The existing analysis reports a reconstruction scheme of the newly proposed gravity say f(Q) gravity through the scale factor of the form a(t)=a0tn=11+z by describing the power-law cosmology. The reconstructed f(Q) gravity models disclosed how this modified gravity model is capable to replicate dissimilar epochs of the cosmological history. Also, the reconstructed f(Q) gravity models are castoff to develop the expressions for density and pressure and the equation of state parameter. We reconstruct two cases of interacting fluid scenario ghost and pilgrim dark energy with pressureless dark matter. The physical behavior of the models is talked over the evolution of the Universe is accelerated. Moreover, the well-known cosmological planes i.e., (ωD−ωD′) and (r − s) constructed for our models, also include a comparison of our findings of these dynamical parameters with observational constraints. It is also quite interesting to mention here that the results of the equation of state parameter, (ωD−ωD′) and (r − s)-planes coincide with the modern observational data.

Any new gravitational theories can be built with the help of a gauge theory with local Poincare symmetry. This local Poincare symmetry can set up a space-time with torsion. In the present study, the authors working on the parametrization approach towards Hubble’s parameter in the frame of modified teleparallel Gauss-Bonnet gravity which is established on the torsion invariant T and the teleparallel equivalent of the Gauss-Bonnet term TG, say F(T,TG) gravity. In particular, gravity is responsible for an integrated explanation of the cosmological history from early-time inflation to late-time acceleration expansion, by lacking the addition of a cosmological constant. The domino effect acquired is reliable with recent cosmological outcomes. A transition scenario from a decelerating phase to an accelerating phase of cosmic evolution has been detected. Using the combined datasets (SNe-Ia+BAO+CMB+H(z)), we have constrained the transition redshift zt (at which the universe transit from a decelerating phase to an accelerating) and established the best fit value of zt. Next, we paralleled the renovated results of q(z) and ω(z) and found that the outcomes are well-suited with a ΛCDM universe.

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In today’s labour market, being competitive requires, in addition to technical skills, several twenty-first-century career competencies, including the capacity to think critically. Although the literature on teaching methods designed for enhancing students’ reflective thinking abounds, the contribution of special tasks with varying complexity to learners’ critical thinking capacity, to our knowledge, has not been earlier investigated. Hence, the present investigation sought to investigate the effect of multi-level critical thinking activities introduced into classes on the critical thinking level of post-secondary vocational students. This cross-sectional study employed the Starkey Critical Thinking Test adapted for the Russian-speaking population in order to measure critical thinking level in a sample (n = 218) of vocational students. Results showed that among students whose classes were complemented by critical thinking tasks, almost half of subjects with low and test scores eventually shifted to a medium scoring cohort. Eleven learners who were medium scorers at the beginning gained high-level results at the end point. Meanwhile, only a small percentage of those no-treatment participants with initially low performance on the critical thinking test eventually moved into the medium level, as well as from the latter into a high achievement category. The independent two-tailed t-test revealed a significant difference between posttest scores observed in control and intervention groups. It can be therefore suggested that critical analysis of thought-provoking materials with subsequent class presentation and discussion can provide catalytic conditions for developing learners’ reflective thinking abilities. It was recommended that future studies using similar intervention should involve a larger sample and deal with qualitative data to extend the research and increase its validity.   Keywords: Education; higher-order thinking; reflective thinking; vocational students.

One of the actual problems of mathematical physics is to relate differential geometry and nonlinear differential equation. Research in this direction is very important, as the results are a theoretical and practical application. In this paper, we investigate the Camassa-Holm equation. It is well known that the integrable nonlinear Camassa-Holm equation play an important role in the study of wave propagation. We present the relationship between Camassa-Holm equation and soliton surfaces. The rst and second fundamental forms, surface area and curvature for Camassa-Holm equation are found.

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