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• Définitions et méthodes
• Une histoire littéraire de l'intérêt
• 1. Le discours méthodologique, 1750-1850
• Le discours méthodologique dans l'histoire
• Le "méthodologique" : une catégorie anachronique
• Méthode, méthodologie : proposition de définitions
• Le talent dans la méthodologie
• Des préceptes discriminants
• L'inégalité des observateurs
• La méthodologie répond à cette inégalité
• L'émulation : solution politique à la faillite de la preuve
• L'observation : entre valeur et "stéréotypage"
• Une faillite de la preuve
• L'émulation comme solution politique
• L'observation n'est pas scientifique
• "L'esprit universel des sciences et des arts"
• Unir lettres et sciences : un acte illocutoire
• Conclusion
• 2. L'observation au XVIIIe siècle
• Une nouvelle individualité : l'observateur
• Le génie observateur
• L'original observateur
• Le solitaire observateur
• L'observateur contre le philosophe
• L'observation et ses républiques
• Les enjeux politiques de la méthodologie
• "De différents observateurs", "Différence des esprits"
• Conclusion : les Lumières d'Asmodée
• 3. 8La révolution et le "moment 1800"
• Persistances : l'exemple des institutions montpelliéraines
• L'observation dans les allocutions institutionnelles
• Une rhétorique de l'émulation
• L'observateur dans la mêlée, de la Révolution à l'Empire
• Intervenir en observateur
• Moraliser l'observation
• Un nouveau modèle : mérite, éducation, norme
• Les instigateurs du nouveau modèle
• Friction entre deux modèles
• Conclusion : l'utopie en pratique
• 4. L'observation à l'âge romantique
• L'observation dans le champ politique : libéraux, socialistes, individualisme
• La Restauration : l'observation selon les libéraux
• La monarchie de Juillet : observation et "individualisme"
• L'observateur "malade du siècle"
• Observation et distinction
• La mode de l'observation dans les sciences et les lettres
• "Fatiguer son génie à trouver des distinctions"
• Vulgariser l'observation
• Conclusion : paraître observateur
• 5. L'observation objective
• L'objectivité met fin au génie observateur
• Un contexte favorable : la photographie, la statistique
• L'objectivité contre le génie observateur
• L'observateur chez Claude Bernard
• La reconversion de l'observation de soi
• Introspection et observation de soi
• S'observer : un nouveau détachement de soi
• Une politique du moi
• L'immoralisme de l'observation de soi
• Conclusion : réflexivité, réciprocité
• 6. La liitérature réaliste comme méthodologie
• Le trait d'observation : une nouvelle valeur littéraire
• L'observation dans la réception : tentatives d'approche
• Valeur littéraire et valeur sociale
• Le réalisme d'observation
• Réalisme et empirisme : de l'obscurité à la transparence
• Le réalisme sans la mimèsis
• Omniscience, énigme, observateurs anonymes
• Conclusion : un réalisme de la connivence sensible
• 7. De la méthodologie aux sciences de l'homme
• Un indice du glissement épistémologique : la substituabilité
• L'aveugle observateur
• Le fou observateur
• Le sauvage observateur
• Une réinterprétation actuelle : l'observation participante
• Généalogies de l'observation participante
• Métempsycoses littéraires
• Conclusion : le réel dans les sciences de l'homme
• Conclusion : Evidence et méthode, des objets de l'histoire littéraire ?

"Scientifique, impersonnelle, désengagée : aucun de ces adjectifs ne convient à l'observation entre 1750 et 1850. Ce qu'on appelait alors l'"esprit d'observation" était un talent universel, dont l'existence menaçait le consensus scientifique. Dans la philosophie sensualiste, plus un individu est observateur, plus il se perfectionne au contact du monde : l'observation ne dévoile la vérité qu'en faisant diverger les esprits. Pour résoudre ce dilemme, la méthodologie se fit politique et nourrit une pensée contestataire, de la bohème littéraire du XVIIIe siècle aux socialistes du XIXe. L'invention de l'objectivité finit par clore les débats, vers 1850, en annulant le génie d'observation au profit d'une substitution conventionnelle entre savants. Néanmoins, l'ancien schéma méthodologique se maintint dans la littérature réaliste. L'auteur observateur définit un réel commun à partir d'une négociation critique sur les talents. Cette littérature réaliste constitue donc une proposition épistémologique originale, qui interpelle encore nos sciences humaines."--Page 4 of cover.

