This paper introduces a possible alternative model of gravity based on the theory of fractional-dimension spaces and its applications to Newtonian gravity. In particular, Gauss’s law for gravity as well as other fundamental classical laws are extended to a D-dimensional metric space, where D can be a non-integer dimension. We show a possible connection between this Newtonian Fractional-Dimension Gravity (NFDG) and Modified Newtonian Dynamics (MOND), a leading alternative gravity model which accounts for the observed properties of galaxies and other astrophysical (...) structures without requiring the dark matter hypothesis. The MOND acceleration constant $${a_{0}} \simeq 1.2 \times 10^{-10} \text {m}\, \text{s}^{-2}$$ can be related to a natural scale length $$l_{0}$$ in NFDG, i.e., $$a_{0} \approx GM/l_{0}^{2}$$, for astrophysical structures of mass M, and the deep-MOND regime is present in regions of space where the dimension is reduced to $$D \approx 2$$. For several fundamental spherically-symmetric structures, we compare MOND results, such as the empirical Radial Acceleration Relation (RAR), circular speed plots, and logarithmic plots of the observed radial acceleration $$g_{obs}$$ vs. the baryonic radial acceleration $$g_{bar}$$, with NFDG results. We show that our model is capable of reproducing these results using a variable local dimension $$D\left( w\right)$$, where $$w =r/l_{0}$$ is a dimensionless radial coordinate. At the moment, we are unable to derive explicitly this dimension function $$D\left( w\right)$$ from first principles, but it can be obtained empirically in each case from the general RAR. Additional work on the subject, including studies of axially-symmetric structures, detailed galactic rotation curves fitting, and a possible relativistic extension, will be needed to establish NFDG as a viable alternative model of gravity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education ed. by David J. Elliott, Marissa Silverman and Gary E. McPhersonCara Faith BernardDavid J. Elliott, Marissa Silverman, and Gary E. McPherson, eds., The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (New York, NY: Oxford University Press, 2019)Three leading voices in music education, David J. Elliott, Marissa Silverman, and Gary E. McPherson, consistently work to (...) reconceive how music educators create and challenge the discourses of music learning and the ways in which people engage with music. The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education furthers their contributions and serves as a break from the familiar and common “default philosophy of assessment” of tests, standards, regimens, and rankings to invite new ways of approaching music assessment.1 They, along with their coauthors, apply their theoretical, research, and teaching experience to examine music assessment through social praxis and how individuals and communities “deepen their growth as knowing and compassionate human beings.”2 In short, this Handbook is an invitation for music educators of all levels to reengage with their values and name them in their current and future practices.Using the current neoliberal state of education as a backdrop, Elliott, Silverman, and McPherson portray schools as spaces that yield corporate types of learning practices and assessments which “place little value on arts education.”3 Countering these realities, the diverse cadre of authors examines assessment [End Page 123] from different settings, roles, policies, and practices, organized around four themes. The first theme examines assessment through theoretical ideas including critical pedagogy, pragmatism, and Deleuzean frameworks. Next, in methodological practices, new ideas for assessment are considered through teacher evaluation, working with students with disabilities, and incorporating habits of mind. Creativity explores assessment through technological possibilities, popular music, and drawing, among others. Closing with international perspectives, the authors explore assessment through German and Scandinavian bildung/bildning, care as a driving force of assessment in South Africa, and an Iranian non-regulated perspective of assessment.Alexandra Kertz-Welzel asks: “Who decides what is assessed? How it is assessed? By whom is it assessed?”4 These questions are embraced and challenged throughout the Handbook. Instead of conceiving of assessment as something diagnostic—reaching musical benchmarks and aptitudes deemed by outside authorities—the authors welcome an epistemological shift of assessment. What might happen when music educators replace written self-assessments, quizzes, and playing tests in favor of, say, habits of mind (as Jillian Hogan and Ellen Winner describe in their chapter5) such as listening, noticing, being part of a community, persisting, expressing oneself, imagining, and making decisions? These changes might transform a community, one where students and teachers embrace music making beyond mere replication.6 The authors suggest ways of engaging in acts of subversion, resistance, care, and pragmatism to push past the product-driven view of assessment dictated by neoliberal and for-profit discourses.Historically, assessment has been contextualized, discussed, and critiqued through its practices; its purpose has been to gain information which aids in making decisions about teaching. In many contexts, particularly in the U.S., assessment practices stem from current educational policies, namely those noted in teacher evaluation systems.7 Such practices are intended to show student growth and drive instruction, to better label teaching quality and student success.8 In my own research on teacher evaluation, I found that music educators struggle with definitions and strategies of assessment; as a result, they defer to assessments based on hierarchies of musical skill and technique.9 Yet, Charlotte Danielson, a creator of many U.S. teacher evaluation frameworks, reminds that teaching “is not simply a matter of following a script of carrying out other people’s instructional designs.”10 Having to uphold the demands of assessment and evaluation forced many of the participants in my research to become compliant, even when they knew their teaching strategies were ancillary to who the students were and what they needed. They fabricated their assessments— often in the form of exit slips and inauthentic writing and musical compositional activities—to comply with policies. As a result, teachers’ values for music [End Page 124] teaching and learning were omitted from... (shrink)

