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🔗 Philosophy 🔗 Politics 🔗 Psychology 🔗 Marketing & Advertising 🔗 Philosophy/Philosophy of science 🔗 Philosophy/Epistemology 🔗 Sociology 🔗 Education

Social facilitation is defined as improvement or decrease in individual performance when working with other people rather than alone.

In addition to working together with other people, social facilitation also occurs in the mere presence of other people. Previous research has found that individual performance is improved by coaction, performing a task in the presence of others who are performing a similar task, and having an audience while performing a certain task. An example of coaction triggering social facilitation can be seen in instances where a cyclist's performance is improved when cycling along with other cyclists as compared to cycling alone. An instance where having an audience triggers social facilitation can be observed where a weightlifter lifts heavier weight in the presence of an audience. Social facilitation has occasionally been attributed to the fact that certain people are more susceptible to social influence, with the argument that personality factors can make these people more aware of evaluation.

The Yerkes-Dodson law, when applied to social facilitation, states that "the mere presence of other people will enhance the performance in speed and accuracy of well-practiced tasks, but will degrade in the performance of less familiar tasks." Compared to their performance when alone, when in the presence of others they tend to perform better on simple or well-rehearsed tasks and worse on complex or new ones.

The audience effect attempts to explain psychologically why the presence of an audience leads to people performing tasks better in some cases and worse in others. This idea was further explored when some studies showed that the presence of a passive audience facilitated the better performance of a simple task, while other studies showed that the presence of a passive audience inhibited the performance of a more difficult task or one that was not well practiced, possibly due to psychological pressure or stress. (See Yerkes–Dodson law.)

🔗 Education 🔗 Engineering

Regulation and licensure in engineering is established by various jurisdictions of the world to encourage public welfare, safety, well-being and other interests of the general public and to define the licensure process through which an engineer becomes authorized to practice engineering and/or provide engineering professional services to the public.

As with many other professions, the professional status and the actual practice of professional engineering is legally defined and protected by law in some jurisdictions. Additionally, some jurisdictions permit only licensed engineers (sometimes called registered engineers) to "practice engineering," which requires careful definition in order to resolve potential overlap or ambiguity with respect to certain other professions which may or may not be themselves regulated (e.g. "scientists," or "architects"). Relatedly, jurisdictions that license according to particular engineering discipline need to define those boundaries carefully as well so that practitioners understand what they are permitted to do.

In many cases, only a state or provincial licensed/registered engineer has the authority to take legal responsibility for engineering work or projects (typically via a seal or stamp on the relevant design documentation). Regulations may require that only a licensed or registered engineer can sign, seal or stamp technical documentation such as reports, plans, engineering drawings and calculations for study estimate or valuation or carry out design analysis, repair, servicing, maintenance or supervision of engineering work, process or project. In cases where public safety, property or welfare is concerned, it may be required that an engineer be licensed or registered – though some jurisdictions have an "industrial exemption" that permits engineers to work internally for an organization without licensure so long as they are not making final decisions to release product to the public or offering engineering services directly to the public (e.g. consultant).

Expert witness or opinion in courts or before government committees or commissions can be provided by experts in the respective field, which is sometimes given by a registered or licensed engineer in some jurisdictions.

🔗 Psychology 🔗 Education 🔗 Homeschooling 🔗 Alternative education

The Montessori method of education is a type of educational method that involves children's natural interests and activities rather than formal teaching methods. A Montessori classroom places an emphasis on hands-on learning and developing real-world skills. It emphasizes independence and it views children as naturally eager for knowledge and capable of initiating learning in a sufficiently supportive and well-prepared learning environment. It discourages some conventional measures of achievement, such as grades and tests.

The method was started in the early 20th century by Italian physician Maria Montessori, who developed her theories through scientific experimentation with her students; the method has since been used in many parts of the world, in public and private schools alike.

A range of practices exist under the name "Montessori", which is not trademarked. Popular elements include mixed-age classrooms, student freedom (including their choices of activity), long blocks of uninterrupted work time, specially trained teachers and prepared environment. Scientific studies regarding the Montessori method are mostly positive, with a 2017 review stating that "broad evidence" exists for its efficacy.