• 1. General Ideas
• 2. Starter activities
• 3. Effective discussions
• 4. Dealing with a practical
• 5. Fun class activities
• 6. Just Biology
• 7. Just Chemistry
• 8. Just Physics
• 9. Scientific investigations
• 10. Plenary activities
• 11. Fun homework
• 12. Revision techniques
• 13. Using ICT
• 14. Reducing the marking load
• 15. Science in the outside world
• 16. Maintaining the WOW factor.
• (source: Nielsen Book Data)

Students often think that science is a boring and difficult subject with no relevance to their every day lives. A part of the "Continuum One Hundreds", this book contains creative ideas and shows kids how relevant science is.
(source: Nielsen Book Data)

Every once in a while, an idea comes along that makes the entire world sit up and take notice. From the earliest understandings of our place in the solar system, via Darwinism, DNA, neutrons and quarks, right up to the theories that are pushing the boundaries of our knowledge today, we are forever propelled forward by our most gifted scientific minds. In this fascinating book, former "BBC Focus" magazine editor Jheni Osman explores 100 of the most forward thinking, far-reaching and downright inspired ideas and inventions in history, each nominated by experts from all fields of science and engineering. With selections from established authorities such as Brian Cox, Patrick Moore, Richard Dawkins and Marcus du Sautoy, Osman covers topics as diverse as the Big Bang, vaccination, computing, radioactivity, human genomes, the wheel and many more. Each essay looks at the logic behind these great inventions, discoveries, theories and experiments, studying the circumstances that brought them into being and assessing the impact that they had on the world at large. An intriguing and thought-provoking collection, "100 Ideas that Changed the World" offers us a glimpse into the minds behind history's greatest eureka moments.
(source: Nielsen Book Data)

• T. I. Chronik der Kaiser-Wilhelm- / Max-Planck-Gesellschaft zur Förderung der Wissenschaften, 1911-2011 : Daten und Quellen / von Eckart Henning und Marion Kazemi