This paper offers a comprehensive discussion on the concept of Africa and freedom, freedoms in indigenous Africa, literacy and freedom from external forces, freedom under colonial rule, the role of World War II, decolonization and the Independence Movement in Africa, independent African and new challenges for freedom and finally a way forward.

What do we do when we say ‘We’? This paper pursues a response from analytic pragmatism. The guiding idea of analytic pragmatism is to look to what one must implicitly know how do to be able to use expressions to say something, including how to make that implicit know-how explicit. Accordingly, the question we are tasked to answer is what one must know how to do to say ‘We’ – that is, what practical know-how saying ‘We’ requires and can be (...) employed to make explicit. The concept normative ascent is introduced in developing an answer. On this approach, the know-how in question turns out to be a distinctively normative capacity. Both being and saying ‘We’ turns out to involve being able to do and say something normative. (shrink)

This book studies the history of intercultural human rights. It examines the foundational elements of human rights in the East and the West and provides a comparative analysis of the independent streams of thought originating from the two different geographic spaces. It traces the genesis of the idea of human rights back to ancient Indian and Greco-Roman texts, especially concepts such as the Rigvedic universal moral law, the Upanishadic narratives, the Romans' model of governance, the rule of law, and administration (...) of justice. It also looks at Cicero's concept of rights and duties which focuses on quality of compassion and fair play, and Seneca's expositions on mercy, empathy, justice and checks on the arbitrary exercise of power. An important contribution, this book fills a significant gap in the study of human rights. It will be useful for students and researchers of political science, ancient history, religion and civilizations, philosophy, history, human rights, governance, law, sociology, and South Asian studies. The book also caters to general readers interested in the history of human rights. (shrink)

The socialist construction in Vietnam, aspect of human role.

Монография посвящена творчеству Б. Н. Чичерина - ключевой фигуре русской философии права XIX века. Его идеи были итоговыми для естественно-правовой традиции, в отношении которой мыслитель был не только преемником, но и критиком.

LANGUAGE NOTE | Document text in Chinese; abstract also in English. 本文回顧及討論2021年1月至2022年4月COVID-19疫情期間香港抗疫中曾在公共領域提出或引起關注的倫理問題。新型的傳染病是複雜和具有不確定的挑戰，COVID-19全球大流行引起的倫理問題有普世 的性質，但亦必須結合本地具體的情況討論。作者對其中的倫理焦點提出觀察分析，包括接種COVID-19疫苗的知情同意程序及其局限性，以及為精神上無行為能力的老年人接種疫苗決定的特殊挑戰。 This article reviews and discusses ethical issues that emerged in the public realm in the first two years of the COVID-19 pandemic in Hong Kong, between January 2021 and March 2022. Emerging infectious diseases are complex and bring about uncertain challenges. Although many of the ethical issues during the pandemic were universally experienced, it is important to understand them within the local contexts in which they arose. The paper (...) reports on observations related to some of these ethical issues, namely, the process of informed consent for COVID-19 vaccination and its limitations, and the challenge of arriving at vaccination decisions for mentally incapacitated elders. (shrink)