当前位置:文档之家› Foundations of Special Relativity and the Principle of Conservation of Information

Foundations of Special Relativity and the Principle of Conservation of Information

Foundations of Special Relativity and the Principle of Conservation of Information
Foundations of Special Relativity and the Principle of Conservation of Information

a r X i v :p h y s i c s /0607199v 2 [p h y s i c s .c l a s s -p h ] 5 F e

b 2008

Foundations of Special Relativity and the Principle of Conservation of Information

C.Pombo and Th.M.Nieuwenhuizen

Institute for Theoretical Physics,University of Amsterdam,Valckenierstraat 65,1018XE Amsterdam,The Netherlands

The theory of special relativity can be generalized by means of a new principle called Conservation of Information.This allows a derivation of the constancy of the velocity of light with respect to moving frames,and,consequently,of Einstein’s special relativity.The analysis is based on a review of the concept of observer.It is put forward that observers are not uniquely de?ned and that an observational asymmetry,de?ned by the di?erent ways in which light in?uences observations,lies at the origin of the non-absolutism of time.This observational di?erence is a kinematic condition,not an exclusive result for light,implying that non-absolutism of time may have a cause di?erent from the electromagnetic nature of light.The Lorentz transformations are derived and di?erent concepts of the velocity of light,relative to di?erent classes of observers,are considered.

PACS numbers:03.30.+p,03.65.Ca,04.20.Cv keywords:special relativity,observer,information

I.INTRODUCTION

The theory of special relativity is based mainly on three principles.The ?rst is the statement of the rec-tilinear uniform movement.The second is the constancy of the velocity of light as it was named by Einstein.The third is a generalization of Newtonian dynamics.The two ?rst laws are pure kinematic in their nature.Alone,they can be represented by means of the two well known fundamental Lorentz transformations for time and space 1.

t =

t ′1?v 2/c 2

and

s =

s ′1?v 2/c 2

.If understood correctly,these expressions alone already have the answer for a question which has been occupy-ing the minds of many physicists and philosophers since Einstein.This is the question about the origin of the constancy of the velocity of light,whether it is due to its

2

parameter represents a new object of reference and there emerges the question of the uniqueness of the event,when described by di?erent observers.This is the second as-pect to notice,brought by the transformations above.If one observer describes an event including a certain en-tity,while the other point of view does not,in which sense can we say that the di?erent points of view are about a unique event?In this case,the observations are qualitatively di?erent,so we must speak about classes of observers and we cannot de?ne uniqueness,unless we de?ne a new class of observers,integrating both classes already present,unifying them.In this case,those trans-formations simply say that the uniqueness of events,with respect to di?erent classes of systems of reference,or ob-servers,does not occur at the same time.Considering a speci?c event,observations not depending on the travel of the light happen during a certain interval of time,while observations depending on light happen during another interval of time.The di?erent classes of observation hap-pen with di?erent time durations.

These two aspects of the transformations only point to the optical nature of light,independent of its electromag-netic nature.As an optical entity,light can be a means for observations of distant events.In principle,this does not depend on dynamical aspects of the events and,con-sequently,of their electromagnetic features.Originally, the rate v/c,which rules the fundamental conversion of measures,is only a signal of conversion,an observational term,not representing any term of interaction between the systems of reference involved.It does not take in account the physical nature of what is being transfered between the observers.In conclusion,we do not have any a priori reason to assume that the fundamental Lorentz transformations of space and time have an electromag-netic origin.This is the reason why Einstein never de-rived his special relativity from anything else but postu-lated it.The choice of the formulation,if by means of the two laws or by means of two fundamental Lorentz transformations,is irrelevant for us since they are equiv-alent to each other.The fact that special relativity and Maxwell’s electromagnetism are both based on the non-absolutism of time only shows that Maxwell’s theory is a relativistic theory.

In order to derive special relativity from another basis, Einstein had to explain the origin of the non-absolutism of time,independent of the constancy of the velocity of the light itself.This was his intention,when he discussed the relativism of the simultaneity in his book‘Relativ-ity’[1].There,Einstein introduces the question of simul-taneity by means of an experiment which became known in the literature as the‘train/embankment experiment’. The experiment involves two beings named observers,one localized in the train and the other on the embankment. The train moves and these beings are reached by light coming from two separated but simultaneous lightnings striking the train.Einstein assumes that he explains the relativity of the simultaneity by means of analyzing the way in which light reaches the bodies of the physical per-sons he considers as observers.However,a careful anal-ysis of his experiment,shows that several of Einstein’s remarks about what these beings observe,are impossi-ble to occur to physical observers in the conditions he describes.

The main problem in Einstein’s discussion was the hy-pothetical localization of the observers,as argument for what they observe.This idea of localization generates se-rious misunderstandings because it suggests to the read-ers that our ways of thinking in physics can be a result of the places in which our bodies are settled.After Einstein, the vast literature concerning special relativity adopted the localization of observers as a didactic method2.The localization of an observer as a physical person is sup-posed to explain why a local measure can be known by a speci?c person and not by a second one supposed to be far from the?rst.In this explanatory context,a measure can be known from a register without the need of trans-mission of light,because the person,who is the one who knows,is so near the register that can see,touch or hear it without delay in time or any kind of distortion due to relative movement.Another person cannot perceive the same signal,at the same time,because depends on recep-tion of light for this.The problem in this argument is that to perceive is not the same as to know.To know,which in the context of physics is the same as to observe,is more than to measure or count.To know accounts for what is done or thought about the measures.A pure measure is always an arithmetic element,without a physical con-text and,consequently,it is not a physical observation. One single set of measures can give rise to more than one physical concept and this is the main reason why the localization of measures does not give rise to speci?c ob-servations.Two physical persons,in di?erent places,can think di?erently about the same set of measures but a single person can interpret the same numbers in di?erent ways.Consequently,it is not localization of persons what produces di?erent observations.In this way,a single per-son can play as two di?erent observes and,consequently, an observer is not a physical person.So,localization of persons is far from explaining the fundamental point of relativity.As far as we know,no analysis was carried out to elucidate the question of the non-absolutism of time as an observational fact.In the literature,special relativity starts from the non-absolutism as a postulate,otherwise the constancy of the velocity of the light is the starting point.

