共查询到12条相似文献，搜索用时 375 毫秒
1.
J. V. Narlikar 《Resonance》2011,16(4):310-321
The underlying idea in Mach’s principle is that the origin of inertia or mass of a particle is a dynamical quantity determined
by the environment, in particular the rest of the matter in the universe. In this article, we discuss the role of this idea
in the Brans-Dicke theory of gravitation and the Hoyle-Narlikar cosmology. 相似文献
2.
This essay critically addresses the hegemony ofthe prolympic system, especially its effects upon children aud youth. It is argued that the prolympic system—its polical economy and socials structure—abrogates the liberal democratic promise that each individual has the right to develop his/her talents to the full. Indeed it is argued that liberal democracy cannot met this challenge because some individuals' extractive powers expropriate the developmental potentials of the many for their own gain. Thus, the prolympic feeder system places far more emphasis on the performance principle than the developmental principle because it is geared to the social reproduction of an elite athletic labor force, which provides asual or symbolic profits. Suggesths a made to combine the knowledges of sport psychology and socialogy to build a plat form which to think about a sport pedagogy system more oriented to democratic participation and more sensitive to the processes in chikh and youth. The work of Erik Erikson is uacd as a frame work for the structuring of our arguments. 相似文献
3.
R. H. Dicke 《Resonance》2011,16(4):372-391
The significance of Mach’s principle (and the implicit relativity principle) for field theory is discussed, also the significance
of zero-mass boson fields for the geometry of the physical space. The significance of such fields for Mach’s principle within
the framework of cosmology is also discussed. It is suggested that the distant matter of the universe generates one or two
zero-mass boson fields, very likely a tensor field and perhaps a scalar, and that each of these fields propagates, carrying
into the laboratory a quasistatic influence having its origin primarily in the distant matter of the universe. The observable
effects of these “Machian fields” are described. 相似文献
4.
5.
Subhashis Nag 《Resonance》1998,3(11):18-29
This article explores the connection between the Archimedes principle in physics and Gauss’s divergence theorem in mathematics. 相似文献
6.
Second law of thermodynamics can be apparently violated in systems whose dynamics depend on information acquired by measurement. However, when one considers measurement and erasure together with the system, it saves the second law. We consider the simple example of an information machine, where information is used as a resource to increase the machine’s performance. The system is connected to two baths, a work source, and a moving tape which is used as an information reservoir. The performance of the device is autonomous. The system acts as an engine, erasure or refrigerator. Even combination of any two is possible. All these possibilities are allowed by the generalized second law. 相似文献
7.
Robin Alexander 《Cambridge Journal of Education》2004,34(1):7-33
This article revisits Brian Simon's 1981 judgement that for deep‐seated historical reasons English education lacks a coherent and principled pedagogy. Given that since 1997 the tide of educational centralisation has added teaching methods to those aspects of schooling which the UK government and/or its agencies seek to prescribe, it is appropriate to test the continuing validity of Simon's claim by reference to a major policy initiative in the pedagogical domain: the government's Primary Strategy, published in May 2003. This article defines pedagogy as both the act of teaching and its attendant discourse and postulates three domains of ideas, values and evidence by which both are necessarily framed. It then critically assesses the Primary Strategy's account of some of the components of pedagogy thus defined, notably learning, teaching, curriculum and culture, and the political assumptions which appear to have shaped them. On this basis, the Primary Strategy is found to be ambiguous and possibly dishonest, stylistically demeaning, conceptually weak, evidentially inadequate and culpably ignorant of recent educational history. The article is an extended version of the last in the 2002–2003 Research Lecture series at Cambridge University Faculty of Education, and preserves some of the style of its initial mode of presentation. 相似文献
8.
INTRODUCTION 2D irregular-shaped nesting problem is the problem of finding an efficient arrangement for pieces in a containing region without overlapping (Fig.1), and is aimed at maximizing use of material. Nesting problem is of great interest to garment, paper, ship building, and sheet metal industries since small improvement of layout can lead to large savings in material. Many effective solutions have been pro- posed for the case when pieces and containing region are both rectangular. … 相似文献
9.
An equivalent relationship between electro-magnetic flowmeters (EMFs) and the Hall effect is discussed in principle and three
equivalent conclusions about their measuring equations are derived. Thereby, the calibration using the ionic current (CUIC)
is introduced to the calibration of EMFs in a special Hall effect system. A basic system with these equations is specially
given and discussed for realizing the method. Two key points about CUIC are proved by a simple experiment. 相似文献
10.
Jonathan Rix 《International Journal of Inclusive Education》2013,17(2):263-279
This paper considers how notions of inclusive education as defined in the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Agreement (1994) have become dissipated, and can be developed and reframed to encourage their progress. It analyses the discourse within a range of academic, legal and media texts, exploring how this dissipation has taken place within the UK. Using data from 78 specialist school websites it contextualises this change in the use of the terms and ideas of inclusion with the rise of two other constructs, the ‘specialist school’ and ‘personalisation’. It identifies the need for a precisely defined representative principle to theorise the type of school which inclusion aims to achieve, which cannot be subsumed by segregated providers. It suggests that this principle should not focus on the individual, but draw upon a liberal/democratic view of social justice, underlining inclusive education’s role in removing social barriers that prevent equity, access and participation for all. 相似文献
11.
We present a new algorithm for nesting problems. Many equally spaced points are set on a sheet, and a piece is moved to one
of the points and rotated by an angle. Both the point and the rotation angle constitute the packing attitude of the piece.
We propose a new algorithm named HAPE (Heuristic Algorithm based on the principle of minimum total Potential Energy) to find
the optimal packing attitude at which the piece has the lowest center of gravity. In addition, a new technique for polygon
overlap testing is proposed which avoids the time-consuming calculation of no-fit-polygon (NFP). The detailed implementation
of HAPE is presented and two computational experiments are described. The first experiment is based on a real industrial problem
and the second on 11 published benchmark problems. Using a hill-climbing (HC) search method, the proposed algorithm performs
well in comparison with other published solutions. 相似文献
12.
Florian Kiuppis 《International Journal of Inclusive Education》2013,17(7):746-761
This article reflects on changes in the disability-related educational approach of United Nations Educational, Scientific and Cultural Organization (UNESCO), specifically investigating the context UNESCO's Special Needs Education unit was embedded in while following up the ‘World Conference on Special Needs Education’ that was held in Salamanca 20 years ago. The paper starts with the observations that first education for all and inclusive education are currently as education themes of UNESCO quite similar in terms of their scope and rationale. Second, although debates on inclusive education have been fuelled in context with the UN-‘Convention on the Rights of Persons with Disabilities’, disability plays a less important role in UNESCO's programme spectrum, compared to some decades ago. Drawing from a study on institutions and knowledge analysing shifts in meanings of inclusive education, the recent tautology of themes is interpreted in connection with changes of UNESCO's approach to special needs education after 1994 and as consequence of shifts occurring back then in perceptions about the goals of UNESCO programmes. Borrowing from Organisation Studies, the article highlights conceptual changes in UNESCO's programmes, from traditional special (needs) education to inclusive education. Data used have been collected in the archives of the UNESCO headquarters in Paris. Method of the interpretive inquiry is in-depth content analysis. 相似文献