Suchergebnisse

.

The purpose of this paper is to discuss the theoretical relationship between translational science and music. The relationship between science and music has been of great interest to philosophers, historians, and musicologists for centuries. From a sociological perspective, we argue that science and music are closely linked at the level of everyday life in contemporary biomedical science. Translational science is a scientific movement that aims to facilitate the efficient application of bio-medical research to the design and delivery of clinical services, and a qualitative approach inspired by symbolic interactionism provides the opportunity to examine the place of the scientist in this movement. The concept of the existential self provides a useful platform for this examination insofar as the reflexive nature of the existential self is the way the person's experience of individuality is affected by and in turn affects organizational change. An ongoing qualitative study of an NIH-funded program in translational science has found that music can serve to help scientists maintain a balanced self in light of new expectations placed upon them and their work. We identify six ways in which scientists can use music to enhance their sense of self and their work.

The purpose of the article is an interdisciplinary analysis of the concepts of «neurophilosophy» and «neurobibliology» in the system of cognitive sciences as varieties of cognitive sciences. It shows the importance of a new formulation of the problem. Neurophilosophy is an area of interdisciplinary research based both on knowledge of the neurophysiological foundations of mental phenomena and on computer methods for modeling brain activity. The brain cannot be understood without the problem of subjective experience and consciousness, but consciousness cannot be understood without studying the brain. Academician of the Russian Academy of Sciences K.V. Anokhin considers the problems of creativity in the context of the cognitome / connectome construction. The cognitome is a reflection of the system of subjective experience, and the connectome is the architecture of the body's neural network. According to K.V. Anokhin, the book is an external cognitome.The author proposes the concept of neurobibliology as an interdisciplinary scientific direction at the intersection of bibliology and the theory of cognitive processes. It is based on the «cognitome» research program. The key object of study of neurobibliology is the «book – book business – reader» system in relation to the brain mechanisms of the behavior of the cognitome.The book science of neurosciences is a study of book science concepts of library science, bibliographic studies, reader studies, which underlie a particular neuroscience, as well as the study and analysis of the goals, methods, and problems of individual neurosciences. Thus, bibliology of neurosciences can be considered as a derivative of neurobibliology, which forms and solves the problems of neurosciences. Neurobibliology and bibliology of the neurosciences can be defined more as «a complex knowledge science» than «a complex cognitive science».

"Action research is often criticized for not being properly based in objective
facts or for not formulating testable theories, in short, for not being properly
scientific. But with what kind of science should it be contrasted? Hanson
(1958) distinguishes between finished, (classical) sciences and research sciences.
Unlike a finished science that can be conducted by us as individuals
within an already well formulated disciplinary discourse, a research science
cannot. If it is to inquire into possibilities not yet actualized, it must be conducted
in a much more situated, conversational manner. Thus as researchers,
instead of functioning as detached observers, seeking to discover the invisible
or 'hidden' causes of an observed event, we must operate in an ongoing realtime
situation in a much more dialogical manner. For such dialogicallystructured
activity can, within the dynamics of its unfolding, give rise to transitory
understandings and action guiding anticipations of a 'situated' kind,
thus enabling all those involved in such activity to 'go on' with each other in
unconfused ways. It is this participation in a shared grammar of felt, moment
by moment changing expectations that are – in the interests of a decontextualized
objectivity – precluded (or 'lost') within the disciplinary discourses of a
finished science. Thus, guided by Wittgenstein's (1953) writings in his later
philosophy, I want to show in this article that, not only is it more accurate to
compare action research with research sciences than with classical sciences,
but that action research can find its intellectual legitimacy in the same sphere
of human conduct as all of our sciences – in people being responsibly accountable
for their own actions to the others around them in terms of their
immediate relations to their shared surroundings." (author's abstract)

In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners' performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners' performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners' indiscipline.