• Preface Acknowledgments About the Authors
• PART 1: UNDERSTANDING ETHICS IN RESEARCH WITH HUMAN PARTICIPANTS 1. What Is Ethics, and How Does It Apply to Research With Human Participants? 2. What Is the Ethical Justification for Conducting Research With Human Participants? 3. What Broad Ethical Principles Apply to Research With Human Participants? 4. What Ethical Guidance and Regulations Inform Research With Human Participants, and What, If Anything, Has Changed Over Time? 5. What Is the Relationship Between Ethics and Compliance? 6. What Are the Potential Consequences of Ignoring Ethical Principles and Regulations? 7. What Kinds of Research Are Considered Unethical, and What Are Some Examples of Serious Ethical Lapses in Social and Behavioral Sciences Research? 8. How Do Standard Ethical Practices for Research Vary Among Academic Disciplines in the Social and Behavioral Sciences? 9. Who Is Responsible for Ensuring Research Is Conducted Ethically? 10. When I Begin Developing My Research, What Ethical Issues Should I First Consider?
• PART 2: ASSESSING RESEARCH RISKS AND BENEFITS 11. What Is Risk, and What Are the Risks in Social and Behavioral Sciences Research? 12. How Do I Identify Risks in My Research-and Minimize Them? 13. What Is Meant by "Minimal Risk"? 14. What Are the Potential Benefits of Research? 15. How Do I Design My Research So That the Risk-Benefit Balance Is Favorable? 16. How Do I Make Sure That Participants in My Research Do Not Overestimate the Benefits or Underestimate the Risks? 17. I Will Conduct Research on a Sensitive Topic. What Should I Do to Prevent Psychological Harms?
• PART 3: PROTECTING PRIVACY AND CONFIDENTIALITY 18. What Is Meant by "Privacy" and "Confidentiality, " and Is There a Difference? 19. What Makes Data De-Identified? 20. What Makes Data Anonymous? 21. When Is Information (or Behavior) Considered Private Rather Than Public, and How Can Private Information Be Used in Research? 22. What Can I Do to Protect Participants' Privacy During Data Collection and Reporting? 23. What Can I Do to Protect the Confidentiality of Information Collected? 24. When Must I Share Study Data-and Participant Names-With Individuals Outside of the Research Team? 25. What Is a Certificate of Confidentiality? 26. What Privacy Laws Must I Follow?
• PART 4: PROTECTING VULNERABLE POPULATIONS 27. What Kinds of Participants Are Considered Vulnerable in Research, and What Are Some Ways to Protect Vulnerable Participants? 28. What Ethical Issues Should I Consider When Conducting Research With Prisoners? 29. What Ethical Issues Should I Consider When Conducting Research With Pregnant Women? 30. What Ethical Issues Should I Consider When Conducting Research With Children? 31. What Ethical Issues Should I Consider When Conducting Research With Individuals Who Have Experienced Traumatic Events? 32. What Ethical Issues Should I Consider When Conducting Research With Adults Who May Lack Decision-Making Capacity Due to Cognitive Impairment? 33. What Ethical Issues Should I Consider When Conducting Research With Students, Particularly Students Whom I Teach?
• PART 5: OBTAINING INFORMED CONSENT 34. What Is Informed Consent? 35. What Is the Informed Consent Process? 36. What Is an Informed Consent Form? 37. When Is Informed Consent Required? 38. What Is the Difference Between Written and Verbal Informed Consent, and When Can Verbal Informed Consent Be Used? 39. What Are the Requirements for Informing Participants in Research That Is Determined to Be Exempt From the Federal Regulations? 40. What Type of Information Must Be Included in an Informed Consent Form? 41. How Do I Write a Consent Form That Is Easy to Understand? 42. How Do I Obtain Informed Consent? 43. Who Can Consent to Research Participation? 44. What Do I Do With the Consent Form After It Is Signed by a Participant? 45. How Do I Obtain Informed Consent From a Prospective Participant Who Cannot Read the Consent Form? 46. How Do I Obtain Informed Consent From Prospective Participants Who Speak a Different Language From Mine? 47. How Can I Obtain Informed Consent From Individuals With Cognitive Impairments or Developmental Disabilities? 48. How Do I Know If a Prospective Participant Understands the Research? 49. How Do I Ensure That a Participant's Consent Is Voluntary? 50. Do I Need to Obtain Informed Consent Before Asking Screening Questions? 51. Do I Need to Obtain Informed Consent From Individuals to Use Their Existing Data That Were Collected for Other Purposes? 52. How Are Parents Involved in Decision Making About Their Children's Participation in Research? 53. What Type of Agreement Do I Need From Children So They Can Participate in Research? 54. How Should I Obtain Informed Consent From Prospective Participants When I'm Conducting Research Outside the United States?
• PART 6: DESIGNING ETHICAL RESEARCH 55. How Do I Ensure That Eligibility Criteria Are Appropriate and Fair? 56. What Strategies Can I Use to Ethically Recruit People to Join My Research? 57. When Is It Appropriate to Pay Participants for Taking Part in Research? 58. How Do I Determine the Appropriate Amount to Pay Research Participants? 59. What Ethical Issues Should I Consider When Conducting Focus Group Discussions? 60. What Ethical Issues Should I Consider When Conducting Participant Observations? 61. What Are Some of the Ethical Issues Raised by Deception in Research, and When Is It Ethically Acceptable to Use Deception? 62. What Ethical Issues Should I Consider If My Intervention Research Includes a Control Group? 63. What Ethical Issues Should I Consider When Conducting Research in a Defined Community? 64. What Is the Relationship Between Community Engagement and Research Ethics? 65. What Does Cultural Competence Mean, and How Do I Apply It to Research Ethics? 66. What Ethical Guidelines and Regulations Should I Consider When Conducting Research in Another Country?
• PART 7: ADDRESSING ETHICAL ISSUES IN ONLINE RESEARCH 67. Are There Specific Ethical Guidelines for Conducting Research Online? 68. What Ethical Issues Should I Consider When Recruiting Study Participants Online? 69. What Ethical Issues Should I Consider When Collecting New Data Online? 70. What Ethical Issues Should I Consider When Using Data That Already Exist Online? 71. How Do I Document Informed Consent When Conducting Research Online-and Ensure That Participants Understand the Research? 72. Is It Ethical for Me to Join an Online Discussion Group or Chat Room for Research Purposes Without Informing the Group That I'm a Researcher? 73. How Do I Verify the Age of Individuals Who Participate in My Online Research?
• PART 8: NEGOTIATING THE IRB REVIEW PROCESS 74. What Is an IRB, and Who Are the Members? 75. How Do I Know If My Study Must Be Reviewed by an IRB? 76. How Do I Know Which IRB-and How Many IRBs-Must Review and Approve My Proposed Research? 77. When Is a Research Study "Exempt" From the Federal Research Regulations, and What Does This Mean? 78. What Is Expedited Review? 79. What Is the Difference Between Expedited and Full Board Review? 80. What Materials Will I Need to Submit to the IRB? 81. What Can I Expect During the IRB Review Process? 82. Before IRB Approval, What Can I Do and Not Do? 83. What Are Changes That the IRB Can Request, and How Do I Respond? 84. What Should I Do If I Want to Change the Protocol, Consent Form, or Other Documents After They Have Been Approved by an IRB? 85. What Should I Do If My Research Requires Continuing Review? 86. I Am Collecting Data for a Class Project. Do I Need IRB Approval? 87. I Am Conducting an Evaluation of a Program. Do I Need IRB Approval?
• PART 9: UNDERSTANDING ETHICAL RESPONSIBILITIES OF DATA USE 88. What Confidentiality Procedures Should I Put in Place After All Data Have Been Collected? 89. How Long Must I Keep My Research Records? 90. When Can I Destroy My Research Files? 91. Do I Have an Ethical Obligation to Publish My Research Findings? 92. Can I Publish My Findings If I Did Not Get IRB Approval or Obtain Informed Consent From Participants? 93. What Do I Need to Do to Ensure That I Protect Participants' Identities When Sharing Datasets With Others and That Participants Are Informed of This Possibility? 94. Can I Show Participants Their Transcripts or the Transcripts of Other Participants? 95. Should I Share the Results of My Research With Study Participants?
• PART 10: HANDLING ETHICAL ISSUES THAT ARISE DURING RESEARCH IMPLEMENTATION 96. What Should I Do If I-or a Study Staff Member or Participant-Do Something That Was Not in the Approved Protocol? 97. What Should I Do If Someone Is Physically, Emotionally, or Socially Harmed From Taking Part in My Research? 98. What Should I Do If a Participant Says He Wants to Harm Himself or Someone Else? 99. What Should I Do If I Lose My Field Notes or Other Hard Copies of Data? 100. What Should I Do If a Participant Says a Person's Name or the Name of an Organization During an Interview or Focus Group Discussion? References and Resources Index.
• (source: Nielsen Book Data)

