Why a Consilience Liberal Arts Course is Necessary in the Posthuman Era －Centering on Intellectual Consilience and Practical Consilience

This study examines the meaning of liberal arts education focused on the concept of consilience and concretizes consilience liberal arts into intellectual consilience and practical consilience, in order to consider why the sort of liberal arts that applies consilience thinking is necessary in the post-human era. Consilience refers to a harmony between disciplines that occurs in the process of convergence, a method that achieves convergence between disciplines, and a tool that connects life and disciplines. Convergence as a result and consilience as a process also make a difference in the types of talent a person possesses. Convergence-type talent refers to a resultant human who can precisely design linkages with other fields based on expertise in one field, whereas consilience-type talent refers to a generative human who finds issues around them, focuses on those issues, and derives solutions by combining studies and data in various ways. Here, consilience-type talents create questions by observing certain phenomena, combine seemingly unrelated things in their own way, and develop a new framework to answer the questions. Their thinking flow is defined as ‘consilience thinking’. Therefore, consilience liberal arts education focuses on the acquisition of consilience thinking and allows students to reduce their prejudices and fears about other departments or other disciplines, lower the barriers to entry into other departments or other disciplines, and further deepen and broaden convergence thinking in their majors. However, in order to have such an effect in the post-human era, it is necessary for consilience liberal arts to divide into two parts: ‘intellectual consilience’ and ‘practical consilience’. The purpose of intellectual consilience is to make students realize that they can acquire consilience knowledge related to our lives and solve problems around us through consilience knowledge, whereas practical consilience allows students to experience consilience thinking while creating results centered on actual activities by exploring the problems around them and analyzing the data needed to solve the problems.

A Link between Approximation Theory and Summability Methods via Four-Dimensional Infinite Matrices

In this study, we present a link between approximation theory and summability methods by constructing bivariate Bernstein-Kantorovich type operators on an extended domain with reparametrized knots. We use a statistical convergence type and power series method to obtain certain Korovkin type theorems, and we study certain rates of convergences related to these summability methods. Furthermore, we numerically analyze the theoretical results and provide some computer graphics to emphasize the importance of this study.

On Ruelle’s property

In this paper we investigate the range of validity of Ruelle’s property. First, we show that every finitely generated Fuchsian group has Ruelle’s property. We also prove the existence of an infinitely generated Fuchsian group satisfying Ruelle’s property. Concerning the negative results, we first generalize Astala and Zinsmeister’s results [Mostow rigidity and Fuchsian groups. C. R. Math. Acad. Sci. Paris311 (1990), 301–306; Teichmüller spaces and BMOA. Math. Ann.289 (1991), 613–625] by proving that all convergence-type Fuchsian groups of the first kind fail to have Ruelle’s property. Finally, we give some results about second-kind Fuchsian groups.

A Qualitative Exploration of Effective Creative/Convergence Type of Class in Middle and High School Physical Education Classes

The purpose of this research was to examine the courses and experiences of middle and high school physical education teachers based on their field experience, suggestions, and school educational environment and to explore in-depth to reflect learner-centered creative/ convergence type of education in physical education classes. To achieve the purpose of the research, four physical education teachers were selected as research participants, and after conducting in-depth interviews, inductive category analysis procedures among qualitative research methods were used to derive the meaning analysis and results of the data. For learner-centered creative/convergence type of classes, first, individual competencies of field teachers will have to be developed first. Second, there will have to be a solution to the problem of conflict of interest between teachers and teachers. Third, there should be case education, organizing, systematizing, and refined models for creative/convergence type of education. Fourth, there should be a realistic and direct approach and support, not an expression as an abstract language. The goals of the physical education subject matter include important parts that represent the direction that physical education should pursue and the learning reach that learners should achieve. Therefore, if education content is presented to solve problems more specifically and creatively, more suitable results will be produced for fostering creative/convergence type of talent.

Three Dimensional Slope Stability Analysis of Open Pit Mine

The 3-dimensional slope stability analysis has been developing rapidly since the last decade, and currently a number of geomechanical researchers in the world have put forward ideas for optimization of slope design related to the economics and safety of mining operations. The 3-dimensional slope stability analysis methods has answered the assumption of spatial parameters in determining safety factors and the failure probability, thus the volume of failed material and the location of the most critical slopes can be determined. This chapter discusses two methods of 3-dimensional slope stability analysis, namely the limit equilibrium method (LEM) and finite element method (FEM). LEM 3D requires an assumption of failure type with the variable of analysis are the maximum number of columns, the amount of grid points, increment radius, and type of slip surface. On the other hand, FEM 3D requires an assumption of convergence type, absolute force and energy, with the variable of analysis are mesh type and maximum number of iterations. LEM 3D shows that the cuckoo algorithm is reliable in obtaining position and shape of slip surface. Meanwhile FEM 3D, the optimum iteration number needs to be considered to improve analysis efficiency and preserving accuracy.

The Duffing-Holmes Oscillator Under Hybrid Position Feedback Controller: Response Type and Basin of Attraction Analyses

This paper presents a detailed response type and basin of attraction (BOA) analyses of a linear mass-spring-damper oscillator and a Duffing-Holmes (D-H) oscillator controlled by a class of position feedback controllers. First, the response-type comparison of both linear and D-H systems subjected to a, Negative Position Feedback (NPF), and Positive Position Feedback (PPF) controllers, and Hybrid Position Feedback (HPF) controller (which combines the previous two) is analyzed individually. Initially, the bistable system is expressed as two linear models around the stable equilibriums, and shows similar dynamic characteristics near the vicinity of stable equilibria. Three relevant response types are identified for the controlled D-H oscillator. These are the intra-well, single cross-well, and multiple cross-well response types describing all possible responses. With the BOA analyses, three response convergence types are defined. These are the convergence to state-1, convergence to state-2, and no convergence. The overall behavior of the bistable system under the hybrid controller is examined and described using these response- and convergence-type analyses. In this paper, it is shown that the HPF control concept provides desirable response for a wider range of systems and initial conditions when compared to the other simpler control schemes. The range of desirable controller parameters is identified.

About the convergence type of improper integrals defining fractional derivatives

This article continues the analysis of the class of fractionally differentiable functions. We complete the main result of [4] that characterises the class of fractionally differentiable functions in terms of the pointwise convergence of certain improper integrals containing these functions. Our aim is to present an example, which shows that in order to obtain all fractionally differentiable functions, one may not replace the conditional convergence of those integrals by their absolute convergence.