Over the decades, the Scientific Dissemination, at Brazil and other places elsewhere in the world, has been through a lot of transformations, therefore/and, new paradigms are being created, other abandoned, however, many questions remain open. One of them refers to the manners in which the Natural Sciences are communicated to society in general. In order to understand how is currently happening the Scientific Dissemination in one of the most important fields of Natural Sciences, the Physics, this article is composed by the State of Art on the research about Quantum Physics, in this area of knowledge. Therefore, this bibliographical research used Bardin’s content analysis as a methodological support, with the aim of identifying trends in research involving this thematic, and, as a database, the Scientific Eletronic Library Online (SciELO) and Google Scholar were used, as well as, the direct consultation of the main journals/magazine in the area. A small number (N = 11) of studies were found, in relation to the volume of academic productions consulted (N = 137), emphasizing that there is a large deficit to be amended. Additionaly, the majority of founded research, despite presenting relevant approaches, it doesn’t satisfactorily uses a language that configures Scientific Dissemination at the different representation levels of physical phenomenas, something that may eventually cause epistemological obstacles and inadequate visions for the models of these phenomenas.

The Principles of General Geography, a textbook of Soviet universities, is a classic academic work of geography, the translation of which was published in the 1950s in China. Through literature review, analysis and comparison, research shows that this book was translated into Chinese quickly after the Ministry of Education of the People's Republic of China called for the translation of university textbooks in the Soviet Union in 1952. The translated versions had a great influence on the Chinese geographical circles at that time, even some of the influences have continued to this day.

Chinese Academy of Sciences has always attached great importance to the popularization of science. In the early days of the establishment of the institute, it was common for scientific and technological workers to participate in science popularization work in their personal capacity, and with the promotion of national macro policies, the status of Chinese Academy of Sciences as a national institution played an increasingly important role. Since the beginning of new era, Chinese Academy of Sciences has made full use of the advantages of talents and scientific research achievements to popularize science as part of its participation in the construction of the national innovation system. Based on the development and changes of the national science popularization policy, this paper analyzes the changes in the science popularization work of Chinese Academy of Sciences and the science popularization concepts and business logic behind it, and puts forward preliminary thoughts on the future science popularization work of Chinese Academy of Sciences.

The author’s research interests lie in the history of higher education for science and engineering. In particular, he has studied the historical contacts and intersections between the Tokyo Institute of Technology (changed its name into Institute of Science Tokyo, in 2024) in Japan and the Massachusetts Institute of Technology in the USA. In his 2005 report, he revealed that the university reforms implemented by MIT in the 1930s served as a reference point for the university reforms initiated by Tokyo Institute of Technology in the period immediately following the Second World War. In his 2009 report, he introduced letters from the faculty members at Tokyo Institute of Technology requesting advice from MIT's president.
This paper uncovers the manner of two 19th-century general industrial schools which established in Tokyo and Boston were shaped by a shared experience: the 1876 World's Exposition in Philadelphia. This event, which took place during the same year as a centennial ceremony of the U.S. independence, had a significant impact on both institutions, prompting them to design new curricula for their respective schools simultaneously. John Daniel Runkle (1822-1902), the second president of MIT, made notes on the Russian industrial school's exhibition and subsequently employed them in the reform of the curriculum. Similarly, the Japanese bureaucrat Seiichi Tejima (1850-1918) observed an exhibition at a Russian industrial school. Tejima was inspired to integrate production training into the curriculum and established the Tokyo Vocational School "Tokyo Shokko Gakko", which subsequently became the Tokyo Institute of Technology.
The Russian showpiece showed the importance of training to make products by students and that concept transferred and changed major industrial schools both in Japan and the US.