledge base requires from teachers to establish its rules of selection , sorting, ordering, ways of presenting and tools of presentation. Selection of information is determined by the individual and the demands of social development in the coming decades . Sort information defined basic human activities and developing their methodological and logical apparatus . Ordering information is based on creation and allocation of a set of mnemonic devices and rules. Form submission of information should be based on systematic. A feature of such systematic should not only function " restore order " in the already known information field (along with the correction of false information ) , but the predictive function. In addition, the taxonomy should not be formed by creating a formal spreadsheets and databases and based on the general laws of nature - concept of the symmetry , Homology, conservation laws involving combinatorics , which has repeatedly "used " by Nature as a search for optimal mutational paths of evolution , selection, adaptation and adjustment . Reporting tools should be used as a conditioned reflex and unconditioned reflex students activity.

**Category:** Education and Didactics

[10] **viXra:1406.0103 [pdf]**
*submitted on 2014-06-16 23:54:50*

**Authors:** Guang-Sheng Chen

**Comments:** 4 Pages.

Micro Course (Micro lecture) refers to the use of constructivist methods into to
online learning or mobile learning for the purpose of practical teaching content. Micro-Flip
classroom curriculum as part Keqianyuxi important carrier, causing the majority of teachers
and school management's attention, and gradually become a new topic of education reform
and development of education information. In this paper, Higher Mathematics Teaching, for
example, outlines the current situation and development trend of the implementation of
advanced mathematics courses micro computer network technology based under.
Key words: Higher Mathematics; Micro lecture; Computer network technology;

**Category:** Education and Didactics

[9] **viXra:1404.0415 [pdf]**
*submitted on 2014-04-18 05:29:49*

**Authors:** Florentin Smarandache

**Comments:** 3 Pages.

In our days we focus strongly on the interrelation between research and production. Between these two fields there is actually a very tight relation (osmosis), a dialectical union, while each is maintaining its own identity.

**Category:** Education and Didactics

[8] **viXra:1403.0587 [pdf]**
*submitted on 2014-03-21 19:45:41*

**Authors:** U.V.S. Seshavatharam

**Comments:** 2 Pages. Global Journal of Computer Science and Technology Volume XIII Issue VII Version I Year 2013

To promote advanced low fees high quality education among the people of India within their reach
and to promote continuous research program in all areas of Science & Technology

**Category:** Education and Didactics

[7] **viXra:1310.0027 [pdf]**
*submitted on 2013-10-05 22:02:44*

**Authors:** A.Victor Devadoss, M. Clement Joe Anand, A. Joseph Bellarmin

**Comments:** 6 Pages.

Quality in primary education has been classified into five factors involving learners, content,
processes, environment and outcomes. In this paper we analyzed, quality in primary education in
Chennai and find out its solution using Neutrosophic cognitive maps (NCMS), which is the
generalization of fuzzy cognitive maps (FCMS) defined by W.B. Vasantha Kandasamy and Florentine
Smarandache. This paper has five sections. First section gives information about development of fuzzy
cognitive maps and Neutrosophic cognitive maps. Second section gives the preliminaries of FCMS
and NCMS. In section three, we give the description of the problem; final section gives the conclusion
based on our study.

**Category:** Education and Didactics

[6] **viXra:1306.0183 [pdf]**
*submitted on 2013-06-20 21:14:13*

**Authors:** Eckhard Hitzer

**Comments:** 4 Pages. 7 figures. Iin R. Nagaoka (ed.), Proceedings of the Meiji University Symposium on Mathematical Education 2012, Meiji University, Tokyo, 17-18 March 2012, pp. 51-54.

High school teacher education - Education of University Teachers - Research at German Universities - The new structure of university degrees in Germany after the Bologna reforms - The new Bachelor degree - The new Master degree - Acknowledgments - Further literature.

**Category:** Education and Didactics

[5] **viXra:1306.0182 [pdf]**
*submitted on 2013-06-20 21:40:05*

**Authors:** Eckhard Hitzer

**Comments:** 2 Pages. University of Fukui, Faculty Development Forum, Vol. 7, p. 12 (2005).

Arguments for restructuring
mathematics education according to the criteria of:
(1) Optimal algebraic encoding
(2) Coordinate free methodology
(3) Optimal uniformity across various domains
(4) Smooth articulation with traditional alternative systems
(5) Optimal computational efficiency

**Category:** Education and Didactics

[4] **viXra:1306.0181 [pdf]**
*submitted on 2013-06-20 21:45:39*

**Authors:** Eckhard Hitzer

**Comments:** 2 Pages. University of Fukui, Fac. Dev. Forum, Vol. 5, p. 12 (2004).

This article introduces Physics Education Research (PER), which focuses on the
connection of teaching and research.

