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38482 results in Cambridge Textbooks

Page 1618 of 1925

  • Chapter 3 - The early years

  • from Part 2 - Engagement in the early years
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 55-70

  • Summary

    Learning objectives

  • To consider how the engagement of young children and families in preschool programs has been understood through particular discourses.

  • To appreciate the different ways young children and families are positioned by their experience of preschool.

  • To realise the potential of preschool programs as democratic sites to authentically engage disengaged families.

  • To explore possibilities and practices to redress family disengagement.

    • Introduction

    This chapter examines how the engagement of young children and families in preschool programs has been understood through particular discourses. Drawing attention to the importance of preschool as a site for igniting engagement with disengaged families, this chapter reflects on discourses of engagement and inclusion, which are considered in light of how such discourses position and reposition families in the early childhood context.

    Examples are drawn from two preschool (kindergarten) programs specifically designed to deliver high-quality programs in extremely disadvantaged geographic locations. Discourses of engagement and intervention will be interrogated to ascertain how they reproduce the notion of ‘proper’ participation. This notion of ‘proper’ family participation can exclude certain families by situating them outside of accepted expectations (Macfarlane 2006). A more critical understanding of how families are viewed and positioned by others enables an awareness to be brought to the forefront. This awareness can highlight the barriers that are present for families who do not engage and enable possibilities for other ways of thinking to emerge.

  • Chapter 6 - Physical education

  • from Part 3 - Curriculum-based engagement
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 109-128

  • Summary

    Learning objectives

  • To develop an understanding of the current international and national evaluations of the physical activity levels of children and youth.

  • To gain knowledge of the cohorts of children and youth most likely to not be meeting recommended levels of engagement in physical activity.

  • To become familiar with international and national curriculum standards in the field of physical education.

  • To develop skills to identify and target those students who may become disengaged within physical education classes.

  • To be able to integrate an awareness of issues in relation to students’ engagement in physical education within current school pedagogy and practice.

    • Introduction

    Recent evaluations by the World Health Organization (WHO) (2011) have highlighted substantial changes in the dietary and physical activity patterns of school-aged children. Fortunately, WHO has continued to acknowledge the role that educational administrators, schools and teachers play in managing the negative trends observed in the health behaviours of young people. Opportunities for children and youth to extend their knowledge about physical activity are often created through the application of high-quality pedagogical practices within the primary and secondary school physical education learning environment. The work of the physical education teacher needs to be focused on the transmission of critical information that facilitates students’ understanding of the lifestyle choices that will support the ongoing positive development of their physical wellbeing. Curriculum in physical education utilises learning activities that engage students in physical activity; however, physical education cannot serve as a framework to directly improve fitness. It must operate as a platform from which students can utilise new skills and information within the context of their own lives and their own engagement in the activities to foster fitness through sport and physical activity.

  • 23 - Fields from Moving Charges

  • Andrew Zangwill, Georgia Institute of Technology
  • Book:
    Modern Electrodynamics
    Published online:
    01 February 2019
    Print publication:
    24 December 2012, pp 870-915

  • Summary

    I have been looking for a tolerably simple way of expressing the radiation at a distance from an electron.

    Oliver Heaviside (1904)

    Introduction

    The electromagnetic fields produced by point charges in motion play some role in practically every sub-discipline of physics. The key issues are not new because retardation and radiation were the main subjects of Chapter 20. Indeed, all the topics studied in this chapter could have been treated immediately after Section 20.3.4 when we wrote down the retarded integrals for the electromagnetic potentials in the Lorenz gauge. The value added by delaying the discussion until now is that the methods and insights of special relativity simplify calculations and help build intuition.

    The first section below derives the potentials and fields produced by a point charge that moves along a specified trajectory. Subsequent sections look into the details for simple trajectories with and without particle acceleration. We will be particulary interested in the changes that occur when the particle speed increases from non-relativistic to ultra-relativistic values. The experimentally important frequency spectrum of emitted power emerges when we Fourier analyze the time dependence of the emitted fields. The emission of radiation implies energy loss by a moving particle and thus some perturbation of its trajectory. We treat this problem using the concept of radiation reaction. The chapter concludes with a brief introduction to Cherenkov radiation.

    The Liénard-Wiechert Problem

    Figure 23.1 shows the trajectory r 0(t) of a point charge q. The instantaneous velocity of the charge is v(t) = d r 0(t)/dt. Our task is to compute the exact electromagnetic fields associated with this moving charge.

  • 24 - Lagrangian and Hamiltonian Methods

  • Andrew Zangwill, Georgia Institute of Technology
  • Book:
    Modern Electrodynamics
    Published online:
    01 February 2019
    Print publication:
    24 December 2012, pp 916-944

  • Summary

    Larmor had an intense, almost mystical devotion to the principle of least action … To [him] it was the ultimate natural principle—the mainspring of the Universe.

    Arthur Eddington (1942)

    Introduction

    This chapter provides an introduction to the use of Lagrangian and Hamiltonian methods in classical electrodynamics. Our goal is to demonstrate that the powerful variational methods developed to derive the equations of motion and conservation laws for conventional mechanical systems can be extended to describe electrodynamics. By its nature, the material in this chapter is rather formal and most of our attention focuses on deriving the Maxwell equations and the Coulomb-Lorentz force law from a single Lagrangian or Hamiltonian. The new physics we will encounter bears principally on the gauge invariance of the theory. At the Lagrangian level, we will show that gauge invariance implies conservation of charge and vice versa. At the Hamiltonian level, we will show that electrodynamics is an example of a constrained dynamical system and that the maintenance of the constraints exploits gauge invariance in an essential way.

    Our main theoretical tool is Hamilton's principle of stationary action. Originally conceived in the context of geometrical optics—and then extended to include mechanical systems—Hamilton's principle determines the equations of motion for any system where generalized coordinates can be sensibly defined. In the most familiar examples, a small number of degrees of freedom are sufficient to characterize the system of interest.

  • 18 - Waves in Dispersive Matter

  • Andrew Zangwill, Georgia Institute of Technology
  • Book:
    Modern Electrodynamics
    Published online:
    01 February 2019
    Print publication:
    24 December 2012, pp 624-665

  • Summary

    If we accept the electromagnetic theory of light, there is nothing left but to look for the cause of dispersion in the molecules of the medium itself.

    Hendrik Lorentz (1878)

    Introduction

    The colored bands of a rainbow are well separated in space (dispersed) because water droplets in the atmosphere refract light with different wavelengths through different angles. Snell's law predicts this behavior because the index of refraction of water is a function of frequency. The simple conducting matter studied in Section 17.6.1 had a frequency-dependent index of refraction also. In this chapter, we argue that all real matter has this property of frequency dispersion and we discuss both its origins and consequences. Among the latter, we show that a deep connection exists between frequency dispersion and the dissipation of energy in matter. We also show that no electromagnetic information can be communicated faster than the speed of light. Otherwise, we follow tradition and use simple classical models to develop archetypes of frequency dispersion. This is perfectly adequate for a classical thermal plasma, but it is manifestly inadequate for quantum mechanical condensed matter systems. Nevertheless, with suitable caution there is much to learn from these models, even when applied to solids, liquids, and gases.

    Frequency Dispersion

    The frequency dispersion of the index of refraction (and other constitutive parameters) occurs because matter cannot respond instantaneously to an external perturbation. This is not a new idea. We encountered it in Section 14.13, when the inevitable time delay between voltage stimulus and current response in AC circuit theory led us to define a complex, frequency-dependent impedance, Ẑ(ω), as the generalization of DC resistance.

Page 1618 of 1925