Learning dynamic

Geller, K (2009). Transformative learning dynamics for developing relational leaders. In B. Fisher-Yoshida, K. D. Geller, S. A. Schapiro (Eds.), Innovations in transformative learning Space, culture, and the arts (pp. 177-201). New York Peter Lang. 

An agent in MCNES must be capable of reasoning and learning. The CBR approach is capable of reasoning and learning dynamically for example, as new experience is gained, it will be added to the case base for that specific product in a specific company. 

The anisotropy of the product rotational state distribution, or the polarization of the rotational angular momentum, is most conveniently parametrized tluough multipole moments of the distribution [45]. Odd multipoles, such as the dipole, describe the orientation of the angidar momentum /, i.e. which way the tips of the / vectors preferentially point. Even multipoles, such as the quadnipole, describe the aligmnent of /, i.e. the spatial distribution of the / vectors, regarded as a collection of double-headed arrows. Orr-Ewing and Zare [47] have discussed in detail the measurement of orientation and aligmnent in products of chemical reactions and what can be learned about the reaction dynamics from these measurements. 

Similarides Between Potential Ruid Dynamics and Quantum Mechanics Electrons in the Dirac Theory The Nearly Nonrelativistic Limit The Lagrangean-Density Correction Term Topological Phase for Dirac Electrons What Have We Learned About Spinor Phases ... 

By its nature, the application of direct dynamics requires a detailed knowledge of both molecular dynamics and quantum chemistry. This chapter is aimed more at the quantum chemist who would like to use dynamical methods to expand the tools at theh disposal for the study of photochemistry, rather than at the dynamicist who would like to learn some quantum chemishy. It hies therefore to introduce the concepts and problems of dynamics simulations, shessing that one cannot strictly think of a molecule moving along a trajectory even though this is what is being calculated. 

While recent studies of climate have contributed a gi eat deal to our understanding of climate dynamics, there is still much to learn. The process of searching for evidence of man-made climate change, in fact, is both a search for new discoveries about how climate works, and continuing refinement of our understanding of the underlying theories we already have. 

All machines have a finite number of failure modes. If you have a thorough understanding of these failure modes and the dynamics of the specific machine, you can learn the vibration analysis techniques that will isolate the specific failure mode or root-cause of each machine-train problem. 

That the use of symbolic dynamics to study the behavior of complex or chaotic systems in fact heralds a new epoch in physics wris boldly suggested by Joseph Ford in the foreword to this Physics Reports review. Ford writes, Just as in that earlier period [referring to 1922, when The Physical Review had published a review of Hilbert Space Operator Algebra] physicists will shortly be faced with the arduous task of learning some new mathematics... For make no mistake about it, the following review heralds a new epoch. Despite its modest avoidance of sweeping claims, its theorems point like arrows toward the physics of the second half of the twentieth century. ... 

We have learned much about equilibrium. It is characterized by constancy of macroscopic properties but with molecular processes continuing in a state of dynamic balance. At equilibrium we can conclude that every reaction that takes place does so at the same reaction rate as its reverse reaction. 

Selected art in the text is supported by dynamic media. Students can view motion, three-dimensional effects, and atomic and molecular interactions to learn to visualize as chemists do—at a molecular level. 

In their initial stndies, Pallant and Tinker (2004) found that after learning with the molecular dynamic models, 8th and 11th grade students were able to relate the difference in the state of matter to the motion and the arrangement of particles. They also used atomic or molecular interactions to describe or explain what they observed at the macroscopic level. Additionally, students interview responses included fewer misconceptions, and they were able to transfer their understanding of phases of matter to new contexts. Therefore, Pallant and Tinker (2004) concluded that MW and its guided exploration activities could help students develop robust mental models of the states of matter and reason about atomic and molecular interactions at the submicro level. 

Liang, J. C., Chiu, M. H. (2003). Using dynamic representations to diagnose students conceptions of the behavior of gas particles. Paper presented at the International Conferenee on Seienee Mathematies Learning, Taipei, Taiwan, R.O.C. 

The self-organization or assembly of nnits at the nanoscale to form supramolecnlar ensembles on mesoscopic length scales comprises the range of colloidal systems. There is a need to understand the connection between structure and properties, the evolution and dynamics of these structures at the different levels—supramolecnlar, molecular, and sub-molecular— by learning from below. ... 

Case-based reasoning is very much dependent on the structure and content of its cases and their representation because case retrieval involves identifying those features in the problem that best match those in the case base. The dynamic addition of new cases means that CBR is intrinsically a learning methodology such that the performance of an expert system based on this approach will improve with time [9]. Systems may be developed with conventional computer languages or shells [7]. 

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