Localization is not a condition of physical observers, but it can be a condition of other kinds of observation. Physical observations are physical statements and de-pend on systems of reference,not on interaction between bodies of persons and events,as it is the case for per-ceptions.The latter are observations of the senses,not

3

of physical events outside.In both cases of observation, physical and perceptual,reception of light can be a neces-sary element and these observers belong to the class of the receivers of light.But,because reception of light takes for granted light which is locally registered,receivers of light cannot describe light waves or light rays which are in the space around the register.This is the reason why this class of observers never describes or observes light in space,but only far events which emit or re?ect light. To register and to observe are not the same process,ob-servations can happen by means of light or without light and,while reception of light is local,observation is not. This is why localization of observers does not play role on observations.

In the train-embankment experiment,Einstein did not discriminate between classes of observers,because con-sidering that something more than registration was nec-essary for observations,it could generate doubt about the nature of the observers,if they actually could be replaced by registers and machines.However,registration alone does not give rise to associations between local measures and nonlocal ones,such as trajectories that are associa-tions between the sequence of local cycles of a clock and far distances.Einstein interpreted local reception of light from distant sources as the knowledge of distant source, without realizing that this only can happen for receivers of light.In this way he assumed a direct correspondence between non simultaneity of local reception of light from two distant sources and non simultaneity of the separated emissions at the sources.But this does not happen if one can observe the travel of the light.In his explanations, he went further by considering vision as element of phys-ical observation,stating that his observers could see rays of light.This assumption is a serious mistake,frequently found in the literature,and it only led to contradictions in his exposition.Light is a medium for vision,never an object of sight.Observers can observe light but not by means of reception of light and consequently not by means of sight.

There are di?erent classes of observers in special rela-tivity and this is the?rst reason for the non absolutism of time.For instance,there are classical,semi-classical, and non-classical observers,all coexisting in the relativis-tic experience.Relativistic phenomena are integrations of di?erent kinds of phenomena.This is the same as to say that relativistic observations are integrations of dif-ferent kinds of observation.To be more precise,a unique atomic object emitting light can be considered as a clock or as an indirect means for observation of material pro-cesses or movement of bodies,but it can also be taken as an objective material event,independently of the light which it produces.This means that di?erent messages arise from the same set of numbers of cycles of light. The point to be kept in mind is that if light is a means for observation,it cannot be objectively observed consid-ering a single observer,these two roles are antagonist.It is based on this kind of antagonism that di?erent classes of observer have to be de?ned.

So,it is not because observers are inside or outside the train that they?nd classical,non-classical or rela-tivistic results.All these misunderstandings about ob-servers,sensors,perceivers,thinkers and experimenters, only show the necessity of a fundamental revision of the concept of observer.Observers are beings in transforma-tion,inside a developing physics.It is not only in relativ-ity that we?nd observational changes.Physics developed in the direction of more sophisticated theories,but the physical world became somehow detached from the expe-rience of the physical world,expelling the observer.It is a common saying in the physical environment that phys-ical phenomena can be derived from abstractions,such as Minkowski space,wave functions etc.These abstrac-tions are not considered to be physical phenomena and, consequently,they are not physical entities.Not wor-rying with the fact that,not being physical,they still must have a nature,many scholars do not realize that in this way they can be deriving physical results from the metaphysical world.So,if we do not?nd the observers of the physical worlds,it becomes very di?cult to ex-plain physical phenomena.Without physical observers the world has no physical meaning.

The organization of this paper is as follows.Section II is about the several concepts of observer and Einstein ex-periment.Section II-A discusses di?erent kinds of obser-vation comparing perception with physical observation. Section II-B recalls the setup of the train/embankment experiment and its main points concerning the present work.

Section III is about the observations of Einstein exper-iment.Subsection III-A is about the basic observational concepts.Subsection III-B describes the conditions of the observer who,in the opinion of Einstein,should be inside the train.Subsection III-C describes the observa-tions of a person who was considered by Einstein as being on the embankment.

Section IV is about observation depending on recep-tion of waves.Subsection IV-A discusses common points in observations depending on reception of material waves and on reception of light waves.Subsection IV-B shows that di?erent kinds of observation correspond to di?erent concepts of velocity for light.Subsection IV-C explains how di?erent measures of time can arise for di?erent ob-servers.

Section V is about relativistic observation.Subsec-tion V-A comments on the origins of the equivalence of Galileo.Subsection V-B introduces a generalization for the Galileo equivalence.Subsection V-C introduces a principle of conservation of information.Subsection V-D?nally presents the derivation of the constancy of the velocity of the light.

In the conclusion,we add a with few comments about the relativistic observer.

And in the Appendix we present a model of observer, based on the ideas of Jung,Weyl and Carnap,which underlies our reasoning.

4

II.ABOUT OBSER VERS,RECEIVERS OF LIGHT AND PERCEIVERS IN THE

EXPERIMENT OF EINSTEIN.

A.The various concepts of observer Observation is a process of description.There are many kinds of observation and consequently of phe-nomenon.Physical observers correspond to physical phe-nomena,and are expressions of speci?c physical lan-guages with their own concepts and expressions.Psy-chological observers also exists and they are responsible for the psychological phenomena,described by means of their speci?c language too.Perception,or observation of the senses,is not physical phenomenon but psychological event,although it depends on localization of observers as physical bodies.Because a sensorial experience orig-inates from the interaction of a being with the environ-ment,perception depends on the spatial localization of the observer’s body.Vision and hearing,among many others,are modalities of perception.And,because two physical persons are not identical,and neither can be at the same place at the same time,perceptions are indi-vidual and subjective experiences.

Vision,which is one between the several modalities of perception,is the result of a combination of many processes of di?erent nature.It is a psychological phe-nomenon but it also has a physical base.Real vision only happens with the physical stimulation of the retina and consecutive processes in the body of the perceiver.The retina is a structure of cells with a layer of photo-receptor cells.From the physical point of view,we may assume that space is?lled with a non-homogeneous spatial and temporal distribution of matter,which produces,absorbs and re?ects radiation.In this picture we also can consider the existence an open and?nite surface layer(which can be a retina)of a certain body inside the space,also con-sidering radiation constantly reaching the surface.Light reaching this physical retina produces a distribution of energy inside the material of the retina,corresponding to a radiation pattern reaching the surface.This su-per?cial pattern is due to the luminosity which results from the distribution of sources outside.Then,there is a correspondence between the energetic distribution in-side and the distribution of matter outside.The resulting processes inside the material retina are propagated to the interior of the body and these processes all depend on the kind of matter and material structure of the?rst layer and interior of the body.