**Category:** Education and Didactics

[3] **viXra:1302.0051 [pdf]**
*submitted on 2013-02-09 07:59:52*

**Authors:** Baweja Jaivir

**Comments:** 1 Page.

The current system of K-12 mathematics education is a curiosity killer by focusing on step-by-step instructions, tests, nonrelevant and ancient mathematics, arithmetic (even in calculus), and focusing on rules of manipulation that the students cannot play around with and realize the notions of modern mathematics. This note serves to give several ideas that can change this.

**Category:** Education and Didactics

[2] **viXra:1211.0042 [pdf]**
*submitted on 2012-11-07 16:57:42*

**Authors:** Jaivir B.

**Comments:** 3 Pages.

This paper provides an overview of the problems facing our mathematics education system today, their impacts on the future of mathematics, and how these problems can be resolved.

**Category:** Education and Didactics

[13] **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

[12] **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

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

**Authors:** Ryoma.N.

**Comments:** 69 Pages.

**Category:** Education and Didactics

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

**Authors:** Ryoma.N.

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

**Category:** Education and Didactics

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

**Authors:** Ryoma.N.

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

**Category:** Education and Didactics

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

**Authors:** Ryoma.N.

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

**Category:** Education and Didactics

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

**Authors:** Ryoma.N.

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

**Category:** Education and Didactics

[6] **viXra:1704.0153 [pdf]**
*replaced on 2017-07-28 04:15:27*

**Authors:** Ian von Hegner

**Comments:** 191 Pages.

Philip M. Emrus er taget på en sidste rejse til Firenze. Den verdenskendte palæoantropolog er lige så skarp og åndsfrisk som han altid har været. Men hans krop er gammel, og helbredet skrøbeligt efter at have levet et langt og rigt liv. Emrus har ingen illusioner om, at hans dage er talte, og det havde han egentlig affundet sig med.
Men en bekendt fra fortiden har sat ham stævne her i Renæssancens oprindelsessted. En bemærkelsesværdig kvinde fra fortiden ønsker at give ham et tilbud der kan forandre alt.
Det er et dristigt tilbud, der ikke alene kan redde ham og give en ny chance i livet. Det er også et tilbud, der vil rokke ved manges opfattelse af hvad det vil sige at være menneske. Emrus kan genvinde livets gave, men også vende op og ned på mange indgroede forestillinger om det levede liv. Det vil udfordre manges opfattelse af grænser, og hvor langt mennesker egentlig har ret til at gå med at bestemme over egne liv.

**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

[2] **viXra:1501.0181 [pdf]**
*replaced on 2015-03-11 14:11:05*

**Authors:** Robert M. Hartranft

**Comments:** 2 Pages.

This paper describes a quantitative, verifiable method for predicting the college freshman year class rank at any American college of a student at any American secondary school. Using only existing data pools, the basic method also provides useful graphical summaries for individual secondary students and for entire secondary schools. If further given actual freshman rank data from simple student surveys and/or from visiting college representatives, the method appropriately refines and validates the predictions and the summaries. Given summary data from another school or group of schools, the method allows immediate and meaningful comparisons to the other school or group.

**Category:** Education and Didactics

[1] **viXra:1411.0193 [pdf]**
*replaced on 2015-08-25 06:36:01*

**Authors:** Florentin Smarandache

**Comments:** 110 Pages.

Plecat de pe plaiurile Bălceştiului de Olteţ, profesorul şi scriitorul Florentin Smarandache, actualmente profesor universitar în Statele Unite, face parte din acea categorie a personalităţilor complexe, neliniştite, însetate de cunoaştere şi de adevăr, aflat tot timpul pe un drum care nu se va termina niciodată, al căutării absolutului şi al căutării de sine, al creaţiei şi descoperirii.
(ŞTEFAN DUMITRESCU)

**Category:** Education and Didactics