Concrete experience

Mandel and his group at the University of Rochester performed a concrete experiment [14] to test the nature of quantum waves. Their experiment was based on a proposal presented by Croca et al. [15], and is sketched in Fig. 12. 

The concrete experiment consists of using a modified Mach-Zehnder interferometer. In each arm of the interferometer we place the same number of similar beamsplitters, as shown in Fig. 15. The monophotonic source S emits... 

The predictions are precisely the same if the singularity goes through the other path. Obviously, in order to carry out the concrete experiment, some practical precautions indicated in previous works [16] must be taken. 

Korzybski considered man s consciousness of the abstraction process to be the most effective safeguard against semantic problems (such as confusing words with objects) and the key to further human evolution. Consciousness of abstraction was defined by Korzybski as an "awareness that in our process of abstracting we have left out characteristics." An individual apprehends himself and his world fully and accurately to the degree that he continually translates higher-order abstractions back to the level of concrete experience. 

An individual is "sane" to the extent that he becomes experi-entially aware of the discrepancy between conceptualization and sense impressions. Developmentally, man (both as a species and as an individual) progresses from the proliferate stage (in which he is enmeshed in concrete experience) to the early literate stage (in which he confuses words with things... 

In the second section of this chapter, strategies to identify substrates for biochemical protease assays are discussed. Section 2.3 focuses on theoretical and practical aspects of various fluorescence-based readouts for biochemical protease assays. Finally concrete experiments for the determination of enzyme kinetics relevant for the development of robust and sensitive biochemical protease assays are summarized in Section 2.4. Altogether this chapter offers guidelines for the development of biochemical protease assays for the purpose of protease inhibitor-directed drug discovery. 

After carrying out the concrete experiment required by the 8th simplex point, the process analysis continues according to the exemplified procedure, which will stop when y carmot be increased anymore. 

In this Chapter we briefly consider the production and prompt isolation of the nuclear reaction products. The thermalization of recoils and the synthesis of compounds are discussed in more detail, as is the transportation of thermalized recoils by aerosol particulates to remote equipment for chemical experiments. The separations on chromatographic principles are discussed in Chapter 4. Some basic information about detection and measurement was given in Chapter 1 when describing concrete experiments. 

Both images and episodes are useful aids for recall of knowledge associated with them. Generally we have those episodes which have less emotive associations but which provide a stock of concrete experiences from which meaning can be attached to new information. 

This lecture-demonstration method is used by good chemistry teachers for imparting chemistry education in class room. By using this method it is possible to easily impart concrete experiences to students during the course of a lesson when the teacher wants to explain some abstract points. This method combines the instructional strategy of information... 

The science teacher has to decide what direct experiences will be purposeful for his classes and then try to give them as many experiences as possible because direct and concrete experiences soon become associated with abstractions and help in developing more difficult concepts. 

This is the most abstract and one of the most important forms of experience we get and give to our students. Our job as a teacher is to make sure that the various terms, ideas, words, principles and other abstractions used should be meaningful for students. The ideas and concepts which can be translated into verbal symbols come by getting other concrete experiences. Rich experiences gained by students help them to understand the verbal symbols meaningfully and therefore they can read and understand the textbooks also. Ability to speak or read the word does not mean that one also understands the object, process or phenomenon. 

An actual, concrete experience - for example, an interview you have carried out. 

Concrete experience usually takes the form of an active task which an individual or group is asked to undertake. This could for example be a scripted scenario which learners work through, operating the system from a set of click-by-click instructions. The learners get an opportunity to see how the system behaves under predictable and controlled conditions. 

After this unsuccessful attempt to measure fluxes in the concrete, the barytes blocks were removed and the space behind the steel was filled with a block of paraffin, 4 ft by 4 ft by 20 in. thick (Fig. A4.X), containing horizontal and vertical slots for the exposure of large indium foils (25 sq cm). The paraffin cube was surrounded by sheets of boron-tygon plastic and had additional paraffin (left after the concrete experiment) on the north face and underneath. 

In this study, micro-structured polypropylene and glass fibers were both used sep>arately and in combination with macro-structured steel fibers in the concrete. Experiments were conducted in order to determine weight-loss and durability factor based on ultrasoimd pulse velocity of 12 different concrete series produced according to ASTM C-666. The separate and combined effects of the fibers used in the concrete in terms of the rapad freeze-thaw period were investigated. 

Still, detailed analysis of the methods and standards referred above and comparison of them with HRA in practice may lead to the conclusion that these general theoretical principles play the main role in the development and formalization of published rules how to do HRA, whereas some important points gained from concrete experience are somewhat suppressed. In the following rules , an attempt has been made to emphasize some of these important practical points. 

The process of learning requires the resolution of conflicts between opposing modes of adaptation to the world, that is, the learner needs different abilities from concrete experience to abstract conceptualization, and from reflective observation to active experimentation. 

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