If the physical outside can now be considered only one, the retina has two functions.In sensorial terms,the retina becomes a super?cial distribution of brightness. While luminosity is purely a physical concept,brightness is a sensorial experience.Psychophysical measurements, relating reports of people to physically controlled stimuli, account for relations between brightness and luminosity. The perceptual world of vision starts with distribution of brightness and ends with distribution of bodies in space.But these are not physical bodies or a physical space. The contrast in brightness is one between the sensorial and non-sensorial elements forming the perception of in-dividual bodies and emptiness that is interpreted as bod-ies in space.

In spite of the fact that perception of space is not only a visual acquisition but has other origins,visual percep-tion always includes space and it is not yet completely understood.With spatial perception,a geometrical con-?guration emerges and the experience of a distant object occurs,which actually does not coincide with the physical picture of the facts.It is well known from psychophys-ical experiments that perception and physical observa-tion do not share a common geometry.This fact was ?rstly realized by Rene Descartes,who was the founder of the science of psychology.Before him,psychological phenomena were usually assumed to be manifestations of a religious soul.He inaugurated a revolutionary ap-proach of the psychological phenomenon,by stating that soul manifestations and physiological processes were cor-related.Correlations of this type form the science of psy-chophysics and,until nowadays,this empirical science is the only available tool to study the neuro-psychological correlations.The question of the space can also be stud-ied by means of the psychophysical approach and many research had been done on the issue of the perceptual geometry[2].

Although the notion of space,as emptiness,seems to be a single and innate idea,perceptual space and phys-ical space are not the same concept.Then,we can as-sume that these two spaces,the perceptual and the phys-ical,are separated from the beginning.This means that when we say that we see the outside,we are only speak-ing about the perceptual outside which,in the end,is a representation of internal processes of our body.The physical outside can be known but it cannot be seen. Vision is only one among the several kinds of observa-tion based on reception of light.The retina is just a ma-terial register,like all physical registers and,due to this fact,it shares with all registers the property of not being able to account for processes which are not registered. Whatever can be registered,only becomes registered by means of the matter of the register.All this gives us the certainty that we are not able to see what is physically outside,as light waves must be,in order to make our vi-sion.The concept of light wave is a pure physical concept and,if we conceived it,it cannot be because someone saw it.

Contrary to perceptions,physical observations are ob-jective experiences in the highest degree.Experiences of a single person do not play any role in physics,what one single person observes is what everybody in all places, even moving with respect to each other,can observe. Therefore it is clear that a physical observer cannot be a person perceiving.To really understand physical ob-servers,it is necessary to know that not everything we know happens to us because of the interaction of our body with the external world.It is not only through

sensations that we know the physical reality,on the con-trary3.It is a very known fact that we humans,not only are able to experience much beyond our individual cir-cumstances,but we are also able to know aspects of the physical world without the help of experimental proceed-ings.The history of Knowledge is full of these cases,the ideas of rectilinear uniform movement and the existence of atoms are a few examples.

In the context of Einstein’s experiment,the only com-mon point between perceivers and the physical observers, of classical physics,is that both are receivers of light.By de?nition,a receiver of light is a being that only observes or knows about processes or events producing light,by means of light emitted from them.Receivers cannot ob-serve the light traveling in space,because for this,they would have to receive(or register)light instantaneously from the complete light wave spread and traveling in space.This cannot be,because this would imply that two di?erent kinds of light,one traveling with in?nite velocity and another with its usual velocity should be present together.As a consequence of the fact that they do not observe light traveling in space,they do not know that they receive light to observe far events,they only observe these events.

The main di?erence between a classical observer and a visual observer is in which way distances are de?ned. In both cases,registration of light is local.In case of visual perception,distances are not necessarily quanti-?ed and when it happens,quanti?cation does not mean an objective proceeding.This means that distances are subjective and locally de?ned.But in the physical case, distances are de?ned by physical means,independently of reception.And an observation is not a registration but a continuous association between registrations and objective distances,making the physical observation a non-local phenomenon.The objectivity of the distances comes from the physical knowledge of the rectilinear uni-form movement,which is an a priori element of classical observation.Due to this fact,even for receivers and clas-sical observers within relativity,observation is nonlocal since distance is nonlocal by principle.

But this is not all about physical observers.When light reaches a register,it can be interpreted as a reception of light if one accounts for the fact that a wave of light was emitted from a source,reaching the register.But it can also be interpreted as a material process of a distant

ical observations.Physical observers4are not beings to be found inside the physical space,measuring or doing something else.Actually,this observer of the physical lit-erature is just a name given for a special kind of thinking representing a speci?c collectivity.

B.Einstein’s train/embankment experiment The train/embankment experiment was introduced by Einstein to explain special relativity.In essence,the situ-ation discussed is the following:there is an embankment and at a certain initial moment t=0the origin O train of a train passes through the origin O emb of the embank-ment,with a constant velocity v e.At O emb,there is a source of light.5

An observer6,named observer?train,is located in the train and employs its three-dimensional walls,with origin at O train,as his inertial reference frame.Another person, named observer?emb,is at the embankment,with origin O emb,using it as his inertial reference frame.It is said that because the velocity of the train approaches the ve-locity of light,relativistic e?ects are noticeable,between the two observers,such as discrepancies in measurements of space and time.

But,in his experiment,observer?train is a genuine classical observer,measuring his‘proper time’.Conse-quently,he cannot know that his time is di?erent from the embankment time and neither can he use the con-stancy of the velocity of light to know where the moving object is,because this is a condition of special relativity only,not of classical physics.It is important to notice that,in Einstein’s exposition,the embankment has no limit in size,the experiment has no limit in time and the embankment clock serves the whole embankment.This means that observer?emb,describing all the sequence of positions of the train,uses only one clock.Consequently, for this observer there is no sense in the concept of local time and he has no reason to suspect that inside the train there could be another time,not even if he is able to read o?a clock moving with it.

Based on conventional ideas about what observation is7,we assume that observers only measure distances and intervals of time.Trying to understand this,we assume that we only can be in the conditions of one or another observer.And,because both do not understand each

7 the clock to the observer8,does not give a meaning for

proper time.

