Orbital rotation without orbital angular momentum: mechanical action of the spin part of the internal energy flow in light beams

It is known that internal energy flow in a light beam can be divided into the orbital flow, associated with the macroscopic energy redistribution within the beam, and the spin flow originating from instantaneous rotation of the field vectors inherent in circular or elliptic polarization. In contrast to the orbital one, experimental observation of the spin flow constituent seemed problematic because (i) it does not manifest itself in the visible transformation of the beam profile and (ii) it converts into the orbital flow upon tight focusing of the beam, usually employed for the energy flow detection by the mechanical action on probe particles. We propose a two-beam interference technique that permits to obtain appreciable level of the spin flow in moderately focused beams and to detect the orbital motion of probe particles within a field where the transverse energy circulation is associated exclusively with the spin flow. This result can be treated as the first demonstration of mechanical action of the spin flow of a light field.Comment: 9 pages, 3 figures and 1 video cli

The Concept of Culture in Critical Mathematics Education

© Springer International Publishing AG, part of Springer Nature 2018. This is a post-peer-review, pre-copyedit version of a chapter published in The Philosophy of Mathematics Education Today. The final authenticated version is available online at: http://dx.doi.org/10.1007/978-3-319-77760-3A well-known critique in the research literature of critical mathematics education suggests that framing educational questions in cultural terms can encourage ethnic-cultural essentialism, obscure conflicts within cultures and promote an ethnographic or anthropological stance towards learners. Nevertheless, we believe that some of the obstacles to learning mathematics are cultural. ‘Stereotype threat’, for example, has a basis in culture. Consequently, the aims of critical mathematics education cannot be seriously pursued without including a cultural approach in educational research. We argue that an adequate conception of culture is available and should include normative/descriptive and material/ideal dyads as dialectical moments

Reviews

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