Концепция современного естествознания

1. 2007

Горелов А. А.

Концепции современного естествознания:

учеб.пособие/ А. А. Горелов.- М.:Высш. образование, 2007.с.

2. 2007

Гусейханов М. К.

Концепции современного естествознания:

учебник/ М. К. Гусейханов, О. Р.Раджабов.-6- е изд., перераб.

и доп.-М.: Дашков и К, 2007.-538 с.

3. 2007 Дуничев В. М.

Ноотика – инновационная система добычи знаний о природе: монография/ В. М. Дуничев.- М.: Компания Спутник+, 2007.- 207 с.

4. 2007 Иванов А. И.

Концепции современного естествознания: учеб.пособие / А. И. Иванов, А. В. Хоперсков.-Волгоград: Изд-во Волгогр. Гос. ун-та, 2007.- 259 с.

5. Иванов В. П.

Концепции современного естествознания: учеб.метод.пособие/ В. П. Иванов, Л. А. Гребеник, Е. А.

Новикова.- Курск: Изд-во Курс. Гос. мед. Ун-та, 2007.-235 с.

6. Игнотова В. А.

Концепции современного естествознания: учебное пособие/ В. А. Игнатова.-Тюмень: Истина, 2007.-303 с.

7. Карпенков С. Х.

Концепции современного естествознания:

практикум: учеб.пособие/ С. Х. Карпенков.-е изд., исп.М.:Высш.шк.- 2007.-325 с.

8. Клягин Н. В.

Современная научная картина мира: учеб. пособие для студентов вузов по курсу «Концепции современного естествознания»/ Н. В. Калягин.- М.: Логос, 2007.-263 с.

9. Концепции современного естествознания:

учебник для вузов/ В. Н. Лавриненко, В. П. Ратников, В. Д.

Голичев и др.; под ред. В. Н. Лавриненко, В. П. Ратникова.е изд., перераб и доп.- М.: ЮНИТИ-ДАНА, 2007.- 318 с.

10. Концепции современного естествознания:

учебник для гуманитар. факультетов вузов и системы доп.

Образования/ С. А. Лебедев, Л. А. Асланов, В. Г. Борзенко и др./ Под ред. С. А. Лебедева.- М.: Акад. Проект: Трикста, 2007.-411 с.

11. Концепции современного естествознания:

метод.пособие/ сост. Рю А. Нуруллин.- Казань: КГТУ, 2007.с.

12. Концепции современного естествознания: учеб.

минимум для кзамена и зачета.- М.: Юриспруденция, 2007.с.

13. Концепции современного естествознания: учеб.метод. пособие/ Ю. М. Наследников, А. Я. Шполянский, А.

П. Кудря, А. Г. Стибаев.- Ростов н/Д6ДГТУ, 2007.-102 с.

14. Концепции современного естествознания:

учеб.пособие/ Под общ. ред. С. И.Смыгина.- М.; Ростов н/Д:

МарТ, 2007.-238 с.

15. Крюков Р. В.

Концепции современного естествознания:

конспект лекций/ Р. В. Крюков.- М.: А-Приор: Бизнес Сервис Групп, 2007.-172 с.

16. Найдыш В.М.

Концепции современного естествознания:

учебник/ В. М. Найдыш.- 3-е изд., перераб. и доп..М.:Альфа-М: ИНФРА-М, 2007.-704 с.

17. Рузавин Г. И.

Концепции современного естествознания:

учеб.пособие/ Г. И. Рузавин.- М.: Гардарики, 2007.-303 с.

18. Шпаргалка ко концепциям современного естествознания.М.:Окей-книга, 2007.- 48 с.

Экология и жизнь/ Зеленый крест; Устойчивый мир.

19. Выходит раз в два месяца - 2007г. N 8.

Моисеев, Н. Н. Современное естествознание и проблемы взаимодействия природы и общества / Н. Н. Моисеев. С.10- 20. Современная концепция естествознания: учеб.пособие/ В. М. Антощенко, В. В. Антощенко.- Петрозаводск: Карел.

21. Mapping modern science using Co-citation analysis Saka, Ayaka (National Institution of Science and Technology Policy (NISTEP)); Igami, Masatsura Source: Proceedings of the International Conference on Information Visualisation, 11th International Conference Information Visualization, IV 2007, Abstract: Bibliometric analysis is used as a measuring activity technique for basic research. There are many country level analyses of trends in scientific publications. These analyses give us an understanding of the macro-scale character of scientific activities. However, it is difficult to capture the qualitative evolution of scientific activities through them. In this regard, a meso-scale analysis of science activities, i.e., analysis of "research areas", is suitable for grasping qualitative changes in scientific activities. In this study, we develop a new method for mapping science at the research area level. Our method consists of two parts: constructing research areas from scientific publications and content analysis by experts. Research areas are explored through a co-citation analysis, and a map of science was generated to analyze how research areas relate to each other.

This method contributes to endeavours to understand and track 22. Basic ideas, paradigms, and methodologies of materials science Verkhoturov, D. (Khabarovsk Scientific Center, Institute of Materials Science, Russian Academy of Sciences); Ershova, T.B.;

Konevtsov, L.A. Source: Theoretical Foundations of Chemical Engineering, v 41, n 5, October, 2007, p 623- Abstract: A fundamental theory of producing materials is a basis for the preparation of promising modern materials with predetermined properties. We demonstrate that material science was formed as a separate science in the process of developing paradigms of this theory. © 2007 Pleiades Publishing, Ltd.

23. Yesterday, today and tomorrow: Looking beyond the last years: The future of materials science and engineering Apelian, Diran (Department of Engineering, Worcester Polytechnic Institute) Source: JOM, v 59, n 2, February, 2007, p Abstract: Many societal advancements over the last 50 years are due to material science and engineering (MSE) advancements.

The fields of medicine, telecommunications and transportation industries have shaped human lives, however, research and development has been mainly driven by the defense industry.

Today, the United States and the world spend close to $ billion per year on defense. There are growing concerns about spending more on societal needs. The global demand for energy is growing at alarming rates and the demand from developing countries will further exacerbate the situation. The current energy utilization worldwide is 14 terawatts. There has been a shift to renewable energy sources from fossil fuels, which today supply 80% of the world's energy. Earth-based renewable sources of energy will not be sufficient and therefore will need solar power as a source as well. In the transportation sector, there will be increased popularity of hybrid vehicles, but will take a decade to make any significant impact. Gasoline engines will be replaced by diesel engines. In the housing sector, the MSE community has an opportunity to make a major market impact by developing novel construction materials that are sustainable, green and energy efficient and affordable. On the materials for packaging side, future world needs will require materials that are recyclable or biodegradable. Biomaterials and the health industry will also follow development trends, such as implantable medical devices which have seen a huge growth 24. Ацюковский.- М.:СП, 2006.-445 с.

25. лекций/ В. М. Березин.- Челябинск: Изд-во ЮурГУ, 2006.с.

26. профессор. кроссворды: учеб.пособие/ В. Л. Богатырев, Ю.

И. Михайлов.- Новосибирск: СибУПК, 2006.-95 с.

27. историко-философские аспекты:(материалы к лекциям)/ С.

А. Вершилов.- Балашов: Фомичев, 2006.- 122 с.

28. Вершков// Труды КГТУ/ Краснояр. Гос. техн. ун-т.- 2006.-№ 29. Вопросы современного естествознания/ Ю. А. Нефедьев, В.

П. Мережин, А. И. Галеев, Н. А. Емельснов,- Казань: КГУ, 30. В. Д. Голичев.- Смоленск: Смол. Гор.тип., 2006.-193 с.

31. учеб.пособие/ В. В. Горбачев, В. Н. Безденежных.- М.:

32. современних интерпретаций/ И. В. Гордеева// Фундаментальные исследования.- 2006.- № 12.- С. 102-103.

33. Концепции современного естествознания6 курс лекций/ А.

А. Горелов.- М.: Библионика, 2006.- 206 с.

34. Актуальные вопросы современного естествознания:

учеб. пособие/ М. К. Гусейханов, У. Г.-Г. Магомедова-Ростов 35. Концепции современного естествознания6 основной курс в вопр. и ответах: учеб. пособие/ Т. Я. Дубнищева.- 7-е изд., испр. и доп.- Новосибирск: Сиб. унив.изд-во, 2006.-606 с.

36. комплекс/ В. А. Игнатова.- Тюмень: Вектор Бук, 2006.- 301 с.

Известия Петербургского университета путей сообщения/ 37. Отв. ред. В. И. Ковалев. Выходит ежеквартально - 2006г.

Сватовская, Л. Б. Развитие науки в трудах аспирантов и докторантов кафедры "Инженерная химия и 38. Философия современного естествознания: учеб.метод. пособие/ О. Ю. Колосова.- Ставрополь: АГРУС, 39. Концепции современного естествознания: учеб.пособие для вузов по направлению «Экономика»/ Н. И. Герасименко и др.- М.: Изд-во Рос. экон. акад., 2006.- 211 с.

40. практикум.- М.: МосУ МВД России, 2006.-96 с.

41. лекций/ Под ред. Д. И. Грядового, А. М. Чугунова.- М.:МосУ 42. учеб.пособие/ В. М. Макаров.- Волгоград: Политехник, 43. Концепции современного естествознания: заменац.

ответы студенту вуза.- М.: Буклайн, 2006.- 120 с.

44. учеб.пособие/ В. А. Кукк, С. В. Сергеев, Б. А. Решетников.- 2е изд., доп. и прераб.- Челябинск: Изд-во ЮурГУ, 206.-270 с.

45. лекций/ А. И. Липкин.- М.6РГГУ, 2006.

46. Концепции современного естествознания: учебник/ А. Ф.

Лихин.- М.: Проспект: Велби, 2006.- 262 с.

47. учеб.пособие/ В. Н. Макаров.-3-е изд.- М.: Изд-во Моск.

Психол.-соц. ин-та; Воронеж: МОДЭК, 2006.- 166 с.

48. концепций современного естествознания/ Л. М.

Монастырский// Успехи современного естествознания.С. 94.

49. естествознании/ О. И. Мочалина, Ф. П. Туренко// Современные наукоемкие технологии.- 2006.-№ 3.- С. 80-81.

50. Концепции современного естествознания: учеб.метод. пособие и конспект лекций/ Н. Н. Наумова.Владимир: Владимир. Фил. РМАТ, 2006.

51. примерах и упражнениях/В. В. Никитенко, В. А.

Никитенко.- М.:МИИТ, 2006.- 120 с.

52. Концепции современного естествознания: учеб.метод. комплекс/ А. А. Одинцов.- М.:МГУУ, 2006.-89 с.