As we explained before,an observer is not a localized

physical person perceiving events and making the mea-

surements,but the one who describes events,by asso-

ciating data9.In general,a phenomenon(an event in

development,or just an event)is a continuous succession

of happenings in time.A basic feature of physical events

is that time is a quantitative reference for them.

Time is quanti?ed by means of units or cycles.Cycle is

the common feature of all devices named clock.The cycle

is a unit of time,and,for this reason,it is not a spacial

entity.However,clocks can have spatial dimensions.A

clock is a reference for time,a physical event with the

property of being cyclic.There can be several references

of time,based on the same unit of time.The observation

of a physical event is based on an association between at

least two events,one of them being the clock.

A wave is another entity which has a spatial dimension,

it cycles and moves in speci?c directions.The origin of

a wave is a cyclic event,independent from the wave it-

self.As a pure kinematic entity,it combines a spatial

dimension to cycles,making moving pulses,transferring

cycles from place to place.But the description of a wave

is based on the usual references,including a clock,inde-

pendent of the wave.The pattern of cycles carried by

the wave can vary with respect to moving references and

can be compared in di?erent places with respect to the

same?xed pattern of cycles of the original clock.

Di?erences in measures of cycles of a wave due to move-

ment,are called the Doppler e?ect.The di?erence be-

tween the so-called classical Doppler e?ect and the rela-

tivistic Doppler e?ect lies in the uniqueness of the origi-

nal pattern of cycles,generating the waves.In the non-

relativistic case,the observation of these original cycles

does not depend on reception of waves while in the rela-

tivistic situation,due to the di?erentiation in the classes

of observers,this original pattern is not observed inde-

pendently of the reception of waves.Then,an extra cor-

rection in the observation of the cycles must be made.

Now we study the di?erent ways of observing the move-

ment of sources and waves and compare them.In our

discussion,the origin of the embankment is O emb,where

there is also an atomic clock10,from which electromag-

by the hyper?ne transition of Cesium-133atoms in their ground

state,undisturbed by external?elds.In this de?nition we?nd

the word duration.But‘duration’is not something which exists

per se,without the physical object which de?nes it.This is

exactly the same as in the case of lengths,in which we must

have the physical object to be the standard measure.The length

is the object in the same sense that the duration is the object

too,in this case the speci?c atom.So,the word duration makes

the de?nition circular and should be omitted.

11We could alternatively assume that observer2is a classical ob-

server,with the same results.

12What we mean with‘classical observer’cannot be fully explained

at this moment.Our method is to state the classical conditions

from a non-classical but not yet relativistic context of observa-

tion.

8 where s t and v t are the position and velocity of O emb,

respectively,with respect to the train,and t t is the time

in the train measured https://www.doczj.com/doc/281429504.html,ing his Ce-clock at O train.

C.The observer on the embankment

The second observer,observer?emb,describes the

cyclic event at the origin of the embankment,the trans-

mission of the waves from there,and their detection in

the train.There is a clock at the origin of the embank-

ment.Observer?emb thinks of the embankment as be-

ing at rest and also describes the movement of the train.

For this observer,light is an objective event,happening

concomitantly with the other ones,but it is not a means

to observe.

The crucial di?erence between this observer and the previous one is that he can describe light objectively. This means that he knows where the light wave is in space,without the need of detecting it,to observe it.Ex-periments may have been done previously,in order to give him the certainty of the velocity of the light with respect to O emb.He can also arrange things in order to know,in advance,all the times and positions from the beginning to the end of the experiment.But,in this experiment, he does not receive(detect)light,from any point and moment of the light trajectory,in order to know where it is.This would be in complete contradiction with the fact that the velocity of light is?nite.Light is not and cannot be a means for observing itself,in any case.In this sense, an observer of light is not classical because,in classical experiences,objects at remote distance can be known without considering reception of light,what means with-out knowing that reception may play a role on measures of time and consequently of distances.A classical ob-server who receives light is not aware of this condition, and cannot know light as it is.For reasons which will be more clear later,we assume that observer?emb is a semi-classical observer.13

2-1)The equation14

s e=v e t e(2) is also his form of the movement,where t e is measured according to next de?nition,2-2).

2-2)At O emb there is also a source of light or a lamp. The production of light is described by a frequency that

t e

,(3)

where‘cy’stands for‘cycles’,oe for origin of the embank-ment and e for observer?emb.

In this equation,N e cy,oe(t e)is a pure numerical func-tion,growing linearly with time,describing the number of cycles during an interval of time t e,as counted by the observer.Because time for us is an ordered succession without end,this expression does not mean just a?xed number but a process of successive numeration,consid-ering a speci?c interval of time.For observer?emb,the original event in O emb is observed by counting cycles and measuring time.

2-3)In principle,the light wave is a spatially extended phenomenon,distinct from the material object producing the pulses.The frequency of the wave is given by

f e w,oe=

N e w,oe(t e)

15The usual second is de?ned as described in footnote10.

9

by

c e=

N e cy,oe(t e)λe

t e

(9)

where M e w,ot(t e)is the number of cycles at the origin of the train.M e w,ot(t e)and N e w,oe(t e)are di?erent numerical functions of t e,M e w,ot(t e)

c e ot=c e?v e,(10) where c e is given by equation(8),an

d v

e velocity o

f the train.It is important to notice that,for this observer, the relation(10)is an initial condition which does not change with respect to the increasin

g distances to the train.

And,according to this semi-classical observer,this ve-locity should be given by

c e ot=f e w,otλe,(11) Substituting equations(9)and(11)in equation(10),we ?nd

f e w,ot=(1?

v e

c e

)N e w,oe(t e).(13)

Equation(12)shows that,in spite of observing light, Observer?emb is limited to the clock at the embankment and he can describe the situation as a normal classical Doppler shift.

This result is not completely classical because a clas-sical observer would not observe light waves.But it is also not relativistic,since it was deduced from a limit in which there is a direct(classical)association between the sequence of cycles M e w,ot(t e)and the sequence of cycles of the clock at O emb.

Equation(13)does not depend on equation(12)but derives directly from equation(10).This last relation is integral part of the relativistic description and the origin of factors like(1?v e

c e

),resulting from relative velocities.