100 Questions (and Answers) About Research Ethics by Emily E Anderson and Amy Corneli is an essential guide for graduate students and researchers in the social and behavioral sciences. It identifies ethical issues that individuals must consider when planning research studies as well as provides guidance on how to address ethical issues that might arise during research implementation. Questions such as assessing risks, to protecting privacy and vulnerable populations, obtaining informed consent, using technology including social media, negotiating the IRB process, and handling data ethically are covered. Acting as a resource for students developing their thesis and dissertation proposals and for junior faculty designing research, this book reflects the latest U.S. federal research regulations to take effect mostly in January 2018.
(source: Nielsen Book Data)

Describes 101 science experiments or activities that can be done with household items and easily found ingredients.

One hundred and one experiments that answer student's questions concerning basic scientific concepts.

• Intro; Committees-CHAOS 2018; Honorary Committee and Scientific Advisors; International Scientific Committee; Plenary-Keynote-Invited Speakers; Preface; 11th Chaotic Modeling and Simulation International Conference (5-8 June 2018, Rome, Italy); Contents; Gravitational Waves, Relic Photons and Higgs Boson in a Fractal Models of the Universe; 1 Introduction; 2 Anisotropic Model for Binary Black Holes; 3 Description of Transient Signals from Binary Objects; 4 Description of an Individual Layer with Variable Parameters; 5 Conclusions; References

• Effect of Ordering of Displacement Fields Operators of Separate Quantum Dots, Elliptical Cylinders on the Deformation Field of Coupled Fractal Structures1 Introduction; 2 Ordering of the Displacement Fields Operators of Separate Quantum Dots; 3 Coupled Fractal Structure: Quantum Dots and Elliptical Cylinders; 4 Conclusions; References; Percolation Process in the Presence of Velocity Fluctuations: Two-Loop Approximation; 1 Introduction; 2 The Model; 3 Feynman Diagrammatic Technique; 4 UV Renormalization; 5 Conclusion; References

• 6 ConclusionsReferences; Dynamical Invariant Calculations Involving Evolution Equations with Discontinuities; 1 Introduction; 2 Jerk Systems; 2.1 JD3 System; 2.2 JD4 System; 2.3 Adaptive Control of the JD3 System; 3 Conclusion; References; Gröbner Basis Method in FitzHugh-Nagumo Model; 1 Introduction; 2 Results; 3 Discussion; References; Digital Signature: Quantum Chaos Approach and Bell States; 1 Introduction; 2 The Model; 3 Bell States; 4 QDS Scheme; 5 Results; 6 The Security Analyze; 6.1 Security Against Repudiation; 6.2 Security Against Forging; 7 Conclusions; References