53. Естествознание: учеб. пособие по курсу « Концепции современного естествознания»/ Л. Т. Пашков.-М.: Изд. Дом 54. учеб.пособие/ М. А. Погарский.- СПб: Изд-во Политех. Унта, 2006.- 171 с.

55. Проблемы энергетики [Текст] : научно-технический и производственный журнал. Изв. вузов/ М-во образования РФ. - Казань : Казанский государственный университет, Данилевский, И. В. К вопросу о текущем развитии процессов преподавания дисциплин "Концепции современного естествознания" и "Философия" в технических вузах / И. В. Данилевский. - С. 56. табл., рис./ В. П. Романов.- М.: МИЭТ, 2006.-64 с.

57. учеб.пособие/ А. П. Садохин.- 2-е изд., перераб. и доп.- М.:

58. учеб.пособие/ В. Н. Савченко, В. П. Смагин.- Владивосток:

59. принципы/ В. Н. Савченко, В. П. Смагин.- Ростов н/Д:

60. Начала современного естествознания: тезаурус: учеб.

пособие/ В. Н. Савченко, В. П. Смагин.- Ростов н/Д: Феникс, 61. Концепции и гипотезы естествознания: учеб. пособие для вузов/ В. Н. Слинкин, Э. Ф. Садыкова.- Тобольск:ТГПИ, 62. учеб.пособие/ А. Д. Суханов, О. Н. Голубева.-Изд.3-е.-М.:

Философские науки/ Мин-во образования РФ. Выходит 63. Лебедев, С. А. Метафилософия / С. А. Лебедев, В. В. Ильин.

64. учеб.пособие/ Н. В. Шаркунова.- Шадринск: Шадрин. Дом.

65. учеб.пособие/ С. В. Шапиро.- Уфа: УГАЭС, 2006.

66. учеб.пособие/ В. П. Шестак, В. В. Сергиевский.-М.; Томск:

67. учеб.пособие/ О. Д. Шипунова.- Гардарики, 2006.-375 с.

68. Significance of materials science for the future development of Dobrzanski, Leszek A. (Division of Materials Processing Technology and Computer Techniques in Materials Science, Institute of Engineering Materials and Biomaterials, Silesian University of Technology) Source: Journal of Materials Processing Technology, v 175, n 1-3, Jun 1, 2006, p 133- Abstract: The paper emphasises the very significant role of materials selection for design and manufacturing processes of new needed products, having the highest attainable quality and performance at the optimum and possibly the lowest cost level.

The engineering design processes cannot be set apart either from the material design, being more and more often computer aided, or the technological design of the most suitable manufacturing processes. The review of the multi-millennia long history of human civilisation indicates that the significant increase of the level of living and production is connected more often with the launching of new material groups with the properties better and better adjusted to real requirements of customers getting more sophisticated nearly each day, and also the launching of the technological processes which are relevant to them. The given reasons enable to forecast that the future of the market and products with the required properties, which appear on the market, are inseparably connected with the development of materials science and engineering. Two main priorities can be specified in that area, that is: the continuous improvement of existing materials, and technological processes and the development of materials and technological processes ensuring environment protection or/and improving conditions and extending of human life. The paper includes also the description of the world developmental trends in that area in the first decades of the 21st century. The fundamental aim of materials science and engineering is materials selection ensuring required functions and application properties of products, which are manufactured out of them. The tasks of that field of science in priority spheres of the world development are determined.

Directions of activities of materials science and engineering ensuring the achievements of strategic aims of the developments of societies include materials design, computational materials science, advanced analytical methods, manufacturing and processing, nano-, smart and biomimetic materials are included.

It is concluded that there is a humanistic mission which stands at the engineering circle, especially associated with materials and manufacturing engineering and its aim is to make products and consumer goods, deciding directly about the level and quality of human life, available to people and it is also mentioned that current financing of scientific researches especially in the mentioned fields of science gives a chance to achieve modern technological development and to ensure prosperity of societies 69. Some problems on the studies of the late Pleistocene human evolution and formation of modern human populations Liu, Wu (Institute of Vertebrate Paleontology and Paleoanthropology, Chinese Academy of Sciences) Source:

Progress in Natural Science, v 16, n 12, December, 2006, p 1233Abstract: For the past two decades, studies and debates on the modern human origins around the world have attracted attentions to the late Pleistocene human evolution and formation of modern human populations, and some controversial hypotheses and problems have been proposed. In the present paper, some problems on the late Pleistocene human evolution, and the formation and differentiations of modern human populations in China are studied with a brief description and comments on the research advances in this field 70. Yet another look at science education Morrissey, Susan Source: Chemical and Engineering News, v 84, Abstract: The National Science Board panel researchers are developing ways to improve science, technology, engineering, and mathematics (STEM) education in the US. The commission on the 21st century education in STEM was appointed by the National Science Board (NSB), which is the governing board to the National Science Foundation and also advises the President and Congress on national science and engineering policies.

Congress also voiced its support for the establishment of a commission to improve STEM education at all levels in the report language. Seven working groups were set up to help formulate an action-focused report. Other working groups were assigned to evaluate STEM curricula, find effective linkages of K-12 education with higher education, and determine the role of informal science education as well as community and parent inputs. The two final working groups were tasked with developing ways to engage key stake-holders in education and determining the role of NSF in STEM education.

71. Sampson, Ben Source: Professional Engineering, v 19, n 18, Oct Abstract: Triz is a problem-solving technique, which helps in making proper use of potential engineering solutions offered by biology. Biologists and engineers are observing ideas in nature and using them to improve human engineering and for surviving long enough to be able to reproduce. Nature is good at producing high-performance materials at room temperature without using noxious chemicals such as spider's silk and Kevlar, manufactured from houseflies. Biology also offers solutions for potential use of energy to increase fuel efficiency and can engineer solutions that are more sustainable and better for the environment. Triz, basically a knowledge management issue, helps to study all of the engineering solutions in biology, to characterize and organize in such a way that engineers can use them. Building and infrastructure, influenced by the natural world, also help in constructing wind turbines, desalination plants, and tidal energy generators.

72. The nature of theory in Information Systems Gregor, Shirley (School of Accounting and Business Information Systems, College of Business and Economics, Australian National University) Source: MIS Quarterly: Management Information Systems, v 30, n 3, September, 2006, p 611- Abstract: The aim of this research essay is to examine the structural nature of theory in Information Systems. Despite the importance of theory, questions relating to its form and structure are neglected in comparison with questions relating to epistemology. The essay addresses issues of causality, explanation, prediction, and generalization that underlie an understanding of theory. A taxonomy is proposed that classifies information systems theories with respect to the manner in which four central goals are addressed: analysis, explanation, prediction, and prescription. Five interrelated types of theory are distinguished: (1) theory for analyzing, (2) theory for explaining, (3) theory for predicting, (4) theory for explaining and predicting, and (5) theory for design and action. Examples illustrate the nature of each theory type. The applicability of the taxonomy is demonstrated by classifying a sample of journal articles. The paper contributes by showing that multiple views of theory exist and by exposing the assumptions underlying different viewpoints. In addition, it is suggested that the type of theory under development can influence the choice of an epistemological approach. Support is given for the legitimacy and value of each theory type. The building of integrated bodies of theory that encompass all theory types is advocated 73. Science, technology, engineering, and mathematics talent expansion program: An analysis of a pilot program Bayles, Taryn (University of Maryland); Morrell, Claudia;

Spence, Anne Source: ASEE Annual Conference and Exposition, Conference Proceedings, 2006 ASEE Annual Conference and Abstract: The University of Maryland Baltimore County (UMBC) in partnership with the Community College of Baltimore County (CCBC) is completing a pilot program on a series of initiatives that identified their effectiveness in increasing the number of undergraduate students, particularly those from underrepresented groups, pursuing and receiving associate or baccalaureate degrees in established or emerging fields within science, technology, engineering, and mathematics (STEM). These initiatives were funded by the National Science Foundation through their STEP (STEM Talent Expansion Program) (STEP-DUE-0230148) program. This was achieved through the following objectives: Developed a high school awareness activity that brought teams of UMBC engineering students to area high schools to introduce the high school students to STEM concepts using hands on engineering activities and demonstrations. During the presentation, the high school students were made aware of the various paths that UMBC students have taken in order to study engineering and what they plan to do upon graduation. Evaluated the relative effectiveness of a two-week summer bridge program, a scholarship program, and an internship program on student enrollment and retention in STEM programs compared to partial or no intervention.

Strengthened and expanded the current informal consortium arrangement between UMBC and CCBC to increase STEM program articulation and student transfer. A formalized internship program at CCBC is still being developed with science and technology-related companies. An important part of the program is the full involvement of the Center for Women and Information Technology (CWIT), a UMBC organization whose mission is to increase the involvement of females in IT and technology-related fields, such as engineering. The Center was instrumental in developing a mentoring program for faculty and students and monitoring faculty and student participation. This paper and presentation will include data collected for the pilot program which will include the outreach program to local high schools, as well as the impact of the summer bridge, scholarship, internship and mentoring programs on retention in STEM majors for the students receiving the full or partial intervention 74. Teaching nature of science within a controversial topic:

Integrated versus nonintegrated Khishfe, Rola (School of Education, Loyola University Chicago);

Lederman, Norman Source: Journal of Research in Science Abstract: This study investigated the influence of two different explicit instructional approaches in promoting more informed understandings of nature of science (NOS) among students.

Participants, a total of 42 students, comprised two groups in two intact sections of ninth grade. Participants in the two groups were taught environmental science by their regular classroom teacher, with the difference being the context in which NOS was explicitly taught. For the "integrated" group, NOS instruction was related to the science content about global warming. For the "nonintegrated" group, NOS was taught through a set of activities that specifically addressed NOS issues and were dispersed across the content about global warming. The treatment for both groups spanned 6 weeks and addressed a unit about global warming and NOS. An open-ended questionnaire, in conjunction with semistructured interviews, was used to assess students' views before and after instruction. Results showed improvements in participants' views of NOS regardless of whether NOS was integrated within the regular content about global warming. Comparison of differences between the two groups showed "slightly" greater improvement in the informed views of the integrated group participants. On the other hand, there was greater improvement in the transitional views of the nonintegrated group participants. Therefore, the overall results did not provide any conclusive evidence in favor of one approach over the other. Implications on the teaching and learning of NOS 75. Teaching nature of science within a controversial topic:

Integrated versus nonintegrated Khishfe, Rola (School of Education, Loyola University Chicago);

Lederman, Norman Source: Journal of Research in Science Abstract: This study investigated the influence of two different explicit instructional approaches in promoting more informed understandings of nature of science (NOS) among students.