IV.NON-CLASSICAL ANALYSIS

A.Considerations about the two observers

To say that a wave is observed in space and its behav-ior described,is the same as to say that all regions of the space?lled with the undulatory entity are known si-multaneously and that this instantaneous information is continuously received,or continuously kept in some way, during the period of observation.This is not only for waves in space but it is true for every extensive body and objects of any kind,such as a distribution of numbers, matter and so on.The word‘simultaneity’is used for this property of global observations,associating two or more regions of events,or even non-spatial events,with one time.It implies a diversity in the associated objects, without implying any condition on the physical nature of these associated objects.

Going back to our situation,there are oscillations be-ing counted in the train.According to observer?emb, the frequency of oscillation is given by equation(9).We can reconsider this,picturing the positions of each object in the embankment time and focusing our attention on observer?train’s measures and thoughts.It is true that he knows very well the sequence of numbers M e w,ot(t e), registered on his apparatus or detector.But he cannot agree on the same relation(12)with observer?emb. Equation(12)is known to be a relation between frequencies of the same object(the wave)observed under di?erent conditions with respect to movement. Observer?emb knows the whole extension of the wave,in the sense explained above and consequently he observes the relative movement between the train and the wave. But observer?train lacks this knowledge of unity of the wave and even of the wave itself,which is so natural for observer?emb.This is not due to the nature of the wave,in?rst place,but to his condition as observer depending on the reception of the waves to observe far objects.

One single wave cannot convey its own pattern of dis-tribution in space.This object we name‘wave’exists be-tween di?erent regions of space and may grow in distance but it does not transport itself between these regions.We

10 mean that a wave conveys something else,not informa-

tion about itself,except if its existence is already known

independently of detecting its oscillations.In order to

know the pattern of distribution of a wave it is necessary

to have another wave,or other means of knowledge.And

this holds for all kinds of waves.

Exactly like a sailor in a boat,observer?train mea-

sures the cycles of the wave at s e(t e).But the observation

of these cycles in the boat(only up and down)does no

inform him about the distribution of waves on the wa-

ter,far from the boat,already settled at each moment

he measures the cycles.Unless he could know the wave

distribution on the whole surface of the water,by other

means much faster than the wave whose cycles he mea-

sures,he cannot know the relative velocity between the

boat and the wave and neither the frequency of the orig-

inal source O emb.In the end,he only knows the number

of his local cycles.Equation(12)again does not apply

to this case.Implicitly in this equation is the simultane-

ous knowledge of the di?erent regions of the wave,and

consequently their di?erent frequencies,or the relative

movement between the wave and the moving reference

O train.

But we know that waves on water are very slow in com-

parison to light.All the problem of observation of the

water waves would be solved by reception of electromag-

netic waves,giving very fast(practically instantaneous)

information about the positions of the source or the trav-

eling pattern of waves on the water and consequently of

the velocity of the water wave.In the absence of another

wave,the observer in the boat would have only the se-

quence of cycles of his apparatus to consider.Being used

as a clock,the measure of received cycles would represent

another notion of time16.

For the case of electromagnetic waves as the faster

medium,exactly the same could happen.The electro-

magnetic wave is produced by a cyclic atomic event,also

used as a clock,and it is the faster known medium which

can convey the information of these cycles.The atomic

cycles which appear in the measuring apparatus of a mov-

ing reference,correspond to the original cycles.But,in

the absence of another process,these same cycles must

be used as a clock,representing a new unity of time.For

someone counting the cycles from his local apparatus and

also making from it a reference for measuring time,in

the absence of another reference,there appears a di?er-

ence in the measurement of time as well,with respect to

the original measures.The problem is that observers in

these situations do not have means of knowing their mu-

tual di?erences in outcomes of measurements.As soon as

the spatial frames of reference separate from each other,

they loose information with respect to time and the only

means of communication takes time to reach the other.

11

information about the cyclic state and the movement of

O emb,for observer?train.We just consider O train as a material sample,identical in all senses to O emb,not

in?uenced by the light wave from O emb.This implies that observer?train can share with observer?emb the

same number N e cy,oe(t e),when observing O train. According to observer?emb,light from O emb reaches

the position s e(t e)of the train with velocity c e oe,ot= c e?v e and light produced in the train moves with velocity c e ot,ot=c t+v e,with respect to O emb.That these light waves produced in the train may leave it with velocity

c t=c e,with respect to the train,is not the point of our discussion.We assume

d an O train physically identical to O emb,in all senses.Th

e real point o

f our discussion is to understand the relativistic claim,which prohibits the existence of relative velocities of light with respect to movin

g detectors or sources.Special relativity does not say anything about the reason why the value of the ve-locity of the light in vacuum,wit

h respect to its source at rest,is c=299,792,458meterspersecond.Consequently, we must assume that c e=c t=c,since these are the concepts of velocity,de?ned with respect to their corre-sponding sources at rest.Instead,the theory says that light from O emb reaches the train with velocity c e and the light from the train,which in principle should be inde-pendent from the one made at O emb,also leaves it with velocity c e,with respect to O emb.According to the ax-ioms of special relativity,the concepts of relative velocity of light in vacuum,here represented by c e oe,ot and c e ot,oe, do not exist and,consequently,observer?emb does not exist or is mistaken.

Usually,people interpret the facts as if observer?train

could observe light arriving from O emb with velocity c e, but,according to our interpretation,it is not observer?train who arrives at such a conclusions,and neither is observer?emb mistaken.Because observer?train is not an observer of light,his registration of the wave com-ing from O emb has not the meaning of the arrival of a wave but it has another interpretation.And in the case of observer?emb,we must consider the fact that with-out considering a registration(or reception)of the wave at the train,there is no meaningful relation between the movement of the wave and the movement of O train which could justify a change in its velocity.For observer?emb alone,the increasing di?erence between the positions of the wave front and O train su?ces for an observation of a relative velocity between them.There cannot be a trans-formation in the velocity of the wave inside the embank-ment,only due to the fact that it shares the space with a moving body,with which light does not even interact. Then,in our opinion,observer?emb is free to keep his way of thinking.Something else must happen,and we focus on the meaning of this light for observer?train. With these same waves arriving at the position of the train,another kind of observation can happen.Because a wave can be broken in independent pieces of information, considering its features separately,they can be combined di?erently,showing something completely diverse.We need to understand what is the meaning of the arriving light for observer?train.

