Mathematical Models of Spacetime in Contemporary Physics and Essential Issues of the Ontology of Spacetime
ABSTRACT: The general theory of relativity and field theory of matter generate an interesting ontology of space-time and, generally, of nature. It is a monistic, anti-atomistic and geometrized ontology — in which the substance is the metric field — to which all physical events are reducible. Such ontology refers to the Cartesian definition of corporeality and to Plato's ontology of nature presented in the Timaeus. This ontology provides a solution to the dispute between Clark and Leibniz on the issue of the ontological independence of space-time from distribution of events. However, mathematical models of space-time in physics do not solve the problem of the difference between time and space dimensions (invariance of equations with regard to the inversion of time arrow). Recent research on space-time singularities and asymmetrical in time quantum theory of gravitation will perhaps allow for the solution of this problem based on the structure of space-time and not merely on thermodynamics.
Since the General Theory of Relativity is a fundamental model of spacetime, most often used as a starting point for a physicists' research, I will begin my analysis with an attempt to formulate the consequences of the GTR for spacetime ontology and, generally, ontology of nature. The preliminary remark, however, has epistemological character. The formulation of the GTR resulted in definite fall of a dogmatic thesis of distinguished value of the 3-dimensional Euclidean geometry, as the only geometrical structure, adequate for a description of nature. This thesis was formulated explicitly by Kant, who considered this structure to be apriori form of inspection, and as such it was to validate the science. Kant's epistemology was created mainly to validate science, whose best developed part was embodied in the classical mechanics. However, the attitude of the authors of the field theory of matter towards Kant's epistemology was not negative at all, which can be proved by the words of Weyl, who, although confessed that in himself a philosopher had been dominated by a mathematician, began his work Space, Time, Matter with philosophical considerations devoted to the question of time and space, considerations comparable to those of Kant.
The formulation of the General Theory of Relativity was of major importance for the spacetime ontology, mainly because it ended the famous debate between Clarke and Leibniz concerning the ontological status of spacetime. In this debate Clarke defended the Newton's position in which he emphasized ontological independence of time and space with regard to physical events.
In his work Four-Dimensionalism: An Ontology of Persistence and Time (2001 as cited in Koslicki, 2003; 107), Sider offers an “argument from vagueness,” which is concerned with the question: “Under what conditions do objects come into and go out of existence,” or “Which arrangements of matter are suitable for objects to come into (and go out of) existence?” (Koslicki, 2003; 112). In his answer which allegedly proves universalism, Sider believes this can be extended to spatiotemporal dimension and hence Four-Dimensionalism. The structure of the essay is as follows: first I will consider the possible solutions to the question posed above. Second, I will reiterate Sider’s argument and how it attempts to answers the question. Thirdly, I will consider the position known as the “intermediate” position, using Koslicki’s criticism to Sider to demonstrate my point. Finally, I will attempt to critique the areas that Koslicki grants Sider in a defense of the nihilistic position. Thus in this essay, I will attempt to evaluate the argument from vagueness for the four-dimensionalist metaphysics of material objects and following Koslicki, argue that the non-temporalized argument does not fare as well as Sider claims. Hence, the dependent temporalized argument fares similarly.
Sex Education. (2010). In Current Issues: Macmillan social science library. Detroit: Gale. Retrieved from http://ic.galegroup.com.byui.idm.oclc.org/ic/ovic/ReferenceDetailsPage/ReferenceDetailsWindow?query=&prodId=OVIC&contentModules=&displayGroupName=Reference&limiter=&disableHighlighting=true&displayGroups=&sortBy=&search_within_results=&p=OVIC&action=2&catId=GALE%7C00000000LVZ0&activityType=&documentId=GALE%7CPC3021900154&source=Bookmark&u=byuidaho&jsid=97f094e06dbbf5f2bcaec07adbde8e61
"Comprehensive Sex Education Is Inappropriate and Harmful." Do Abstinence Programs Work? Ed. Christina Fisanick. Detroit: Greenhaven Press, 2010. At Issue.