Participants, a total of 42 students, comprised two groups in two intact sections of ninth grade. Participants in the two groups were taught environmental science by their regular classroom teacher, with the difference being the context in which NOS was explicitly taught. For the "integrated" group, NOS instruction was related to the science content about global warming. For the "nonintegrated" group, NOS was taught through a set of activities that specifically addressed NOS issues and were dispersed across the content about global warming. The treatment for both groups spanned 6 weeks and addressed a unit about global warming and NOS. An open-ended questionnaire, in conjunction with semistructured interviews, was used to assess students' views before and after instruction. Results showed improvements in participants' views of NOS regardless of whether NOS was integrated within the regular content about global warming. Comparison of differences between the two groups showed "slightly" greater improvement in the informed views of the integrated group participants. On the other hand, there was greater improvement in the transitional views of the nonintegrated group participants. Therefore, the overall results did not provide any conclusive evidence in favor of one approach over the other. Implications on the teaching and learning of NOS 76. Концепции современного естествознания: учеб.метод.комплекс/ С. П. Бортников, Р. А. Браже, Р. М.

Мефтахутдинов.- Ульяновск: УлГТУ, 2005.- 165 с.

77. учеб.пособие/ В. Н. Волкова.- СПб6 Изд-во Политехн. Ун-та, 78. естествознания/ Е. П. Гора.- М.: Прометей, 2005.-318 с.

79. Концепции современного естествознания: в вопр. и ответах/ А. А. Горелов.-М.: эксмо, 2005.- 221 с.

80. Естествознание: учеб. пособие/ Т. Г. Горская.- Уфа6 Вост.

81. Концепции современного естествознания: физ.-мат., геол. и инфор. концепции совр. естествознания/ В. Н.

Данилин, Д. В. Данилин.- Краснодар: КубГТУ, 2005.- 100 с.

82. Биолого-психологические основы естествознания учеб. пособие/В. В. Даньшина, М. А. Воронцова.- Омск: Издво ОмГТУ, 2005.-79 с.

83. Концепции современного естествознания: учеб.метод. пособие для университетов/ Л. Н. Джимбеева.Элиста: Изд-во Калмыц. Ун-та, 2005.- 119 с.

84. физическая реальность.-2005.-Т. 10, № 3.-С. 56-59.

85. лекций/ С. К. Золотарева, И. В. Сорокун.- Сургут: СурГПУ, 86. конспект лекций.- Пермь:ПГТУ, 2005.- 149 с.

87. Клетка - элементарная живая система : метод. указания к компьютер. программе "Биология" по дисц. "Концепции соврем. естествознания" / ПГУПС, Каф. "Инженерная химия и естествознание" ; сост.: Е. И. Макарова [и др.]. СПб. : ПГУПС, 2005. - 13 с.

88. Концепции современного естествознания(физика, химия, биология): учеб. пособие/ В. Д. Козлов.- М.:

89. Концепции современного естествознания: учеб.метод.комплекс для студентов оч. И заоч. Форм 90. Концепции современного естествознания6 учеб.-метд.

Комплекс/ сост. В. Е. Пеньков, И. Н. Куратов.- Белгород:

91. Концепции современного естествознания: хрестоматия / сост. Борщов А. С. и др.- Саратов: СГТУ, 2005.-83 с.

92. Концепции современного естествознания: курс лекций/ Д.

И. Заров, А. С. Борщов, И. В. Боровская и др.; под ред. А. С.

Борщова.- М.: экзамен, 2005.-190 с.

93. Концепции современного естествознания: лаб. Практикум/ Под ред. В. П. Романова.- М.:МИЭТ, 2005.- 119 с.

94. Концепции современного естествознания: конспект лекций/ Р. В. Крюков.- М.: Приор-издат: Книга сервис, 95. Концепции современного естествознания: материалы для самост. Работы студентов/ В. В. Логвинов.- М.: Изд-во 96. естествознания»: учеб. пособие/ В. В. Луканин.Петрозаводск: Изд-во ПетрГУ, 2005.-110 с.

97. Глобалистика и современное естествознание/ Е. А.

Мамчур// Вестн. Российского гуманитарного научного 98. указания/ Е. Ю. Матвеева.- Новосибирск: СибГУТИ, 2005.с.

99. Концепции современного естествознания: учеб.

пособие/ Л. И. Маргулис, А. В. Шорохов.- Саранск: Изд-во 100. Концепции современного естествознания: в примерах и упражнениях/ В. В. Некрасов, В. А. Никитенко.- М.: ЮИ 101. Основные понятия физики : метод. указания к компьютер.

программе "Физика" по дисц. "Концепции соврем.

естествознания" / ПГУПС, Каф. "Инженерная химия и естествознание" ; сост.: Е. И. Макарова [и др.]. - СПб. :

102. Концепции современного естествознания: учебник/ А.

К. Покровский, Л. Б. Миротин.- М.: кзамен, 2005.-477 с.

103. В. Пучковский// Вестнин Удмуртского ун-та. Сер.: Науки о 104. пособие по специальности «Соц. работа»/ Г. И. Рузавин.- М.:

105. пособие/ А. П. Садохин.- М.: Эксмо, 2005.-461 с.

106. Концепции современного естествознания6 учеб.

пособие/ З. С. Сазонова, Т. М. Ткачева, Н. В. Чечеткина,_ 107. учеб. пособие для вузов / В. В.Свиридов. - 2-е изд., перераб. и 108. учеб.пособие/ А. А. Сенин, А. С. Задорина.- Челябинск: Издво ЮурГУ, 2005.- 36 с.

109. Концепции современного естествознания: в вопросах и ответах: учеб. пособие/ Д. А. Симонов.- М.: Проспект: Велби, 110. Современные естественно-научные и гуманитарные проблемы: сб. трудов науч.-метод. конф., посвящ. 40-летию 111. учеб.пособие/ Е. Ф. Солопов.- М.: ВЛАДОС, 2005.-231 с.

112. для сдачи экзамена/ О. Н. Стрельник.- М.: Юрайт, 2005.- 113. Концепции современного естествознания6 учебник/ А.

Д. Урсул, В. А. Лось.- М.: изд-во РАГС, 2005.-437 с.

114.

Ученые России : [сб. автобиограф. данных] / РАЕ.

Организац.-изд. отд. - М. : Академия Естествознания, 2005. с.

115. Логистика природы в идентификациях универсального естествознания/ Р. Б. Халитов.- М.: творч. Центр «Сфера», 116. Концепции современного естествознания: учеб.метод.пособие/ О. Н. Ярошенко.- Магадан: Кордис, 2005.- 117. Main problems of nanostructured materials science Andrievski, R.A. (Institute of Problems of Chemical Physics, Russian Academy of Sciences) Source: Materials Science Forum, v 494, Current Research in Advanced Materials and Processes, YUCOMAT VI - Proceedings of the 6th Conference of the Yugoslav Materials Research Society, 2005, p 113- Abstract: Size effects in nanostructured (nanocrystalline, nanophase or nanocomposite) materials (NMs) and their stability are of great importance for fundamental considerations and modern practice. The size effect peculiarities in NMs are analyzed and the complex influence of grain size and other factors on NM properties is emphasized. New approaches in the development of thermostable NMs are considered with a special attention to the importance of the reproducibility of NM 118. MacDonald, Bill A. Source: Materials Today, v 8, n 3, March, Abstract: The author, Bill A. MacDonald, discussed the role of old science played in the modern day materials science market.

Bill points that multinational companies are refocusing on higher-added-value markets, which are not subject to cyclical changes. It is suggested that to fully engage it is needed to recognize that the world of materials has changed. Bill also suggests that research funding should provide support where industry needs to be in the future, rather it has been in the past.

119. Blackburn, Simon (Department of Philosophy, University of Cambridge) Source: New Scientist, v 187, n 2517, Sep 17, 2005, p Abstract: The combination of theory and experiment makes science good at expanding knowledge of the world. Science only works where there are constancies, such as in the physical universe. David Hume was the first philosopher in the modern period to worry seriously about the status of those constancies.

He came to the conclusion that science itself could never find the 120. Connecting popular culture and science: The case of Allender-Hagedorn, Susan (Virginia Tech.); Ruggiero, Cheryl W. Source: IEEE International Professional Communication Conference, 2005 IEEE International Professional Communication Conference Proceedings, IPCC 2005, 2005, p 161Abstract: Much is written on how modern science and technology influence popular culture, but the reciprocal process is largely ignored or even denied: how popular culture influences science and technology. Modern medicine, electronic communication, and biotechnological plant and animal breeding practices are but a few examples that deeply impact everyday life. College students have trouble imagining a world without Instant Messaging, labeling of genetically engineered foods is hotly debated internationally, SETI enlists private computers to analyze data, and "E.T. phone home" is a tag line understood across many cultures. It has been said that the general public gets the majority of its scientific "knowledge" from popular sources like television, magazines, and fiction. In particular, biotechnology is addressed in headlines proclaiming the dangers of "Frankenfood" - often in the same publication lauding (biotechnological) advances in pharmaceutical research.

However, clues to the reciprocal influence of culture on biotechnology can be both obvious (funding trends) and more subtle (debate over the meaning of and need for "science literacy"), One clue can be found in technocommercebiotechnology research is extremely expensive, and the field is driven by available funding. Companies which sell equipment to researchers spend a great deal of money studying demographics to support sales. While many scientists deny that they are influenced by popular culture, effective and profitable ads aimed at them suggest otherwise. This panel briefly analyzes some influences of biotechnology on popular culture, as reflected in films and cartoons, and then turns the mirror around to explore how texts from popular culture appeal to biotechnologists via advertisements that use popular films, television shows, and 121. Contribution of early works by Terence G. Langdon to modern Valiev, Ruslan Z. (Institute of Physics of Advanced Materials, Ufa State Aviation Technical University); Zhu, Yuntian T.

Source: Materials Science and Engineering A, v 410-411, Nov 25, Abstract: Professor Terence G. Langdon has been ranked as the second most cited author in materials science of the last 10 years by the international Institute for Scientific Information (Philadelphia, PA, USA). An analysis of his works shows that his most highly cited publications are those dealing with recent studies of microstructural evolution and mechanical properties of ultrafine-grained (UFG) materials processed by severe plastic deformation, as well as earlier papers on creep and superplasticity carried out in the 1970-1980s. This paper overviews the landmarks in the research activity of Prof.