From one point of view,we know that light reaches O train,but from another this is not necessarily the case. For Observer?train,who knows nothing about the spa-cial existence of the wave,what is out there is a bright O emb.This is a conclusion which we take only by ana-lyzing our own ways of observing,as classical beings,and comparing them with the situation here present.When observing,we do not say that light is in between.If we drown in the condition of the classical observer,we have to conclude,liking or not,that light waves disappear as such between O emb and O train.17

In place of this light which disappears,another concept of light must emerge,and this is in fact what happens with the appearance of a cycling feature in the object. Reception of waves has a meaning by itself introducing a physical correlate of brightness,the kinematic brightness, which in this case,does not depend on the characteris-tics of the wave,but only of the number of waves,as explained in the introduction.And,for the receiver,the number of received waves is a feature attached to the objects at distance,re placing the absent wave.Here, this concept only belongs to receivers of light,not to ob-servers of light.Reception generates a new concept of body,the cyclically shining body,de?ning the receiver of light.What we mean with reception of light is not a process independent from the observation,or causing ob-servation.Reception is a process which happens together with the corresponding observation,furnishing part of the features of the observation.This cyclicity of the body, coming with reception,is not a‘thing’but a process,a body event,having the duration of the observed event. So,reception is a physical process and a physical concept, involving physical elements,as every physical event,but it is not described by the receiver,who only gets a new concept of body from it.

The‘brightness’has no physical relation or interaction with the cyclic O train,which is a reference for observ-ing the object O emb.It is by means of counting cycles of O train and combining it with the reception of waves from O emb,that observer?train observes the movement of the body,which now becomes more than the simple kinematic object from the pure classical physics.As we know from our own experience,if we think as classical observers,the?nal observation could be just the contin-uous trajectory of a cyclically shining object,without any physical medium other than the empty space between the points of the trajectory and the origin of the system of reference.A pure classical body could also be described as moving object only,without necessity of any bright-ness.But here this feature is the new insight introduced

12 by an observer receiver of light,before the classical limit.

His situation is not yet classical,which is a particular

case of receiver of light resulting from additional condi-

tions on the process of reception.

As we can notice,light can actually have di?erent

meanings for di?erent types of observer.While one de-

scribes the wave light,the other,by means of the same

light,observes a bright body,which is a completely dif-

ferent concept.For observer?train,light,as a wave,

is beyond observation.Consequently,for this observer,

light does not cross O train because it never enters his

observational space,staying there with the body as an

integral feature of it.In this way,the disappearance of

one entity is partially compensated by the emergence of

another one.It is not completely compensated,because

brightness is local and the wave is not.Then,something

is still lacking and we have to?nd the light which arrives

and leaves O train with the velocity c.Until now,what

we know for sure is that if this light actually exists,obey-

ing the relativistic claims,it can only be observation of

someone else.

C.The two measures of time

Let us recall some aspects of observer?emb’s obser-

vations.Equation(13)relates two varying quantities,

which are numbers of occurrences or events,by means

of a constant.The number of occurrences and relations

between such numbers can be physical observations,in

the same sense that relations between time,lengths,ve-

locities and other quantities can be considered.De?ning

βe=v e/c e,we rewrite equation(13)as:

M e w,ot(t e)=(1?βe)N e w,oe(t e).(14)

We read in this equation that the relation between the

two varying quantities,is valid for each and every time.

There is no speci?cations about the kind of the event

whose number is growing in time,neither an indication of

a wave spread in space,there is only number of cycles18.

The name cycle here is used in the sense that the occur-

rences are identical to each other.This is implicit in the

numerical description.Then,we can imagine?guratively

the whole phenomenon,as a conjunction of two‘closed’

distributions of spots,moving between themselves and

keeping increasing in number.In the observational con-

text of observer?emb,the physical nature of these spots

is only speci?ed by their number.This is a clear case in

which counting is a physical description and number a

physical concept.And we must understand this fact di-

rectly from reading the statement of equation(14),not

from external arguments.

19The distribution function of events,extensively used in physics

of many-body system,is another example of a numerical concept

in physics.

13

assume that there is a certain factorγsuch that

t e=γt t.(17) For both observations,considering both observers,the physical existence of those numbers of cycles is not to be explained as a result of any kind of interaction.The pic-torial spots can also be thought as e?ects of the passage of an undulatory medium,without considering interaction between a register and the medium.We assume that this is not a physical e?ect but just an observational e?ect, in the sense that no interaction is involved which could make ofγa function of time.This is an argument to considerγas a constant.

This factorγis the mark of the observational di?er-ence.The introduction of this temporal di?erence,brings again the question of the objectivity.But,partially,it is solved with the assumption that at O train there is an independent source of light.The other aspect of the problem involves the observation of the movement and consequently of the velocity,for observer?train.This problem has to be solved by shaping the?nal trajectory of O emb for observer?train and comparing it with the trajectory of O train for observer?emb.In other words, the solution of this problem depends on conditions in which the receiver becomes a classical observer.

Until now we?nd that the origin of the time di?erence is not in di?erent clocks but it is in the di?erent ways of observing.In principle,this would still hold if we exchange the shining object by a sounding object.

V.SPECIAL RELATIVITY

A.Relativistic arguments

It is interesting to notice that the classical and semi-classical regimes of observation,of section III are never subjective or wrong.The classical observation,equation (1),s t=v t t t,is objective and correct in all senses.It is so that,for t t=t e in quantity,it agrees completely with equation(2),s e=v e t e,from Observer?emb language. And nobody can a?rm that Observer?emb is wrong, by de?ning the relative velocity of equation(10),c e ot= c e?v e.For every t e there is actually a di?erence between the position of the wave front and the position of the train such that equation(10)can be assumed as valid.

The problem is that equation(10)does not necessarily imply equation(12),which describes a rate of emission of a wave light,considering a certain position.Equation (10)and equation(11)are independent equations.Rig-orously,the relative velocity of equation(10)and the velocity of equation(11),c e ot=f e w,otλe,are not the same physical concept.Inside the limited context of Observer?emb,this fact is not explicit.

Equation(11)does not hold for the receiver because his measure of time is another and consequently the fre-quency is not the same.Therefore there must be a gen-eral equation,instead of equation(12),that integrates both observers.About a comparison between the two observations,it is also interesting to notice that the ob-servations of observer?train are not under the observa-tional domain of observer?emb.A comparison implies the knowledge of invariant quantities by means of which the two observations can be related.Until now,equa-tions(14)and(15)are completely independent.Since we do not know the quantity M t w,ot(t t),we also do not know t t.

B.Postulate I:Generalization of Galilean

equivalence.