• Large Scale Behavior of Generalized Stochastic Magnetohydrodynamic Turbulence with Mirror Symmetry Breaking1 Introduction; 2 Model A of Active Vector Advection with Spatial Parity Violation; 3 Field Theoretic Formulation of the A Model of Active Admixture Without Symmetry Breaking; 4 Analysis of Canonical Dimensions; 5 Renormalization Group Approach to the A Model of Active Advection; 6 Helicity Induced Instability; 7 Field theoretic Formulation of the A Model with Symmetry Breaking; 8 Renormalization Group Analysis of the A Model with Symmetry Breaking for Helical Environments; 9 Conclusion

Gathering the proceedings of the 11th CHAOS2018 International Conference, this book highlights recent developments in nonlinear, dynamical and complex systems. The conference was intended to provide an essential forum for Scientists and Engineers to exchange ideas, methods, and techniques in the field of Nonlinear Dynamics, Chaos, Fractals and their applications in General Science and the Engineering Sciences. The respective chapters address key methods, empirical data and computer techniques, as well as major theoretical advances in the applied nonlinear field. Beyond showcasing the state of the art, the book will help academic and industrial researchers alike apply chaotic theory in their studies.
(source: Nielsen Book Data)

• v. 1. Methodology and tools in knowledge-based systems / José Mira, Angel Pasqual del Pobil, Moonis Ali, eds.
• v. 2. Tasks and methods in applied artificial intelligence / Angel Pasqual del Pobil, José Mira, Moonis Ali, eds.

• Introduction to the 11th OESO World Conference: Reflux Disease
• Neuogenic and oropharyngeal dysphagia
• Innovative techniques in evaluating the esophagus, imaging of esophageal morphology and function, and drugs for esophageal disease
• Outcomes of esophageal surgery, especially of the lower esophageal sphincter
• Respiratory manifestations of gastroesophageal reflux disease
• The neurophysiology of the esophagus
• Laryngopharyngeal reflux and GERD
• Gastrointestinal sensitivity and gastroesophageal reflux disease
• Causes, evaluation, and consequences of eosinophilic esophagitis
• Stents for benign and malignant esophageal strictures
• The esophageal mucosa and submucosa: immunohistology in GERD and Barrett's esophagus
• Endotherapy for and tailored approaches to treating GERD, and refractory GERD
• Cellular origins and molecular mechanisms of Barrett's esophagus and esophageal adenocarcinoma
• Tissue resistance in the normal and diseased esophagus
• New therapeutic strategies for squamous cell cancer and adenocarcinoma
• Functional testing: pharyngeal pH monitoring and high-resolution manometry
• Causes and treatments of achalasia, and primary disorders of the esophageal body
• Upper esophageal sphincter dysfunction: diverticula-globus pharyngeus
• Physiology of the upper segment, body, and lower segment of the esophagus
• Defining esophageal landmarks, gastroesophageal reflux disease, and Barrett's esophagus
• Barrett's esophagus: cancer and molecular biology.

• Love(lace) actually
• A loom with a view
• From sci-fi to wi-fi to my-wi
• Gnostic know-how
• He ain't heavy, he's my Buddha
• Coal-fired vampire
• Hot for a bot
• My bear can talk
• Fuck the binary
• The future isn't female
• Jurassic car park
• I love, therefore I am

"Twelve eye-opening, mind-expanding, funny, and provocative essays on the implications of artificial intelligence for the way we live and the way we love from New York Times bestselling author Jeanette Winterson. "Talky, smart, anarchic and quite sexy," wrote Dwight Garner in the New York Times about Jeanette Winterson's last novel, Frankissstein, her first foray into the subject of AI. In 12 Bytes, Winterson's first nonfiction since her bestselling Why Be Happy When You Could Be Normal?, draws deeper from her years of considering artificial intelligence in all its bewildering manifestations. In brilliant, laser-focused, uniquely pointed, and witty storytelling, Winterson looks to history, religion, myth, literature, the politics of race and gender, and computer science, to help us understand the radical changes to the way we live and love that are happening now. When we create non-biological life-forms, will we do so in our image? Or will we accept the once-in-a-species opportunity to remake ourselves in their image? What do love, caring, sex, and attachment look like when humans form connections with non-human helpers, teachers, sex-workers, and companions? And what will happen to our deep-rooted assumptions about gender? Will the physical body that is our home soon be enhanced by biological and neural implants, keeping us fitter, younger, and connected? Is it time to join Elon Musk and leave Planet Earth? With wit, compassion, and curiosity, Winterson tackles AI's most fascinating talking points, from the algorithms that data-dossier your whole life to the weirdness of backing up your brain"-- Provided by publisher