🔗 Psychology 🔗 Education 🔗 Homeschooling 🔗 Alternative education

Autodidacticism (also autodidactism) or self-education (also self-learning and self-teaching) is education without the guidance of masters (such as teachers and professors) or institutions (such as schools). Generally, an autodidact is an individual who chooses the subject they will study, their studying material, and the studying rhythm and time. An autodidact may or may not have formal education, and their study may be either a complement or an alternative to formal education. Many notable contributions have been made by autodidacts.

🔗 Philosophy 🔗 Psychology 🔗 Philosophy/Epistemology 🔗 Education

Tacit knowledge or implicit knowledge is knowledge that is difficult to extract or articulate—as opposed to conceptualized, formalized, codified, or explicit knowledge—and is therefore more difficult to convey to others through verbalization or writing. Examples of this include individual wisdom, experience, insight, motor skill, and intuition. An example of "explicit" information that can be recorded, conveyed, and understood by the recipient is the knowledge that London is in the United Kingdom. Speaking a language, riding a bicycle, kneading dough, playing an instrument, or designing and operating sophisticated machinery, on the other hand, all require a variety of knowledge that is difficult or impossible to transfer to other people and is not always known "explicitly", even by skilled practitioners.

🔗 Biography 🔗 Computing 🔗 Mathematics 🔗 Military history 🔗 Military history/North American military history 🔗 Military history/United States military history 🔗 Military history/Military science, technology, and theory 🔗 Physics 🔗 Economics 🔗 Philosophy 🔗 Philosophy/Logic 🔗 Biography/science and academia 🔗 Philosophy/Philosophy of science 🔗 Philosophy/Contemporary philosophy 🔗 Military history/Military biography 🔗 Biography/military biography 🔗 History of Science 🔗 Computing/Computer science 🔗 Philosophy/Philosophers 🔗 Education 🔗 Hungary 🔗 Military history/World War II 🔗 Military history/Cold War 🔗 Physics/History 🔗 Physics/Biographies 🔗 Game theory 🔗 Eastern Europe

John von Neumann (; Hungarian: Neumann János Lajos, pronounced [ˈnɒjmɒn ˈjaːnoʃ ˈlɒjoʃ]; December 28, 1903 – February 8, 1957) was a Hungarian-American mathematician, physicist, computer scientist, engineer and polymath. Von Neumann was generally regarded as the foremost mathematician of his time and said to be "the last representative of the great mathematicians"; who integrated both pure and applied sciences.

He made major contributions to a number of fields, including mathematics (foundations of mathematics, functional analysis, ergodic theory, representation theory, operator algebras, geometry, topology, and numerical analysis), physics (quantum mechanics, hydrodynamics, and quantum statistical mechanics), economics (game theory), computing (Von Neumann architecture, linear programming, self-replicating machines, stochastic computing), and statistics.

He was a pioneer of the application of operator theory to quantum mechanics in the development of functional analysis, and a key figure in the development of game theory and the concepts of cellular automata, the universal constructor and the digital computer.

He published over 150 papers in his life: about 60 in pure mathematics, 60 in applied mathematics, 20 in physics, and the remainder on special mathematical subjects or non-mathematical ones. His last work, an unfinished manuscript written while he was in hospital, was later published in book form as The Computer and the Brain.

His analysis of the structure of self-replication preceded the discovery of the structure of DNA. In a short list of facts about his life he submitted to the National Academy of Sciences, he stated, "The part of my work I consider most essential is that on quantum mechanics, which developed in Göttingen in 1926, and subsequently in Berlin in 1927–1929. Also, my work on various forms of operator theory, Berlin 1930 and Princeton 1935–1939; on the ergodic theorem, Princeton, 1931–1932."