Now,we recall that c t=c e,because these are the velocities of the light de?ned with respect to the corre-sponding sources at rest.

We also recall that special relativity is based on the assumption of the conservation of the rectilinear uniform movement.But it is important to notice that,in general, reception of light does not imply in the conservation of the relative velocity,between O emb and O train,given by v t=v e.So,here,we?rst assume that

M t w,ot(t t)=M e w,ot(t e).(18) This expresses the conservation of the number of cycles counted at O train,for both observers.Then,using equa-tions(15)and(16),we?nd

βt=

v t

c e

=βe.(19)

We can substitute these results in equation(14),to obtain

M t w,ot(t t)=(1?βe)N e w,oe(t e).(20)

This equation,which relates explicitly the two ob-servers,is the fundamental form for the generalization of Galilean equivalence,for di?erent observers.It relates the number of wave cycles which vary in time,between moving objects,for di?erent observers,in an unique ob-servational experience.

We can divide both sides of equation(20)by t e?nding: M t w,ot(t t)

t e

.(21)

Now we have a relation between the two separated fre-quencies in space,not depending on time.

f t w,ot=γ(1?βe)f e w,oe,(22)

where the left side of this equation is the frequency of cycles of O emb,for observer?train.And now we can discuss the other relation of observer?train with the original source O emb.

14

C.Postulate II:Conservation of information.

The second postulate is about the classical observer as

a limit case of receiver.In classical physics,there is no

loss of information concerning material processes.

In our situation,the formation of the cycles at O emb,

originating the waves out of it,are observed according to

the sequence N e cy,oe(t e)=nt e/sec,for n a certain?xed

number.This expression must be conserved,with re-spect to both observers,in their respective observational times.This condition is named conservation of infor-mation about material facts.As usual,information is de?ned as a numerical function of the object,as intro-duced by Claude Shannon,in the physical literature.20. Now the object‘material system’,detached from its tra-jectory,is only de?ned as number of cycle.So,this is just an application or use of the usual concept of information in the conditions of the phenomenon we discuss[3]. Now we may consider that,in the point of view of observer?train,a register of waves at O train can also be considered as a source at rest.The embankment has no limit in length and this permits to consider a point O′emb approaching O train with velocity v e,(in both points of view),according to the arguments of the previous sec-tion V-B.Then,at this point on the embankment,it is possible to de?ne a quantity given by

M t w,o′e(t t)=(1+βe)M t w,ot(t t).(23) As in equation(15),there is no di?erence in time since we are in the context of observer?train.

However,in the relativistic context,we can relate the two observers,respecting the observational quantities. We can substitute the expression of M t w,ot(t t),given by equation(20),yielding

M t w,o′e(t t)=(1+βe)(1?βe)N e w,oe(t e).(24) Knowing that all these numerical functions are linear functions of time,we have

N e w,oe(t e)=γN e w,oe(t t),(25) and substituting this result in equation(24),we?nd

M t w,o′e(t t)=γ(1+βe)(1?βe)N e w,oe(t t).(26) In the relativistic point of view,the same delay in time of the previous case,for the separation between O emb and

γ

)(27)

As it was said before,the form of the equation is con-served,but the two observers are separated in time21. Using the fact that

N e w,oe(t)=N e cy,oe(t),(28) for any time,we can substitute these two last equations in equation(26),to arrive at

γ2=

1

(1?v2e2

.(30)

D.The Constancy of the Velocity of Light

Now,that we found the?rst Lorentz transformation, independently of the constancy of the velocity of the light,we can actually derive the constancy by calculating the velocities of approaching and leaving the train in the relativistic point of view.

As we assumed by principle,observer?train is a clas-sical observer and by this reason he cannot measure rel-ativistic e?ects such as constancy of the velocity of the light.This constancy is only found when one calculates the velocities of the light approaching and leaving O train in a mixed point of view.To complete the previous list of concepts of velocity of light,we must include the fol-lowing concepts:

c r oe,ot is the velocity of the light approaching O train from O emb with respect to the reference t t.

c r oe,ot is the velocity of the light reaching O′emb from O train with respect to the reference t e.

We may start from the relation c e=c t,where the right side is the velocity of the wave emitted from O train,with respect to O train,in both points of view,including the classical view of Observer?train.

15

Consequently,we can assume that there is aλt such that

λe

t t

,(31)

holds.And substituting equation(30)in the last equa-tion,we also?nd a relativistic correction between the wave lengths of these waves:

λe=γλt(32) However,as said before,the velocity of the light ap-proaching O train must be calculated from a mixed point of view and a di?erent correction holds for the approach-ing wave length.

Until now,only number of cycles were under the rules of relativity,according to the two relativistic principles. But if we assume that a wave is placed between O emb and O train,conditions must also hold for the wave lengths in between the same origins.Since there is an intrinsic time displacement due to the observational di?erence,thee must also be an intrinsic e?ect on the wavelength due to the displacement of the source.This corresponds to an intrinsic dilatation of the original wave-length.It has the contrary e?ect in this case,because it is the source O emb which is relativistic displaced with respect to the reference O train.

Substituting these results,the?rst velocity is given by

c r oe,ot=

M e w,ot(t e)(1+βe)λeγ

t e

=c e.(34)

We?nally derived the constancy of the velocity of the light,showing that it is a speci?c relativistic result only, not shared by any other point of view.

VI.CONCLUSIONS

In our set-up we discriminate three classes of ob-servers:observers of light represented by the equations of observer?emb;receivers of light represented by the equations of observer?train;and relativistic observers, represented by the unifying equations.The constancy of the velocity of the light is a relativistic result only.And the only one who observes the relativistic phenomena is the relativistic observer.But if the classical and the semi-classical observers do not exist,the relativistic observer disappears too.And the relativistic world vanishes with this being.

The train/embankment experiment is a prototype of relativistic phenomena not including interaction.The basic set up of the experiment of Michelson and Morley is the same situation.We can consider the same train carrying two mirrors,at equal distances from the origin O train of our train.One mirror is localized on a line perpendicular to the velocity of the train while the other is in the direction of the movement.In this situation, light from the origin O′of the train is sent back and forth a great number of times from this origin,which moves with velocity v.According to the experiment,there is no di?erence in phase between the two perpendicular beams when they meet back in the origin.