Langdon, and traces how his early works have affected the current investigations of the mechanical behavior of UFG materials produced by severe plastic deformation 122. Bridging the gap between the earth science and engineering disciplines: "ChevronTexaco's strategy of using acoustics technology to characterize rock mechanical properties for optimal well design and reliability" Goodman, H.E. (ChevronTexaco Energy Technology Company) Source: 67th European Association of Geoscientists and Engineers, EAGE Conference and Exhibition, incorporating SPE EUROPE2005 - Extended Abstracts, 67th European Association of Geoscientists and Engineers, EAGE Conference and Exhibition, incorporating SPE EUROPEC 2005 - Extended Abstracts, 2005, p Abstract: Beginning in the early 1990's, ChevronTexaco (CVX) initiated the strategy of developing mechanical earth models from acoustics dominated data volumes. The business driver was to link the G and G disciplines involved with prospect exploration and development with the engineering disciplines involved in well systems design. This strategy has culminated in CVX's capability to build Mechanical Earth Models (MEM) from the reservoir to surface, linking earth physical properties, i.e., rheology, to the geology, seismic geophysics and in situ stress character of the entire geologic section. MEMs are now being created during early project stages, to provide a phased approach to asses well systems design risk. Well planners now use MEM volumes for bit optimization and performance prediction, wellbore stability, sand prediction, fracture stimulation design, cuttings disposal design and seismic reservoir characterization for by-passed oil. The presentation will introduce acoustics based rock mechanics concepts, describe CVX's acoustics based rock property prediction technique, and present field application case histories for selected business units world-wide, including deepwater Gulf of Mexico, North Sea, the 123. Абросимова// Успехи современного естествознания.- 2004.-№ 124. лекций/ Л. В. Анциферова.- Новосибирск: НГТУ, 2004.

125. учеб.пособие/ Б. В. Ахлибинский, А. Ф. Иванов.- СПб.: Издво СПбГТУ,2004.-69 с.

ALMA MATERALMA MATER:: Вестник высшей школы/ М-во общ. и проф.

126. бразования России; Евразийская ассоц. ун-ов; Ассоц. инж. образования; Рос.

союз промышленников и предпринимателей; Рос. ун-т дружбы народов.

Выходит ежемесячно - 2004г. N 8. – Коростелева, Т. Зачем будущему математику естествознание? / Т. Коростелева. - С. 127. 128. Практикум/ Г. В. Баранов.- Омск: Фил.ВЗФИ, 2004.-184 с.

129. Учеб. пособие для вузов / П. Н.Белкин. - М. : Высшая школа, 130. естествознания: Учеб.-метод. пособие.- Самара: Науч.-техн.

131. 132. М. Г. Виноградов, Ю. Г. Папулов, В. П. Левин.- 3-е изд., 133. лекций/ А. А. Гайдамакин.- Омск: Омская акад. МВД РФ, 134. пособие/ В. В. Горбачев, В. М. Безденежных.- М.:

135. Концепции современного естествознания: Учебник/ М.

К. Гусейханов, О. Р., О. Р. Раджабов.- М.:Дашков и К, 2004.с.

136. Цели ноосферных исследований в естествознании/ В. М.

Дуничев// Успехи современного естествознания.- 2004.- № 9.С. 39-40.

137. современного естествознания»)/ Г. М. Идлис.- М.: Агар, 138. Концепции современного естествознания6 учеб.

пособие/ А. Я. Исаков.- Петропавловск-Камчатский: Изд-во 139. Точные науки, время и жизненный мир/ В. П. Казарян// Вестн. Московского гос. индустриального университета.

Сер.:Гуманитар. науки.- 2004.- № 2.- С. 23-38.

140. Концепции современного естествознания6 учеб.

пособие/ Н. П. Калашникова.- Чита: ЧитГУ, 2004.- 151 с.

141. пособие/ В. А. Канке.- М.: Логос, 2004.-302 с.

142. Концепции современного естествознания [Текст] :

справ.: учеб. пособие для вузов / С. Х.Карпенков. - М. :

143. Концепции современного естествознания [Текст] :

краткий курс: учеб. для вузов / С. Х.Карпенков. - 4-е изд., 144. картине мира/ Г. А. Карцева, С. В. Семенов// Вестн.

Тамбовского ун-та. Сер.: Гуманитар. науки.- 2004.- Вып. 2.С. 93-100.

145. Концепции современного естествознания [Текст] :

учеб. пособие / Н. И. Якимова [и др.]. - СПб. : ПГУПС, 2004. с 146. Концепции современного естествознания: учеб. пособие для студентов 1-2 курсов заоч. отд-я фак. экономики, упр. и права/ сост. З. И. Еремина.- Саранск: Ковылкин. Район.

147. Концепции современного естествознания: Учеб. пособие/ Под ред. А. С. Борщова.- Саратов: Науч. кн., 2004.- 239 с.

148. Концепции современного естествознания: Учеб.-метод.

пособие/ сост. В. А. Скоробогатов, А. М. Судариков.- СПб.:

149. Концепции современного естествознания: Учеб. пособие.- 2е изд., испр. и доп.- Омск: Изд-во Ом ГТУ, 2004.-184 с.

150. Концепции современного естествознания: Учеб.

пособие/ В. Л. Косенко.- Великин Новгород: НовГУ, 2004.- 151. Ноосферное мировоззрение как природопаритетное мышление/ Ю. А. Кувшинов// Успехи современного естествознания.- 2004.-№ 2.- С. 115-116.

152. Концепции современного естествознания: конспект лекций/ Г. Ф. Кузнецов, Д.Г. Клещев, В. В. Викторов.Челябинск: Изд-во ЮурГУ, 2004.- 94 с.

153. человеке?// Вопр. философии.- 2004.- № 3.- С.44-49.

154. Концепции современного естествознания: Учеб. для вузов/ Липовко П. О.- Ростоа н/Д: Феникс, 2004.- 503 с.

155. Учебник/ А. Ф. Лихин.- М.: Проспект: Велби, 2004.-262 с.

156. Лозовский, Владимир Николаевич.

Концепции современного естествознания [Текст] :

учебное пособие / В. Н. Лозовский, С. В. Лозовский. - СПб. ;

157. Лотник.- Уфа: Изд-во Башк.гос. аграр.ун-та, 2004.-396 с.

158. пособие/ В. Н. Макаров.- 2-е изд.- М.: Изд-во Моск. Психол.соц. ин-та; Воронеж: МОДЭК, 2004.-166 с.

159. пособие по специальности «Финансы и кредит».- 2- е изд., перераб. и доп.- Волгоград: Изд-во ВАГС, 2004.-255 с.

160. биолога/ В. И. Назаров// Бюллетень Московского общества испытателей природы. Отд. биол.- 2004.-Т. 109. вып. 3.-С. 3Никитенко В. А.

Концепции современного естествознания: Конспект лекций/ В. А. Никитенко, А. П. Прунцев.- М.: МИИТ, 2004.с.

162. пособие/ Б. К. Пахтусов.- Новосибирск: СибАГС, 2004.-195 с.

163. естествознании/ В. И. Разумов, В. П. Сизиков// Философия 164. Концепции современного естествознания: конспект лекций: учеб. пособие для вузов/ В. В. Розен.- М.: АЙРИСС 165. Концепции современного естествознания: курс лекций 166. лекций/ Г. И. Рузавин.- М.: Проект, 2004.-332 с.

167. Концепции современного естествознания: Учеб. пособие/ В. Н. Самченко.- Красноярск: ГУЦМИЗ, 2004.- 147 с.

168. Концепции современного естествознания: Учеб.

пособие.- Хабаровск:ХГАЭП, 2004.-255 с.

169. современного естествознания/ Л. И. Сверлова.М.:Мегалион, 2004.-256 с.

170. пособие/ В. Н. Сенаторов.- Иркутск: Иркут. Гос. ун-т, 2004.с.

171. пособие для экон. специальностей) / Н. Н. Сказалова.- Омск:

172. Концепции современного естествознания: Учебник/ А.

Ю. Скопин.- М.: Проспект: Велби, 2004.- 391 с.

173. Основы современного естествознания и экологии/ С.

С. Тимофеев, С. А. Медведев, Е. Ю. Ларионова.- Ростов 174. Концепции современного естествознания [Текст] :

учеб. для вузов / В. Ф.Тулинов. - Изд. 2-е, перераб. и доп. - М.

175. Факультет естествознания в современной науке/ О. П.

Акаев, А. А. Барышев, В. Н. Бондаренко и др.// Вестник Костромского государственного университета им. Н. А.

176. Философия современного естествознания: учеб. пособие для вузов/ под ред. С. А. Лебедева.- М.: ГРАНД: Фаир пресс, 177. пособие/ В. Л. Штабнова.- Омск: ОГИС, 2004.-115 с.

178. Аксиоматика природы, или Новые основания науки – начала реализма и миропонимания/ М. С. Эйдельман.-10-е изд., доп..- СПб.: Эйдельман, 2004.- 52 с.

179. естествознания»/ Ю. А. Чипак, Д. А. Борисов, Н. С. Попова, Е. В. Сарафанова; под ред. Т. В. Максеевой.- М.: Приориздат: Книга сервис, печ.2004.-112 с.

180. лекций для вузов по специальности «Стандартизация, сертификация и метрология»/ В. А. Юрьев.- Воронеж:

181. Bialek, William (Department of Molecular Biology, Princeton University); Botstein, David Source: Science, v 303, n 5659, Feb Abstract: Galileo wrote that "the book of nature is written in the language of mathematics"; his quantitative approach to understanding the natural world arguably marks the beginning of modern science. Nearly 400 years later, the fragmented teaching of science in our universities still leaves biology outside the quantitative and mathematical culture that has come to define the physical sciences and engineering. This strikes us as particularly inopportune at a time when opportunities for quantitative thinking about biological systems are exploding. We propose that a way out of this dilemma is a unified introductory science curriculum that fully incorporates mathematics and 182. Ecomaterials in the context of material science and industrial Wang, Hongtao (College of Material Science and Engineering, Sichuan University); Xiao, Dingquan Source: Xiyou Jinshu Cailiao Yu Gongcheng/Rare Metal Materials and Engineering, v Abstract: Three key aspects of the concept of ecomaterials were discussed in the context of material science and industrial ecology. Based on a conceptual framework of industrial ecology (IE), the role of ecomaterials in the tide of sustainable development was determined as a technical operational tool. The discussion about the scope of ecomaterials showed the different standpoints of material science and IE's, which perhaps is the key to the argument about the concept of ecomaterials. Finally, the kernel of ecomaterials was briefly discussed and a generic guideline for ecomaterial design was proposed 183. Developing Earth system science knowledge to manage Earth's King, Roger L. (Dept. of Electrical and Comp. Eng., Mississippi State University); Birk, Ronald J. Source: Computing in Science and Engineering, v 6, n 1, January/February, 2004, p 45- Abstract: Studies report the inherent difficulties associated with funding the growth in the Earth's physical infrastructure to keep up with the population expansion. Though, the challenge is to establish an approach based on the capacity of Earth science information to support decision makers in establishing policies and management solutions to better utilize Earth's resources for the global society's good. A component of the challenge is to develop an Earth resources management infrastructure.

