Understanding how physicists solve problems can guide the development of methods that help students learn and improve at solving complex problems. Leveraging the framework of cognitive task analysis, we conducted semi-structured interviews with theoretical physicists (N=11) to gain insight into the cognitive processes and skills that they use in their professional research. Among numerous activities that theorists described, here we elucidate two activities that theorists commonly characterized as being integral to their work: making assumptions and using analogies. Theorists described making assumptions throughout their research process, especially while setting their project's direction and goals, establishing their model's interaction with mathematics, and revising their model while troubleshooting. They described how assumptions about their model informed their mathematical decision making, as well as instances where mathematical steps fed back into their model's applicability. We found that theorists used analogies to generate new project ideas as well as overcome conceptual challenges. Theorists deliberately sought out or constructed analogous, indicating this is a skill students can practice. When mapping knowledge from one system to another, theorists sought to use systems that shared a high degree of mathematical similarity; however, these systems did not always share similar surface features. We conclude by discussing connections between the ways theorists use assumption and analogy and offering potential applications to instruction.
Microwave irradiation of O-phenyloximes triggers N–O homolysis and 1,5-hydrogen atom transfer (HAT), resulting in formal gamma-C–H functionalization of ketones after trapping of the radical intermediate and in situ imine hydrolysis. The Lewis acid InCl3∙H2O facilitated the HAT step, enabling functionalization of nonbenzylic 1° carbon atoms. Both C–O and C–C bond formation could be accomplished by this method.
Desde hace tiempo la crítica se ha ocupado de los descuidos cervantinos, y los ha explicado de varias maneras. Algunos estudiosos piensan que son errores o descuidos, debidos a la celeridad con la que supuestamente Cervantes escribía sus obras. Otros afirman que son errores premeditados con distintas motivaciones (parodia de libros de caballería, intención artística, etc.). Finalmente, algunos eruditos han sostenido que son producto de las distintas reescrituras de la obra, o de las vicisitudes de la impresión en la época de la imprenta manual.
El presente trabajo se ocupa de estudiar algunos de los descuidos del Quijote desde una perspectiva diferente. Propone leer varias de dichas incoherencias en el contexto artístico de la imitatio aurisecular de los autores clásicos, en particular de Homero, autor cuyas obras fueron criticadas desde la Antigüedad hasta el Renacimiento por contener numerosos errores. En este sentido, se sugiere que varios de los descuidos cervantinos en la novela podrían ser atribuidos a un deseo por parte de Cervantes de emular a Homero, la gran referencia literaria en el género de la literatura épica occidental, con el fin de dotar de autoridad y legitimidad al Quijote, siempre desde una perspectiva paródica.
Este estudio examina las relaciones entre la oralidad y la escritura en el episodio de Barataria, en la Segunda Parte de Don Quijote. Propone que los sabios juicios de Sancho en Barataria son un ejemplo de la supremacía de la oralidad sobre la escritura en esta novela. En particular, cómo Cervantes usa la oralidad y sus marcas como una herramienta para denunciar el excesivamente burocratizado sistema judicial de su época.
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