17,561 research outputs found
State Responsibility for Fostering Participation and Social Justice. Some Reflections on Policies for Low Skilled Adults in Portugal and Italy
This article aims at discussing the state responsibility concerning educational rights as a framework to problematize issues of social justice on two national contexts of South Europe with an expressive vulnerable adult population concerning qualifications. We supported our analysis of national ALE public policies on Toma\u161evski (2001) theoretical and analytical framework that focuses on the accomplishment of the right of education by national states. Research goals are to analyse and compare ALE as a human right in the context of both states obligations, and to qualitatively evaluate selected national policies as fostering participation and social justice. This article responds to the follow question: what are the national policies that contribute to express ALE as a human right and why? It presents the scenarios obtained through Toma\u161evski model and point out to interesting differences between Portuguese and Italian case
The Equivalence Principle Revisited
A precise formulation of the strong Equivalence Principle is essential to the
understanding of the relationship between gravitation and quantum mechanics.
The relevant aspects are reviewed in a context including General Relativity,
but allowing for the presence of torsion. For the sake of brevity, a concise
statement is proposed for the Principle: "An ideal observer immersed in a
gravitational field can choose a reference frame in which gravitation goes
unnoticed". This statement is given a clear mathematical meaning through an
accurate discussion of its terms. It holds for ideal observers (time-like
smooth non-intersecting curves), but not for real, spatially extended
observers. Analogous results hold for gauge fields. The difference between
gravitation and the other fundamental interactions comes from their distinct
roles in the equation of force.Comment: RevTeX, 18 pages, no figures, to appear in Foundations of Physic
Gravitation as Anholonomy
A gravitational field can be seen as the anholonomy of the tetrad fields.
This is more explicit in the teleparallel approach, in which the gravitational
field-strength is the torsion of the ensuing Weitzenboeck connection. In a
tetrad frame, that torsion is just the anholonomy of that frame. The infinitely
many tetrad fields taking the Lorentz metric into a given Riemannian metric
differ by point-dependent Lorentz transformations. Inertial frames constitute a
smaller infinity of them, differing by fixed-point Lorentz transformations.
Holonomic tetrads take the Lorentz metric into itself, and correspond to
Minkowski flat spacetime. An accelerated frame is necessarily anholonomic and
sees the electromagnetic field strength with an additional term.Comment: RevTeX4, 10 pages, no figures. To appear in Gen. Rel. Gra
Deciphering Babel: Dis/locations of the Professional Self and the Second Language Curriculum
In the following (auto) ethnographic study, I draw from Burdick’s (2012) analogy of qualitative research as “auto - archeology” and from parrhesia (Foucault, 1988) as a rhetorical device of self - definition and preservation to explore the interplay of power and identity within the context of second language education discourses. Specifically, I focus on the ways in which, through the creation of particular performative strategies, two educators working within the context of Liberal Arts institutions negotiate, construct and resist the everyday pressures and implied prejudices often associated with the curriculum and instruction of second languages in the United States. I conclude this study by arguing that the examination of how institutional power is reflected in teachers’ narratives is essential to the achievement of a better understanding of the lack of solidarity among the professoriate as well as the disconnect between authority, theory and praxis in the exercise of the second language professio
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