184. Forming of specialist's science-technics worldoutlook: Discipline "concepts of modern natural sciences, technics and Nelin, Yevgeniy (Natl. Tech. University of Ukraine, Kyiv Politechnic Institute) Source: Modern Problems of Radio Engineering, Telecommunications and Computer Science.

Proceedings of the International Conference TCSET'2004, Modern Problems of Radio Engineering, Telecommunications and Computer Science. Proceedings of the International Conference Abstract: General requirements to higher education are worldoutlook" is introduced. Structure of the specialist's science-technics worldoutlook and its forming are considered.

The discipline "Concepts of modern natural sciences, technics and technologies" is suggested. Tentative education program of the general part of discipline and its special part for speciality "Production of electronic apparatus" are brought 185. Remote experiments, re-versioning and re-thinking science Scanlon, Eileen (Institute of Educational Technology, Open University, Walton Hall); Colwell, Chetz; Cooper, Martyn; Di Paolo, Terry Source: Computers and Education, v 43, n 1-2 SPEC Abstract: Science and engineering students' involvement in practical work contributes to the development of their understanding of the concepts and processes of science. The Practical Experimentation by Accessible Remote Learning (PEARL) project aimed to develop a system to enable students to conduct real-world experiments at a distance using a computer.

We explored methods of extending the flexibility of laboratory teaching in terms of time and location, and of meeting the requirements of students with special needs. This involved the development of remote experiments at four Universities. This paper uses one of the four experiments, spectroscopy for introductory science in a distance learning setting, to illustrate the process of developing remote experiments. We describe the evaluation work leading to refinement of the design, and an assessment of the learning experience for students. This paper presents the findings of the validation phases of the project which have established the feasibility of the remote experiment approach. © 2004 Elsevier Ltd. All rights reserved 186. Polynomiography and applications in art, education, and science Kalantari, Bahman (Department of Computer Science, Rutgers University) Source: Computers and Graphics (Pergamon), v 28, n Abstract: Polynomiography is the art and science of visualizing approximation of the zeros of complex polynomials. Informally speaking, polynomiography allows one to create colorful images of polynomials. These images can subsequently be re-colored in many ways, using one's own creativity and artistry.

Polynomiography has tremendous applications in the visual arts, education, and science. The paper describes some of those applications. Artistically, polynomiography can be used to create quite a diverse set of images reminiscent of the intricate patterning of carpets and elegant fabrics,

Abstract

expressionist and minimalist art, and even images that resemble cartoon characters. Educationally, polynomiography can be used to teach mathematical concepts, theorems, and algorithms, e.g., the algebra and geometry of complex numbers, the notions of convergence and continuity, geometric constructs such as Voronoi regions, and modern notions such as fractals.

Scientifically, polynomiography provides not only a tool for viewing polynomials, present in virtually every branch of science, but also a tool to discover new theorems.

187. Internships in Public Science Education: A model for informal Gimm, J. Aura; Payne, Amy C.; Zenner, Greta M.; Crone, Wendy C. Source: ASEE Annual Conference Proceedings, ASEE 2004 Annual Conference and Exposition, "Engineering Education Abstract: The NSF-funded Internships in Public Science Education (IPSE) program at the University of WisconsinMadison (UW) provides a unique opportunity for undergraduate and graduate students with diverse academic backgrounds to experience learning and teaching science specifically in the field of nanotechnology - to the general public and middle-school students. The program is a collaboration with Discovery World Museum of Milwaukee, Wisconsin, which provides expertise in public science education, access to local science teachers, and opportunities to test materials with a live audience. Since the program began nearly three years ago, UW IPSE interns have created a number of classroom activities ranging from understanding the scale of a nanometer, to experimenting with liquid crystal sensors, to critically examining the societal implications of nanotechnology. The program focuses on both the development of activity modules and the professional development of the interns. During activity development, intern teams learn about nanotechnology, gather background information, brainstorm ideas, present and receive feedback on their ideas, conduct experiments, build hands-on models, and create instructional materials to explain nanotechnology and related science concepts. During professional development, interns learn about creating classroom activities, techniques for presenting to non-technical audiences, and strategies for assessing their materials; and work on their skills in teamwork, project design, leadership, and science communication. In addition to visiting middle-school classrooms, interns participate in on- and off-campus informal science education events where they present to wider audiences ranging from science teachers, to members of the adult lay public, to groups of middle-schoolage children. In this paper, we discuss the development, implementation, and assessment of the UW-Madison IPSE 188. изучению, учеб. пособие и практикум/ С. И. Алексеев.- М.:

189. Концепции современного естествознания: Учеб.-метод.

комплекс/ С. П. Бортников.- Ульяновск: Ул.ГТУ, 2003.- 190. Концепции современного естествознания: материалы к семинар. Занятиям/ Р. А. Браже, Р. М. Мефтахутдинов.Ульяновск: Ул.ГТУ, 2003.-126 с.

191. Вопросы математики и естествознания: Сб. науч. тр./ Отв.

Ред. Ф.Н. Рянский, Х. Ф. Азизов.- Нижневартовск: Изд-во 192. Высшее образование в России [Текст] : научнопедагогический журнал Комитета по высшей школе Министерства Науки, высшей школы и технической Лазарев, В. Концепции современного естествознания философское осмысление / В. Лазарев. - С. 193. Концепции современного естествознания:

философский аспект: Лекция/ А. П. Гладилин.- М.:

194. пособие для вузов/ В. В. Горбачев.- М.: Оникс21 в.: Мир и 195. Концепции современного естествознания [Текст] :

196. Концепции современного естествознания: Учеб.

пособие:( По экон. и техн. специальностям)/ В. Г. Горохов.М.: ИНФРА-М, 2003.-411 с.

197. Концепции современного естествознания: Структурир.

Учеб./ Д. И. Грядовой.- М.: ЮНИТИ-Дана: Единство, 2003.с.

198. Концепции современного естествознания [Текст] :

учеб. пособие для гуманитар. вызов / Т. Г. Грушевицкая, А.

199. Концепции современного естествознания [Текст] :

учеб. пособие для вузов / Т. Я. Дубнищева. - 5-е изд., перераб.

200. Естествознание. Экономика. Управление. Актуальные проблемы современного естесвознания: Межвуз. сб. науч.

работ, посвящ. Памяти А. И. Федорова: Спец. Выпуск.Самара: СГАУ, 2003.- 37 с.

201. естествознания/ В. М. Зеличенко, А. А. Борщевский// Успехи соврем. Естествозниния.- 2003.- № 3,- с. 98.

202. Концепции современного естествознания: Учеб.

пособие/ М. Р. Зобова.- СПб.:СПбГУТ, 2003.-54 с 203. лекций/ В. Д. Золотков, Г. М. Лочин.- 2-е изд., перераб. и 204. Концепции современного естествознания: Учеб. пособие для студентов педвузов/ Т. В. Ильясова.- 2-е изд., испр. и доп.- Оренбург: Изд-во Оренбург. Гос. пед. Ун-та, 2003.- 205. История науки и техники [Текст]. - М. : Научтехлитиздат. Выходит ежемесячно Грунмах, Л. Силы природы / Л. Грунмах, Е. Розенбоом. С.60- 206. Карпенков.- 6-е изд., перераб. и доп..- М.: Высш. шк., 2003.с.

207. Концепции современного естествознания: Учеб.-метод.

пособие/ Сост. Ю. М. Наследников и др.- Ростов н/Д.: ДГТУ.

208. Концепции современного естествознания: Учеб. пособие: (В 2ч.)/ Под ред. А. С. Борщова.- Саратов: СГТУ, 2003.

209. Концепции современного естествознания: Учеб. для вузов/ В.Н. Лавриненко, В. П. Ратников, В. Ф. Голубь и др.- 3-е изд., перераб. и доп.- М.: ЮНИТИ-Дана, 2003.-317 с.

210. Концепции современного естествознания: философское осмысление: Учеб. для гуманит. фак. и системы доп.

образования.- М.: МГУ, Владикавказ.- 2003.- 327 с.

211. Концепции современного естествознания: Учеб.- метод.

пособие./ сост. Бабкина С. В..- Комсомольск- на – Амуре:

Изд-во Комсом.-на-Амуре гос. пед. Ун-та, 2003.- 84 с.

212. Концепции современного естествознания: Учеб.-метод.

213. Концепции современного естествознания:( Учеб. пособие для гуманитар. и экон. специальностей/ М. И. Баскаков и др.); Под общ. Ред. С. И. Самыгина.- 4-е изд., перераб.и доп..Ростов н/Дону: Феникс, 2003.- 447 с.

214. Концепции современного естествознания: Учеб.-метод.

пособие/ М. Д. Корчак.- Электросталь: ЭПИ, 2003.-36 с.

215. Концепции современного естествознания: Учеб.

пособие/ В. А. Кукк, С. В. Сергеев, Б. А. Решетников.Челябинск: Изд-во Юж.-Урал. Гос. ун-та, 2003.- 218 с.

216. Космо-гео-био-социогенез/ В. А. Мартынов// Вестн.

Тамбовского университета. Сер.: Естеств. И тех. Науки.Т. 8, вып.5.- С. 887-890.

217. Концепции современного естествознания: Учеб.метод. пособие, М. Ю. Мастушкин.- М.: МГИМО(У), 2003.с.

218. Медведев.- М.: Компания «Спутник+», 2003.- 112 с.

219. Концепции современного естествознания: математика, физика, астрономия, химия, науки о Земле, биология, человек, синергетика: Учеб. пособие для юрид. вузов/ А. В.

Миронов.- М.:Акад. Правовой ун-т: МЗ-пресс, 2003.-204 с.

220. Концепции современного естествознания: Текст лекций/ Р. А. Нуруллин.- Казань: Изд-во Казан.гос.технол.

221. Концепции современного естествознания: (Учеб.

пособие для вузов по гуманитар. Специальностям) / В. М.

Найдыш.- 2-е изд., перераб. и доп.- М.: Альфа-М.: Инфра-М, 222. пособие/ В. А. Поляков.- Краснодар: Ин-т им. Росинского, 223.

Общее естествознание и его концепции : Учеб. пособие для педагог. вузов и колледжей / В. Г. Рау. - М. : Высшая школа, 224. 225. Концепции современного естествознания: Учеб. пособие/ 226. Концепции современного естествознания: Учеб.

пособие/ З. С. Сазонова, Т. М. Ткачева, Н. В. Чечеткина.- М.:

227. современного естествознания/ Л. И. Сверлова.- Хабаровск:

228. Концепции современного естествознания: Учеб.

пособие/ Л. И. Сверлова.- Хабаровск: ДГВМУ, 2003.- 290 с.

229. Концепции современного естествознания: Учебник/ А. Ю. Скопин.- М.: Проспект: Велби, 2003.- 391 с.

230. Слинкин, Э. Ф. Садыков.- Тобольск: ТГПИ, 2003.- 159 с.