During World War II, von Neumann worked on the Manhattan Project with theoretical physicist Edward Teller, mathematician Stanisław Ulam and others, problem solving key steps in the nuclear physics involved in thermonuclear reactions and the hydrogen bomb. He developed the mathematical models behind the explosive lenses used in the implosion-type nuclear weapon, and coined the term "kiloton" (of TNT), as a measure of the explosive force generated.

After the war, he served on the General Advisory Committee of the United States Atomic Energy Commission, and consulted for a number of organizations, including the United States Air Force, the Army's Ballistic Research Laboratory, the Armed Forces Special Weapons Project, and the Lawrence Livermore National Laboratory. As a Hungarian émigré, concerned that the Soviets would achieve nuclear superiority, he designed and promoted the policy of mutually assured destruction to limit the arms race.

🔗 Education

Underwater basket weaving is an idiom referring pejoratively to supposedly useless or absurd college or university courses and often generally to refer to a perceived decline in educational standards.

The term also serves as an intentionally humorous generic answer to questions about an academic degree. It is also used to humorously refer to any non-academic elective course, specifically one that does not count towards any graduation requirements.

🔗 United Kingdom 🔗 Education 🔗 Science

The Nuffield Science Teaching Project was a programme to develop a better approach to teaching science in British secondary schools, under the auspices of the Nuffield Foundation. Although not intended as a curriculum, it gave rise to alternative national examinations, and its use of discovery learning was influential in the 1960s and 1970s.

🔗 Education 🔗 Toys

The Gilbert U-238 Atomic Energy Lab is a toy lab set that was produced by Alfred Carlton Gilbert, who was an American athlete, magician, toy-maker, business man, and inventor of the well-known Erector Set. The Atomic Energy Lab was released by the A. C. Gilbert Company in 1950. The kit's intention was to allow children to create and watch nuclear and chemical reactions using radioactive material.

🔗 Literature 🔗 Education 🔗 Reference works

Commonplace books (or commonplaces) are a way to compile knowledge, usually by writing information into books. They have been kept from antiquity, and were kept particularly during the Renaissance and in the nineteenth century. Such books are essentially scrapbooks filled with items of every kind: recipes, quotes, letters, poems, tables of weights and measures, proverbs, prayers, legal formulas. Commonplaces are used by readers, writers, students, and scholars as an aid for remembering useful concepts or facts. Each one is unique to its creator's particular interests but they almost always include passages found in other texts, sometimes accompanied by the compiler's responses. They became significant in Early Modern Europe.

"Commonplace" is a translation of the Latin term locus communis (from Greek tópos koinós, see literary topos) which means "a general or common topic", such as a statement of proverbial wisdom. In this original sense, commonplace books were collections of such sayings, such as John Milton's example. Scholars now understand them to include manuscripts in which an individual collects material which have a common theme, such as ethics, or exploring several themes in one volume. Commonplace books are private collections of information, but they are not diaries or travelogues.

In 1685 the English Enlightenment philosopher John Locke wrote a treatise in French on commonplace books, translated into English in 1706 as A New Method of Making Common-Place-Books, "in which techniques for entering proverbs, quotations, ideas, speeches were formulated. Locke gave specific advice on how to arrange material by subject and category, using such key topics as love, politics, or religion. Commonplace books, it must be stressed, are not journals, which are chronological and introspective."

By the early eighteenth century they had become an information management device in which a note-taker stored quotations, observations and definitions. They were used in private households to collate ethical or informative texts, sometimes alongside recipes or medical formulae. For women, who were excluded from formal higher education, the commonplace book could be a repository of intellectual references. The gentlewoman Elizabeth Lyttelton kept one from the 1670s to 1713 and a typical example was published by Mrs Anna Jameson in 1855, including headings such as Ethical Fragments; Theological; Literature and Art. Commonplace books were used by scientists and other thinkers in the same way that a database might now be used: Carl Linnaeus, for instance, used commonplacing techniques to invent and arrange the nomenclature of his Systema Naturae (which is the basis for the system used by scientists today). The commonplace book was often a lifelong habit: for example the English-Australian artist Georgina McCrae kept a commonplace book from 1828-1865.