The R.I. Pimenov unified gravitation and electromagnetism field theory as semi-Riemannian geometry

More then forty years ago R.I. Pimenov introduced a new geometry -- semi-Riemannian one -- as a set of geometrical objects consistent with a fibering $pr: M_n \to M_m.$ He suggested the heuristic principle according to which the physically different quantities (meter, second, coulomb etc.) are geometrically modelled as space coordinates that are not superposed by automorphisms. As there is only one type of coordinates in Riemannian geometry and only three types of coordinates in pseudo-Riemannian one, a multiple fibered semi-Riemannian geometry is the most appropriate one for the treatment of more then three different physical quantities as unified geometrical field theory. Semi-Euclidean geometry $^{3}R_5^4$ with 1-dimensional fiber $x^5$ and 4-dimensional Minkowski space-time as a base is naturally interpreted as classical electrodynamics. Semi-Riemannian geometry $^{3}V_5^4$ with the general relativity pseudo-Riemannian space-time $^{3}V^4,$ and 1-dimensional fiber $x^5,$ responsible for the electromagnetism, provides the unified field theory of gravitation and electromagnetism. Unlike Kaluza-Klein theories, where the 5-th coordinate appears in nondegenerate Riemannian or pseudo-Riemannian geometry, the theory based on semi-Riemannian geometry is free from defects of the former. In particular, scalar field does not arise. PACS: 04.50.Cd, 02.40.-k, 11.10.KkComment: 16 pages, 2 figures. Submited to Physics of Atomic Nucle

On Degenerate Metrics and Electromagnetism

A theory of degenerate metrics is developed and applied to the problem of unifying gravitation with electromagnetism. The approach is similar to the Kaluza-Klein approach with a fifth dimension, however no ad hoc conditions are needed to explain why the extra dimension is not directly observable under everyday conditions. Maxwell's theory is recovered with differences only at very small length scales, and a new formula is found for the Coulomb potential that is regular everywhere.Comment: The published article is available on the GRG server at http://www.wkap.nl/journa

Exploring the development of a cultural care framework for European caring science

The aim of this paper is to discuss the development of a cultural care framework that seeks to inform and embrace the philosophical ideals of caring science. Following a review of the literature that identified a lack of evidence of an explicit relationship between caring science and cultural care, a number of well-established transcultural care frameworks were reviewed. Our purpose was to select one that would resonate with underpinning philosophical values of caring science and that drew on criteria generated by the European Academy of Caring Science members. A modified framework based on the work of Giger and Davidhizar was developed as it embraced many of the values such as humanism that are core to caring science practice. The proposed caring science framework integrates determinants of cultural lifeworld-led care and seeks to provide clear directions for humanizing the care of individuals. The framework is offered to open up debate and act as a platform for further academic enquiry

Foreign policy convergence in Pacific Asia : the evidence from voting in the UN General Assembly

Research Highlights and Abstract Research Highlights Comparative assessment of three indexes of voting cohesion Demonstrates the strong shared orientation towards global affairs among states in the Pacific Asian region, especially ASEAN and China, which is greater than that of the EU Shows the widespread reluctance of most Pacific Asian states publicly to criticize human rights abuses Shows the estrangement of the US from the foreign policy orientations of Pacific Asian states, even Japan and South Korea This article aims to do three things: (i) compare three different indexes for assessing the voting cohesion of regional groups of states in the UN General Assembly; (ii) use these indexes to assess the foreign policy convergence of states in Pacific Asia on global issues between 1974 and 2008; (iii) compare the extent of that convergence with the European Union (EU). All three indexes show a high degree of convergence in the voting records of states in Pacific Asia, but particularly in ASEAN, which is higher than in the EU. The most frequent cause of divergence since the end of the Cold War has been the reluctance of most states in the region, apart from Japan and South Korea, publicly to criticize the human rights records of other states. Although there are variations, the results also reveal the divergence in voting between states throughout the region and the US

Ask not only ‘What can Problem-based Learning do for Psychology?’ but ‘What can Psychology do for Problem-based Learning?’ A Review of the relevance of problem-based learning for Psychology Teaching and Research

Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented\ud within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however,\ud received very limited attention. The aim of this paper is therefore to review published accounts on how\ud PBL is being used to deliver psychology curricula in higher education and to highlight psychological\ud research that offers practical strategies for PBL theory and practice. The paper is divided into three\ud sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within\ud psychology curricula, alongside a consideration of its advantages and disadvantages. In the second section, we outline the results of a systematic literature review of published examples of PBL used within\ud psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of\ud the ways in which psychological research can provide practical guidance for PBL teaching practice. We\ud conclude this paper with some recommendations for future research across all these areas, and call for\ud the further development of PBL curricula in psychology higher education course provision