231. Концепции современного естествознания:( Для гуманит. спец.)/ Е. Ф. Соколов.- М.: ВЛАДОС. 2003.- 231 с.

232. Концепции современного естествознания: Учеб.метод. пособие/ И. В. Трегуб.- М.: Изд-во Моск. Гос. ун-та 233. Концепции современного естествознания: Учеб.

пособие/ И. Н. Удалова.- Кемерово: КемГУ, 2003.-101 с.

234. лекций/ Г. С. Ферару.- Архангельск: ПГУ, 2003.- 106 с.

235. М. С. Эйдельман.- 9-е изд., перераб.- СПб.: Эйдельман, 2003.с.

236. Science and nature share citation honours Gwynne, Peter Source: Physics World, v 16, n 6, June, 2003, p Abstract: The citation honours to the physics and astronomy papers published in the journals 'Science' and 'Nature' are discussed. Physics papers published in Science have received citations between January 1992 and December 2002, while those published in Nature have received 70 citation honours. In space physics, Nature has got 48 citations while Science has got 237. Geek party tricks: Learning science and engineering through Smith, Amy; Muller, Eric Source: Proceedings - Frontiers in Abstract: Simple hands-on activites and demonstrations which promote in-depth understanding of basic physics and engineering concepts are presented. The tricks use commonly available materials and show interesting phenomena that appear to defy logical explanation. The tricks illustrate concepts of free body diagrams, stresses, polarity of water, and elastic moduli of materials. Tricks developed by the staff of the San Francisco Exploratorium as part of their teacher outreach program are 238. Концепции современного естествознания: Учеб.

пособие по базовому курсу для студентов гуманитар.

специальностей/ Е. Ю. Альтшулер, Р. В. Маслов, С. П.

Позднева.- Саратов: Изд-во Сарат. Ун-та. 2002.-183 с.

239. Концепции современного естествознания: Учеб.

пособие/ Е. И. Беляев.- Саратов:ПАГС, 2002.- 70 с.

240. Биниология, связь с другими парадигмами естествознания:

межвуз. сб.науч. тр.- Тюмень: Нефтегазовый ун-т, 2002.- 241. Основные концепции естествозниния: Учеб. пособие/ М. Г. Виноградова, Ю. Г. Папулов, В. П. Левин.- 2-е изд., 242. Концепции современного естествознания: Комплекс учеб.- метод. материалов для студентов-гуманитариев/ А. Э.

Воскобойников.- М.: Изд-во МНЭПУ, 2002.- 84 с.

243. Концепции современного естествознания: Экстернпособие/ Х. А. Газизова.- Уфа: Вост. Ун-т, 2002.-80 с.

244. естествознания: Учеб. пособие/ И. А. Гвоздкова, Р. К.

Горбатова, С. Х. Карпенков.- М.: ГУУ, 2002.-104 с.

245. Концепции современного естествознания: Учеб.

пособие/ А. А. Горелов.- М.: Центр, 2002.-206 с.

246. Второй шаг к физической математике, или Геометрия пространства/ С. Н. Гузевич// Рос. геофиз. Журн.- 2002.- № 247. Основные концепции и принципы естествознания:

Учеб. пособие/ Ф. М. Дягилев, В. Ф. Дягилев.Нижневартовск: Изд-во Нижневарт. Пед. Ин-та, 2002.- 255 с.

248. Концепции современного естествознания: учеб.-метод.

пособие/ З. И. Еремина.- Саранск: Тип. «Крас. Окт.», 2002.с.

249. Концепции современного естествознания: Учеб.-метод.

пособие для вузов/ Ю. И. Жигалов.- 2-е изд., перераб. и доп.М.: Гелиос АРВ, 2002.- 271 с.

250. ун-та дружбы народов. Сер.: Философия.- 2002.- № 3.- С. 86История науки и техники [Текст]. - М. : Научтехлитиздат. Выходит ежемесячно Келле, В. Ж. Социальная история естествознания и техники. Методологические проблемы / В. Ж. Келле. - С.40Ивашкова З. А.

Концепции современного естествознания: Конспект лекций/ З. А. Ивашкова.- Челябинск: Изд-во Юж.- Урал.

253. Концепции современного естествознания: программа курса и метод. рекомендации6 учеб.пособие.-М.: МГПУ, 254. Концепции современного естествознания: Учеб. для студентов вузов/ В. А. Канке.- 2-е изд., исп.- М.: Логос, 2002. с.

255. Концепции современного естествознания [Текст] :

учебник для вузов / С. Х. Карпенков. - 4-е изд., испр. и доп. М. : Академический проект, 2002.

256. пособие для студентов вузов/ Н. В. Клненков, А. Н.

Корольков, В. А. Степанов.- Рязань: РГПУ, 2002.-264 с.

257. Концепции современного естествознания : учеб. для вузов / В. Н. Лавриненко [и др.] ; ред. : В. Н. Лавриненко, В.

П. Ратников. - Изд. 2-е, перераб. и доп. - М. : ЮНИТИ, 2002. с 258. Концепции современного естествознания: Учеб. пособие/ под ред. В. А. Маргулиса.- Саранск: Изд-во Мордов. Ун-та, 259. Концепции современного естествознания: Хрестоматия для студентов всех специальностей/ А. С. Борщов, Д. И. Заров, В.

М. Собинов, И. А. Абросимова.- Саратов: СГТУ, 2002.-83 с.

260. Концепции современного естествознания: Учеб. пособие:

(Для вузов по спец. «Соц. работа».- Омск: Ом ГТУ, 2002.- 261. Концепции современного естествознания: Учеб. пособие.М.: МГЛУ, 2002.-99 с.

262. Концепции современного естествознания/ Под общ. ред. С.

И. Самыгина.- Ростов н/Д: Феникс, 2002.-344 с.

263. картины мира/ Л. А. Кропотова.- Новокузнецк: Изд-во ИПК, 264. Ледванов// Успехи соврем. Естествознания.- 2002.- № 1.- С.

265. Концепции современного естествознания: Учебник / И. С. Масленникова, А. М. Дыбов, Т. А. Шапошников.СПб.: СПбГИУ, 2002.- 282 с.

266. Методические рекомендации по изучению курса «Концепции современного естествознания»/ Сост. В. М.

Найдыш.- М.: Изд-во Рос. ун-та дружбы народов, 2002.-23 с.

267. Концепции современного естествознания: (Учеб.

пособие для вузов по гуманитар. Специальностям) / В. М.

268. Концепции современного естествознания: (Учеб.

пособие по экон. специальностям)/ В. В. Логвинов.- М.: Издво Рос. экон. акад., 2002.- 192 с.

269. Познание природы: история современности: Тексты лекций и метод. материалы по курсу «Концепции современного естествознания» / В. М. Найдыш, Е. Н.

Гнатик.- М.: Изд-во Рос. ун-та дружбы народов, 2002.-274 с.

270. Концепции современного естествознания: Конспект лекций/ В. А. Никитенко,А. П. Прунцев.- М.:ЮИ МИИТа, 271. Основные концепции современного естествознания: Учеб.метод. пособие/ Сост. Хасбулатов А. М. И др.).- Махачкала:

272. Концепции современного естествознания: Конспект лекций/ В. В. Пластинин.- Омск: ОГИС, 2002.- 21 с.

273. Курс концепций современного естествознания/ В. Н.

Савченко, В. П. Смагин.- Владивосток: Изд-во Владивосток.

гос. ун-та экономики и сервиса, 2002.- 295 с.

274. Концепции современного естествознания/ Л. И.

Сверлова.- Хабаровск: ДВГМУ, 2002.-224 с.

275. Концепции современного естествознания: Метод.

материалы для самостоят. работы/ В. Г. Свешников.- СПб.:

276. Концепции современного естествознания: Учеб.

пособие для вузов по соц.-гуманитарным специальностям / В. В. Свиридов.- Воронеж: ИММИФ, 2002.- 304 с.

277. Технические и естественные науки: проблемы, теория, 278. Концепции современного естествознания: Метод.

пособие/ А. И. Тихонов.- Иваново: ИГУ, 2002.-67 с.

279. Концепции современного естествознания [Текст] :

учеб. пособие для вузов / В.Г.Торосян. - М. : Высшая школа, 280. и астрономия/ Б. И. Фесенко.- 2е изд., перераб. и доп.- Псков:

281. Химический дизайн: Метаязыки в науке и концепции естествознания: Сборник.- Новосибирск, 2002.-108 с.

282. лекций/ С. Г. Хорошавина.- Ростов н/Дону, 2002.-478 с.

283. Концепции современного естествознания: Конспект лекций/ К. А. Черепанов, В. К. Черепанов.- Новокузнецк:

284. Концепции современного естествознания: Учеб.

пособие/ А. С. Чирцов.- СПб.: Бельведер, 2002.- 277 с.

285. Концепции современного естествознания: Учеб.

пособие для студентов Инженер.-экон. ин-та.- М.: МИИТ, 286. Words, science, and the state of evolution Krauss, Lawrence M. (Physics Department, Case Western Reserve University) Source: Chronicle of Higher Education, v 49, Abstract: A nationwide attack on science teaching was discussed.

