39,940 research outputs found

    Some Problems with Negative Refraction

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    J. B. Pendry's "Negative Refraction Makes a Perfect Lens" is analyzed. It appears that several statements may be understood in terms of lens design but not in terms of fundamental behavior of light.Comment: 4 pages. Published PRL Comment: http://link.aps.org/abstract/PRL/v87/e24970

    Valid knowledge: The economy and the academy

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    The future of Western universities as public institutions is the subject of extensive continuing debate, underpinned by the issue of what constitutes valid knowledge. Where in the past only prepositional knowledge codified by academics was considered valid, in the new economy enabled by information and communications technology, the procedural knowledge of expertise has become a key commodity, and the acquisition of this expertise is increasingly seen as a priority by intending university students. Universities have traditionally proved adaptable to changing circumstances, but there is little evidence to date of their success in accommodating to the scale and unprecedented pace of change of the Knowledge Economy or to the new vocationally-oriented demands of their course clients. And in addition to these external factors, internal ones are now at work. Recent developments in eLearning have enabled the infiltration of commercial providers who are cherry-picking the most lucrative subject areas. The prospect is of a fracturing higher education system, with the less adaptable universities consigned to a shrinking public-funded sector supporting less vocationally saleable courses, and the more enterprising universities developing commercial partnerships in eLearning and knowledge transfer. This paper analyses pressures upon universities, their attempts to adapt to changing circumstances, and the institutional transformations which may result. It is concluded that a diversity of partnerships will emerge for the capture and transfer of knowledge, combining expertise from the economy with the conceptual frameworks of the academy

    Some aspects of the cenozoic geology of the Moawhango River region, in the Army training area in Waiouru, North Island, New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Quaternary Geology at Massey University

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    Late Tertiary marine strata of the Waiouru Formation were unconformably deposited on a dissected Late Cretaceous peneplain surface of unusually high relief formed on Torlesse Supergroup greywacke at Waiouru. Central North Island, New Zealand. Waiouru is uniquely located on the southern boundary of the Taupo Volcanic Zone and the northern margin of the Wanganui Basin, an infilled Pliocene basin now subject to Plio-Pleistocene uplift. Two transgressive episodes are identified. The first involved submergence of the peneplain in the Neogene, when Kapitean mudstone was deposited. Then a general marine shallowing occurred around the New Zealand landmass which saw uplift of Waiouru towards the end of the Kapitean Stage, followed by a period of sub-aerial erosion. The second transgressive episode was initiated by subsidence of the Wanganui Basin in the Pliocene, which led to onlap of coarse shallow-water sandstones during the Opoitian Stage. Basement subsidence tended to result in vertical rather than horizontal migration of the shoreline. No evidence has been found for previously recognised eustatic sealevel cycles, due possibly to masking by strong tidal conditions throughout the Opoitian sequence; Waiouru being located on the northern edge of the Pliocene Kuripapango Strait. Eventually, shallow seas supported a faunal population sufficient to produce widespread carbonate skeletal fragments that formed extensive shell limestone beds at the top of the Waiouru Formation. Rapid lateral and vertical changes in the facies are interpreted as due to rapidly changing local depositional conditions. These were caused by the submerging basement initially forming a steep coast with at least two offshore islands. Marine infilling occurred within former incised river valleys 3 km wide and over 300 m in depth. Erosion of local greywacke contributed to the Opoitian sedimentation, as did a granitic source, probably in North-west Nelson, with materials transported from this latter source by currents propagating through the Kuripapango Strait. The presence of abundant granite-derived micas in Opoitian strata, yet their absence in the Kapitean strata provide a limiting age for the arrival of micas in Wanganui Basin strata. As the Wanganui Basin depocentre moved southwards, offlap and emergence occurred with Plio-Pleistocene uplift. The paleo-Moawhango River established its course in the newly uplifted strata, forming superimposed gorges where it cut into exposed basement. Except for initially deposited basal strata, dips in the Neogene marine strata are almost all uniformly consistent with the regional dip. Mapping of the shell limestone beds has shown post-Opoitian development of a small scale (<2 km wide) anticline and a minor associated fault. To the south of the study area, the Waipipian age Taihape Mudstone overlies the Waiouru Formation. The contact between the two is interpreted to be the Opoitian-Waipipian boundary and thus the Waiouru Formation was deposited within the Opoitian Stage

    Moorean Absurdities and Iterated Beliefs

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    Published in Journal of Philosophical Research, 2007, 32, 144-168. https://doi.org/10.5840/jpr20073236</p

    Maximising the potential of ICT to provide authentic summative assessment opportunities

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    This paper reports on elements of a study that was conducted in Western Australia to explore the potential of various forms of digitally based external assessments for senior secondary school courses. One problem that needed addressing was how to provide students with authentic assessment opportunities, particularly in subjects in which performance is an integral component. Traditionally, assessment in many of these subjects was by way of a three-hour paper examination. This established a dichotomy for teachers in which the pedagogy of the subject was very different from the method of assessment. In wanting to maximise their student’s potential for success, many teachers taught to the examination, consequently sacrificing a practical performance approach to the subject for a more theoretical form of delivery
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