Masland, Molly. “The Sex Education Debate: An Overview.” Sex Education. Ed. Kristen Bailey. San Diego: Greenhaven Press, 2005. At issue. Opposing Viewpoints In Context. Web. 23 Oct. 2013.
What was General Relativity? Einstein's earlier theory of time and space, Special Relativity, proposed that distance and time are not absolute. The ticking rate of a clock depends on the motion of the observer of that clock; likewise for the length of a "yard stick." Published in 1915, General Relativity proposed that gravity, as well as motion, can affect the intervals of time and of space.
In today’s society we feel the need to be graded in order to learn. The topic of the grading system has sparked three essays, by three different authors, about the pros and cons of the grading system. First, Jerry Farber, professor at University of California at San Diego, wrote A Young Person’s Guide to the Grading System (333). Next is Steven Vogel, professor at Denison University, who wrote Grades and Money (337). The last two authors in this compilation are Stephen Goode and Timothy W. Maier. They both are journalists for Insight on the News. While each of these authors have their own point of view on the grading system, all three essays talk about how being graded affects learning.
Quindlin, Anna. "Sex Ed." The McGraw-Hill Reader: Issues across the Disciplines. By Gilbert H. Muller. New York: McGraw-Hill, 2011. 275-77. Print.
• The first is the Special Theory of Relativity, which essentially deals with the question of whether rest and motion are relative or absolute, and with the consequences of Einstein’s conjecture that they are
It is possible that this technology will be explored and improved further with the growing emphasis on energy efficiency. In 1915, he introduced his general theory of relativity, expanding on the special theory of relativity. This theory proved certain relationships between masses, space, and time, significantly influencing the later development of the GPS system, which is now a staple of everyday life.
Sonfield, Adam. "Sex Education Remains Active Battleground." Contraceptive Technology Update 1 Mar. 2012. Academic OneFile. Web. 4 Apr. 2012.
Sex education in public schools has been a controversial issue in the United States for over a decade. With the HIV and teen pregnancy crises growing, sex education is needed.
Sexual education has been a heated topic for years. The topic started in 1912 when the National Education Association wanted teachers to begin lecturing in sex ed programs.(Pardini, Priscilla) In 1940 the U.S. Public Health Service labeled sexual education an “urgent need” and strongly advocated it in schools.(Pardini, Priscilla) Though sexual education had support from health officials and educators, there were many opponents.(Pardini, Priscilla) Conservatives and health advisors battled over how sex ed benefits and how it should be taught in schools.(Pardini, Priscilla)
Nestle is a Swiss food and beverage Multi-national corporation headquartered in Vevey, Switzerland. It is the largest food company in the world measured by revenues with about 500 factories in more than 80 countries. The company consists of a powerful portfolio of brands that is driven by unrivalled research and innovation, an aim to contribute to improving the quality of consumers’ lives and a clear commitment to consistence excellence. The company succeeded in accomplishing its mission of “Good Food, Good Life” by making the use of globalization in the areas that are as follows-
Martinez, Gladys, Joyce Abma, and Casey Copen. “Educating Teenagers About Sex In The United States”. CDC.GOV. Center of Disease Control and Prevention, 15 Sept. 2010. Web. 09 Feb.2014
Before moving on, one must know that sex education is about, but not limited to the discussion of sexual intercourse. As a Buzzle article states, it involves a multitude of topics that introduce human sexual behaviors such as puberty, sexual health, sexual reproduction, sexuality, and more (Iyer). If formally received in school, these topics are brought up and discussed at age-appropriate times over the course of children’s junior high and high school education. Moreover, as I have introduced earlier, the way sex education should be taught is divided into two approaches. It is between taking either a conservative, abstinence-only approach or a more liberal, comprehensive approach. Abstinence-only education, approaches students by stressing the importance of “no sex before marriage” as be...