The evolution was central to modern biology. If the current language about evolution remained in the final Ohio standards, the wedge strategy may succeed a year ahead of schedule. The seductiveness of the wedge strategy was that it seemed to be based on an appeal to fairness, which resonated particularly well 287. The real world of modern science, medicine, and qigong Tiller, William A. Source: Bulletin of Science, Technology and Society, v 22, n 5 SPEC., October, 2002, p 352- Abstract: Humankind is concerned with scientific enquiry because humans want to understand the milieu in which they find themselves. They want to engineer and reliably control or cooperatively modulate as much of the environment as possible to sustain, enrich, and propagate their lives. Following this path, the goal of science is to gain a reliable description of all natural phenomena so as to allow accurate prediction (within appropriate limits) of nature's behavior as a function of an everchanging environment. As such, science is incapable of providing us with absolute truth. Rather, it provides relative knowledge, internally self-consistent knowledge, about the relationships between different phenomena and between different things. The goal of engineering, on the other hand, is to build on this fundamental understanding to generate new materials, devices, structures, attitudes, moralities, philosophies, and so on, for producing tangible order, harnessing the latent potential in nature's phenomena and expanding human capabilities in an ever-changing environment. In this context, medicine is to human biology as engineering is to physical science. As each of us rides the "river of life," the great consciousness adventure, we perceive events occurring around us, but more often than not, we do not perceive the total information content inherent in those events nor the true reality of those events. The latter point is so because what we take as the reality of an observation is actually a convolution between (1) what our sensory system actually senses and (2) our mindset or belief structure that filters and/or selectively amplifies segments of the basic gathered data stream. Further, only what we call the five physical senses are well-developed and integrated in our overall sensory system, so only a portion of the total available data becomes our basic internal data stream. We are thus always making personal observations through the distorting and spectrally-limited lens of our mindsets, and we have no way at present to perform a deconvolution and perceive the pure information inherent in our basic input data stream. By using designed instruments to access information patterns in nature, we gain a more objective perspective of these events. However, we must always remember that these instruments were designed on the basis of the logic of our average cognitive development and therefore probably also have only a limited access to the total information spectrum for these events occurring in nature. In particular, these instruments only respond to positive energies. Over the course of the past four to five centuries, we have learned how to conduct true scientific investigations, first under the rubric of classical mechanics and, more recently, quantum mechanics. Let us now 288. Modern scientific methods and their potential in wastewater Wilderer, P.A. (Inst. of W. Qual. Contr./Waste Mgmt., Technical University of Munich); Bungartz, H.-J.; Lemmer, H.; Wagner, M.; Keller, J.; Wuertz, S. Source: Water Research, v 36, n 2, Abstract: Application of novel analytical and investigative methods such as fluorescence in situ hybridization, confocal laser scanning microscopy (CLSM), microelectrodes and advanced numerical simulation has led to new insights into micro- and macroscopic processes in bioreactors. However, the question is still open whether or not these new findings and the subsequent gain of knowledge are of significant practical relevance and if so, where and how. To find suitable answers it is necessary for engineers to know what can be expected by applying these modern analytical tools. Similarly, scientists could benefit significantly from an intensive dialogue with engineers in order to find out about practical problems and conditions existing in wastewater treatment systems. In this paper, an attempt is made to help bridge the gap between science and engineering in biological wastewater treatment. We provide an overview of recently developed methods in microbiology and in mathematical modeling and numerical simulation. A questionnaire is presented which may help generate a platform from which further technical and scientific developments can be accomplished. Both the paper and the questionnaire are aimed at encouraging scientists and engineers to enter into an intensive, mutually beneficial dialogue. © 2002 Elsevier Science Ltd. All 289. The role of surface science in bioengineered materials Tirrell, Matthew (Office of the Dean of Engineering, College of Engineering, Univ. of California at Santa Barbara); Kokkoli, Efrosini; Biesalski, Markus Source: Surface Science, v 500, n 1-3, Abstract: Materials employed in biomedical technology are increasingly being designed to have specific, desirable biological interactions with their surroundings, rather than the older common practice of trying to adapt traditional materials to biomedical applications. Moreover, materials scientists are also increasingly deriving new lessons from naturally occurring materials (from mollusk shells to soft animal tissue) about useful composition-structure property relationships that might be mimicked with synthetic materials. Together, these two areas of effort constitute what we may call bioengineered materials. It is possible to set down a reasonably thorough set of characteristics that bioengineered materials have in common. Among these characteristics we discuss the following: self-assembly, bioengineered materials often rely on information content built into structural molecules to determine the order and organization of the material; hierarchical structure, in most bioengineered materials several different length scales of structure are essential and are formed spontaneously and simultaneously via self-assembly; precision synthesis, fundamental to biological material structures is the idea of macromolecules constructed in a precise manner; templating, ordered structures in bioengineered materials are often propagated from one element or set of instructions, to another;

specific and non-specific interactions, the forces involved in holding biomaterials structures together. In the future, a carefully selected combination of this set of characteristics will enable us to bioengineer surfaces that are capable to direct and control a desired biological response. Eventually, such bioengineered surfaces will become important tools to comprehend and analyze how materials interact in nature.

290. Promoting preservice chemistry teachers' understanding about Lin, Huann-Shyang (Department of Chemistry, College of Science, Natl. Kaohsiung Normal University); Chen, ChungChih Source: Journal of Research in Science Teaching, v 39, n 9, Abstract: The purpose of this quasi-experimental study was to document the benefits of teaching chemistry through history.

The experimental group consisted of seniors enrolled in a teacher preparation program in which they learned how to teach chemistry through the history of science. Their understanding of the nature of science was compared with that of a control group, which consisted of juniors in the same department. The results of the analysis of covariance revealed that the experimental group outperformed the control group on an instrument documenting respondents' understanding of the nature of science. Additional frequency analysis and interview data indicated that the experimental group students had a better understanding of the nature of creativity, the theory-based nature of scientific observations, and the functions of theories. In the pretreatment interviews, students in the experimental group based their explanations concerning the nature of science primarily on their intuition. In the posttreatment interview, however, they were able to explain their beliefs by using scientists' arguments or hypotheses as examples. This result indicates that the experimental group's understanding about the nature of science was enhanced by learning to teach through the history of science 291. Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of Lederman, Norm G. (College of Education, Univ. Illinois at Urbana-Champaign); Abd-El-Khalick, Fouad; Bell, Randy L.;

Schwartz, Renee S. Source: Journal of Research in Science Abstract: Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K-12) science education. Since the early 1960s, major efforts have been undertaken to enhance K-12 students and science teachers' NOS views. However, the crucial component of assessing learners' NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open-ended instrument, the Views of Nature of Science Questionnaire (VNOS), which in conjunction with individual interviews aims to provide meaningful assessments of learners' NOS views; (b) outline the NOS framework that underlies the development of the VNOS; (c) present evidence regarding the validity of the VNOS; (d) elucidate the use of the VNOS and associated interviews, and the range of NOS aspects that it aims to assess; and (e) discuss the usefulness of rich descriptive NOS profiles that the VNOS provides in research related to teaching and learning about NOS. The VNOS comes in response to some calls within the science education community to go back to developing standardized forced-choice paper and pencil NOS assessment instruments designed for mass administrations to large samples.

We believe that these calls ignore much of what was learned from research on teaching and learning about NOS over the past 30 years. The present state of this line of research necessitates a focus on individual classroom interventions aimed at enhancing learners' NOS views, rather than on mass assessments aimed at describing or evaluating students' beliefs 292.

Learning to teach science for all in the elementary grades: What Howes, Elaine V. (Dept. of Math., Sci., and Technol., Teachers College, Columbia University) Source: Journal of Research in Science Teaching, v 39, n 9, November, 2002, p 845- Abstract: Implicit in the goal of recent reforms is the question:

What does it mean to prepare teachers to teach "science for all"? Through a teacher research study, I have encountered characteristics that may assist prospective elementary teachers in developing effective, inclusive science instruction. In describe these strengths, link them to requirements for teaching, and suggest how science teacher educators might draw on the strengths of their own students to support teaching practices aimed at universal scientific literacy. My conceptual framework is constructed from scholarship concerning best practice in elementary science education, as well as that which describes the dispositions of successful teachers of diverse learners. This study is based on a model of teacher research framed by the concept of "research as praxis" and phenomenological research methodology. The findings describe the research participants' strengths thematically as propensity for inquiry, attention to children, and awareness of school/society relationships. I view these as potentially productive aspects of knowledge and dispositions about science and about children that I could draw on to further students' development as elementary science 293. вузов)/ О. Е. Акимов.- М.: Юнити-Дана, 2001.- 639 с.

294. Опыт энциклопедической реализации базовых идей фундаментального естественнонаучного образования/ М. Д.

Аксенова, В. И. Санюк// Вестн. Рос. ун-та дружбы народов.

Сер.: Фундам. естественнонауч. образование.- 2001.-№ 6.- С.

295. Современные концепции естествознания: Лекции по курсу/ А. Н. Бабушкин.-СПб.: Лань, 2000.-203 с.

296. гумманит. Направлениям и специальностям/ С. А. Гуляев, В. М. Жуковский, С. В. Комов.-3-е изд., испр. и доп.Екатеринбург: УралЭкоЦентр, 2001.-540 с.

297. Концепции современного естествознания: (Учеб.

пособие)/ М. С. Гринкруг,Т. Х. Янько- Комсомольск-наАмуре: КНАГТУ, 2001.-61 с.

298. Начала естествозниния двадцать первого века/ В. М.

299. Идеи и проблемы современного естествознания:

Хрестоматьия.-М.: МИИТ, 2001.-178 с.

300. пособие для педвузов/ Т. В. Ильясова.- Оренбург: Изд-во Оренбург. Гос. Пед. Ун-та, 2001.-419 с.

301. Концепции современного естествознания: Учеб.

пособие/ И. Б. Калинин.- Томск: ТГУ, 2001.- 221 с.

302. Концепции современного естествознания: Учеб. для студентов вуза/ В. А. Канке.- М.: Логос, 2001.- 365 с.

303. Карпенков.- 2-е изд, испр.- М.: Высш. шк., 2001.- 333 с.

304. Концепции современного естествознания: Конспект лекций/ Сост. Н. Е. Раевская,- СПб.: Альфа, 2001.- 158 с.

305. Концепции современного естествознания: Учеб.- метод.

комплекс: Для гуманит. Специальностей.- М.: РГГУ, 2001.с.

306. пособие/ И. С. Клименко, Н. Н. Энгвер. - М.:МЭПИ, 2001.с.

307. О понимании в естествознании/ М. Ю. Кравцов// Вестн.

Волгогр. Ун-та. Сер.7, Философия. Социология и соц.

технологии.- 2001.- Вып. 1.- С.137-140.

308. гуманитарных наук/О. Л. Кузнецов, П. Г. Кузнецов, Б. Е.

Большаков. - Дубна: Ун-т «Дубна», 2001.-278 с.

309. Концепции современного естествознания/ Под ред. С. М.

Самыгина. - 3-е изд., доп. И перераб.-Ростов н/Дону: Феникс, 310. Белоусов, В. Г. Сахно// Вестн. Дальневос. отд-ния Рос. акад.

311. пособие/ М. С. Кунафин.- Уфа: Башк. ун-т, 2001.

312. Концепции современного естествознания [Текст] :

313. Основания современного естествознания. Модельный взгляд на физику, синергетику, химию/ А. И. Липкин. - М.:

314. Математическое моделирование в естественных науках:

Тез. Докл. 10-й всерос. Конф. Молодых ученых (26-29 сент.

2001 г.).- Пермь: Перм. гос. техн. ун-т, 2001.- 127 с.

315. учебное пособие / В. М. Найдыш. - М. : Гардарики, 2001. с.

316. Естествознание: Учеб пособие по курсу «Концепция современного естествознания»/ Л. Т. Пашков.- М.: Изд-во 317. пособие/ В. Н. Савченко.- Владивосток: Изд-во Дальневост.

318. Пособие для студентов мех.-мат. фак.: (В 2 ч.)/ Г. Д.

Севостьянов.- Саратов: Изд-во Сарат. Ун-та, 2001.

319. Современные проблемы естествознания: Материалы междунар. Научно-практич. конф. молодых ученых.Владимир: ВРО РА: ВГПУ, 2001.- 208 с.

320. естественнонаучных знаний/ О. В. Соловьева// Актуал.

Проблемы педагогики,- 2001.- Вып. 5.- С. 139-141.

321. пособие/В. Г. Страхов.- М.: Науч. кн., 2001.- 81 с.

322. Научно-технический прогресс в системе отношений между человеком и природной средой/ Н. Ию Труханович// Актуал. проблемы правоведения.-2001.-№ 1.-С.144-147.

323. Химический дизайн: Био.-физ.-хим. модели и концепции естествознания.- Новосибирск, 2001.-92 с.

324. геосредах/ В. И. Чупрынин// Вестн. Дальневос. отд-ния Рос.

325. Концепции современного естествознания: Учеб.-метод.

пособие в помощь студентам гуманитар. фак./ С. В. Шачин.Мурманск: МГПИ, 2001.- 83 с.

326. Post-modern management science: A likely convergence of soft Whalen, T. (Decision Sciences, Georgia State University, Department of Management); Samaddar, S. Source: Human Abstract: One of the distinguishing characteristics of 'postmodernism' in philosophy and the humanities generally is the de-emphasis on fixed meanings and precise structures of measurement, and the emphasis on discourses, which dynamically shape and are shaped by the perceptions, concepts, and participants making them up. In this paper, we posit that post-modern management science will benefit from two separate related foundations. First, we argue that soft computing as a foundation for a computational theory of perception is one sign that the postmodern viewpoint has begun to contribute to the advancement of the management sciences. Second, the growing knowledge management emphasis on continuously creating, discovering, reshaping and deploying corporate knowledge by converting its tacit knowledge to explicit knowledge and viceversa lays the other foundation for post-modern management science. This new philosophy of management science, we speculate, will have critical influence on the research and practice of management science in real world problem solving.

327. 20th and 21st century science: Reflections and projections Jahn, R.G. (Princeton Eng. Anomalies Res. Lab., Princeton University) Source: Journal of Scientific Exploration, v 15, n 1, Abstract: Twentieth century natural science opened onto a bewildering array of empirical anomalies and bemusing heuristic theories that testified to grossly inadequate comprehension of atomic-scale structures and processes.

Subsequent decades saw remarkable advances in the acquisition of more definitive data, the formulation of functional models, and the postulation of profound philosophical interpretations of these curious quantum mechanical phenomena. Later periods featured the prodigious applications of this arsenal of new understanding in such diverse domains as nuclear weaponry, energy, technology, health care, communications and information processing, and space exploration and utilization.

All of this mighty implementation notwithstanding, at the close of this era, much as in the preceding classical science period of the 19th century, fundamental ontological understanding of the natural processes of our cosmos again began to appear inadequate to encompass newly emerging bodies of anomalous empirical evidence, in this case primarily related to the role of consciousness in the establishment of physical experience. As we enter the 21st century, science seems poised to execute a similar evolutionary cycle of advancement of their comprehension and relevance. We are opening with a steadily growing backlog of demonstrable physical, biological, and psychological anomalies, many of which have been featured in the meetings and journals of this society, and most of which seem incontrovertibly correlated with properties and processes of the human mind, in ways for which our preceding 20th century scientific paradigm has no rational explanations. Meanwhile, our theorists are laboring along progressively more tortuous trails of non-linear dynamics, complex and chaotic systems, entanglement theories, zero-point vacuum fluctuations, string and superstring theories, microtubules and neuronal networks, in convoluted attempts to accommodate the phenomena without conceding their intrinsic subjectivity, perhaps reminiscent of similar earlier struggles to preserve geocentric celestial mechanics by epicycloidal orbit theories or to accommodate Rydberg's spectra within classical radiation models. While these esoteric efforts may provide some ad hoc utility in representing and cataloguing specific anomalous phenomena, they lack the capacity, individually or collectively, to compound to a totally comprehensive representation. That can only be approached when consciousness, in all of its subjective and objective ramifications, is accepted from the outset into scientific conceptualization as an essential, central, and proactive factor in the establishment of physical reality. This major concession must also bring with it the redefinition of other sacred scientific tenets, such as the rigid replicability and objectivity requirements, and the admission of such foreign concepts as transdisciplinary metaphor, intersubjective resonance, and teleological causality as both enabling factors and analytical tools. Specific conceptual schema for comprehensive formulation of such an expansion of scientific methodology are at present rare and primitive, but two examples can be sketched to illustrate the requisite complementarity of physical and 328. Концепции современного естествозниния: История.

Современность. Проблемы. Перспективы : Курс лекций/ В.

А. Ацюковский.- М.: Изд-во МСЭУ, 20000.-445 с.

329. Концепции современного естествознания/ В. И.

Алексеев.- Владивосток: Дальрыбвтуз, 2000.

330. Концепции современного естествознания: материалы к семин. занятиям/ Р. А. Браже.- Ульяновск: Ул.ГТУ, 2000.- 331. Современные концепции естествознания: Лекции по курсу/ А. Н. Бабушкин.-СПб.: Лань, 2000.-203 с.

332. Приамурское региональное отделение Российской академиии естественных наук/ В. Г. Варнавский// Вестн.

Приамур. Регион. Отд-ния Рос. акад. Естеств. Наук.- 2000.с. 6-13.

333. Труды по философии естествознания / В. И. Вернадский ;. М. : Наука, 2000. - 334. пособие/ В. Н. Герасименко, В. П. Попов.- Ростов н/Д.:РЮИ, 335. Концепции современного естествознания и техники [Текст] : учеб. пособие для вузов / В.Г.Горохов. - М. : ИнфраМ, 2000. - 607 с 336. Гуманитарные, естественные наука.- Рубцовск: РИИ, 2000.с.

337. Концепции современного естествознаеия/ В. В. Горбачев.М.: МГУП, 20000.- 338. Концепции современного естествознания [Text] : учеб.

339. Концепции современного естествознания/ В. М.

Дуничев.- Южно-Сахалинск: Сахал. кн. изд-во, 2000.-123 с.

340. Основные концепции современного естествозниния/ В.

С. Данилова, Н. Н. Кожевников.- М.: Аспект-пресс, 2000.- 341. Исследования по истории физики и механики, 1998Текст] : [Cб.] / РАН. Ин-т истории естествознания и техники им.С.И.Вавилова ; ред.: Г. М. Идлис [и др.]. - М. :

Концепции современного естествознания: конспект лекций/ Т. В. Ивашковская, В. А. Павлов.- СПб.: Михайлов, 343. Концепции современного естествознания: Учеб.

пособие/ А. К. Иванов-Шиц.- М.: МГИМО(У), 2000.

344. Концепции современного естествознания: Учеб. пособие 345.

Концепции современного естествознания : Учеб.для вузов / С. Х. Карпенков. - 2-е изд., испр. и доп. - М. : Академический 346. Кузнецов// Вестн. Приамур. регион. отд-ния Рос. акад.

347. Концепции современного естествознания: Учеб. для вузов/ Л.С. Мотылева, В. А. Скоробогатов, А. М. Судариков.СПб.: Союз, 2000.-318 с.

348. Концепции современного естествознания: Курс лекций/ И.

Д. Неважный, Л. Г. Пугачева, В. М. Соколенко.-Саратов:

Изд-во Сарат. Гос. Академии права, 2000.-156 с.

349. Новые идеи в естествознании/ Т. Н. Рощупкина.- Спб.:

350. Концепции современного естествознания : Учеб.для вузов / 351. Пособие/ Г. М. Рыбаков.- 2-е изд., доп.- М.: МГИУ, 2000.- 352. Учеб. пособие по курсу «Концепции современного естествознания» / Сафралиев Г. К., Гусейханов М. К..Махачкала: ДГУ, 2000.-164 с.

353. Суханов, О. Н. Голубева.- М.: Агар, 2000.-451 с.

354. естествознания: ( Учеб. Для вузов)/ В. А. Соломатин.- М.;

Ярославль: ДИА-пресс, 2000.-463 с.

355. «Фундаментальные проблемы естественных наук и техники», конгресс-2000(Санкт-Петербург). Труды конгресса 2000 «Фундаментальные проблемы естествознания и техники».- СПб.: Изд-во С.-Петерб. Ун-та, 356. Курс лекций «Концепции современного естествознания»/ С. Г. Хорошавина.- Ростов н/Дону: Феникс, 20000.-478 с.

357. Химический дизайн: Физ.-хим. модели и концепции естествознания.- Новосибирск, 2000.-156 с.

358. Современное естествознание: пути синтеза науки, философии и религии/ Е. И. Хлебосолов.-Рязань: Изд-во Ряз.

Обл. ин-та развития образования, 2000.-152 с.

359. Концепции современного естествознания: Курс лекций/ Ю. П. Хипачев.- Нальчик: КБГУ, 2000.-79 с.

360. Концепции современного естествознания: Учеб. практ.

пособие/ Л. С. Щенникова, А. А. Щенникова.-М: МЭСИ, 361. Schoeberl, Mark (NASA/Goddard Space Flight Cent);

Andrucyk, Dennis J.; Ryschkewitsch, Michael G.; Meeson, Blanche W. Source: International Geoscience and Remote Sensing Symposium (IGARSS), v 3, 2000, p 1163- Abstract: One key goal of NASA's Earth Science Enterprise is answering the question: What will sustain the habitability of Earth? To bring this question into focus, and to chart a course to our future, the Earth Science Vision Initiative (ESVI) was established to develop the Earth Science Vision (ESV), a series of key science and application targets which can be achieved in the 2020 time frame and beyond. Assuming a strong partnership with operational and other national agencies, the ESVI has formulated science, technology and information science investment priorities needed to reach the targets. For identified applications, critical technology is paired with required measurements to reach the target. ESVI also takes into account commercial and other agency investments in technology as part of its strategy. It is intended that the ESV process be ongoing with a review of progress toward goals and identification of new targets taking place on an annual basis. The ESV, as it exists today, is a starting point for discussions with other governmental and non-governmental entities. These entities need to reach consensus on participation and the broad requirements needed to reach the earth science and applications goals.

362. On the eve of the 21st century: Statistical science at a crossroads Wegman, Edward J. (George Mason Univ) Source:

Computational Statistics and Data Analysis, v 32, n 3, Jan, 2000, p Abstract: Modern statistical science is one of the major scientific achievements of the 20th century. While many of the concepts had been laid down earlier, it was not until the 20th century that a true science of statistics had come into being. In a real sense, statistical science is at a crossroads. Statistics as a discipline is all too often defined by the set of techniques, tools and methodology rather than by the goal of data analysis and inference. Defining the science by its techniques, tools and methods is a prescription for insularity while defining by its goals is a prescription for openness and expansion Составитель: ведущий библиограф ОНТИБ Коновалова Е. Н.