In this experiment,the Earth corresponds to the train. Its tangential velocity corresponds to our v.The com-plete experiment is done under our single conventional Earth time,and we are the classical observers inside the train.Consequently,what the experiment con?rms is that under its conditions,the classical limit holds.And, what is the classical limit?It is just the condition in which discrepancies in the velocity of light are not shown. Then,the?rst step to measure a discrepancy in the veloc-ity of the light is by not taking its constancy for granted. But,in this case,we must?nd new ways to recognize,at remote distances,the objects of observation,because the constancy is just a theoretical tool for this.

In this paper we showed that because classical ob-servers are receivers of light the velocity of light in vac-uum is absolute.We did not show that classical observers exist as absolute beings.

VII.ACKNOWLEDGMENTS

The authors thank Igor Volovich for stimulating dis-cussions,Hans Groeneveld for suggestions,Ernst Binz for drawing our attention to reference[16]and Peter Keefe for a careful reading of the text. C.Pombo also thanks Jose Helayel-Neto,Jose Thadeu Cavalcante,Eduardo Pa-quet,Carlos Baladron Garcia,David P.Costa and Aad van den Enden for inspiring discussions on the relation between physics and psychology.

[1]A.Einstein,Relativity(New York:Three Rivers Press,

1961).[2]Koenderink J J,van Doorn A J,Lappin J S,Direct

measurement of the curvature of visual space(Perception

16

29(1)6979,2000)

[3]C.Pombo,Th.M.Nieuwenhuizen,Observational Deriva-

tion of Einstein’s“Law of the Constancy of the Velocity of Light in Vacuo”(AIP Conf.Ser.810,G.Adenier,A.

Yu.Khrennikov and Th.M.Nieuwenhuizen eds.,Ameri-can Institute of Physics,Melville,NY,2006),pp.393. [4]C.E.Shannon,A Mathematical Theory for Communi-

cation(The Bell System Technical Journal,Vol.27,pp 379-423and623-656,1948).

[5]C.G.Jung,The Symbolic Life(CW VOL.VI Routledge

and Kegan Paul Ltd,London,1959);Symbols of Trans-formation(CW VOL.V Routledge and Kegan Paul Ltd, London,1959).

[6]W.Pauli and C.G.Jung,Dialogs(Springer-Verlag1995).

[7]H.Weyl,Philosophy of Science and Natural Sciences

(Princeton University Press,1949);Writings on physics and philosophy(Springer-Verlag,1995).

[8]E.Kant,The Critique of Pure Reason(London:Macmil-

lan,1929).

[9]L.E.J.Brouwer,On the Foundations of Mathematics

(Thesis Amsterdam,1907).

[10]K.Evers-Fahey,The Ego Concept in the Works of C.G.

Jung(Publication number:C817111PhD Thesis,Uni-versity of Essex,2004).

[11]https://www.doczj.com/doc/281429504.html,tour,A Relativistic Account of Einstein’s Relativity

(Social Studies of Science,Vol.18,No.1,3-44,1988). [12]A.Nelson,Reinterpreting the famous train/embankment

experiment of relativity(Eur.J.Phys.24,Number4,379-396,2003).

[13]D.R.Rowland,Comment on’Reinterpreting the famous

train/embankment experiment of relativity’(Eur.J.Phys.

25,Number5,L45,2004);

A.J.Mallinckrodt,On’Reinterpreting the famous

train/embankment experiment of relativity’(Eur.J.Phys.

25,Number5,L49,2004);

A.Nelson,Response to Mallinckrodt’s and Rowland’s

comments(Eur.J.Phys.25,Number5,L51,2004);

J.H.Field,The train/embankment thought experiment, Einstein’s second postulate of special relativity and rel-ativity of simultaneity(arXiv:physics/0606135v1). [14]C.Koch,C and F.Crick,A framework for consciousness

(Nature Neuroscience6,119-1262003).

[15]D.J.Chalmers What is a Neural Correlate of Conscious-

ness?(Neural Correlates of Consciousness:Empirical and Conceptual Questions(T.Metzinger,ed),published with MIT Press in2000);

A.Noe and E.Thompson,Are there neural correlates

of consciousness?(Journal of Consciousness Studies11 3-28,2004).

[16]W.Singer,Understanding the brain(EMBO reports,Vol

8Special Issue P.16-19,2007).

[17]D.Cosmelli and E.Thompson Embodiment or envat-

ment?Re?ections on the bodily basis of consciousness(In John Stewart,Olivier Gapenne,and Ezequiel di Paolo, eds.,Enaction:Towards a New Paradigm for Cognitive Science,MIT Press,to appear.

[18]R.Carnap,The Methodological Character of Theoretical

Concepts(Minnesota studies in philosophy of science, Vol.I University of Minnesota press,5ed.1964). [19]K.Popper,Objective Knowledge-An Evolutionary Ap-

proach(Oxford at the Claredon Press,1974).

[20]W.Pauli,Theory of Relativity(Dover Publications,Inc.,

New York,1981).

[21]M.Born,Einstein’s Theory of Relativity(Dover Publica-

tions,1962).

[22]R.Resnick,Introduction to Special Relativity(John Wi-

ley and Sons,Inc.,New York,1968).

Appendix:A model for physical observers

The purpose of this appendix is to discuss a model for physical observers borrowing elements from analyt-ical psychology and philosophy.In doing so,we shall partly follow steps of physicists like Wolfgang Pauli,who introduced this psychology in the interpretation of clas-sical physics,and mathematicians like Hermann Weyl, who concluded that the ultimate essence of the concept of the Ego is the system of reference.

Physicists usually consider observation identical to ac-quisition of data.This opinion has been rather disorient-ing,considering the level of antagonism still present in the literature in discussions about relativistic and quan-tum realities.Collection of data is not what observation is,although sets of discrete or continuous data can be considered elements of physical observations.A physical observation is an expression of a language made of ob-servational concepts.22This language is made by sets of sentences such as equations,specifying the way these concepts are organized and related.In the simplest case, when the concepts are physical quantities,the relations are just associations between sets of data.The simplest examples of observation are equations of trajectories of moving particles.

But with sets of positions and measures of time alone one cannot arrive at these equations,because a trajec-tory involves a third element which is the movement of a body.It is the movement that settles the association and these trajectories are observed independently of the existence of any theory.Newtonian mechanics,which is a complete theory and does not only consist of ob-servational expressions,was the?rst theory made for ex-plaining these trajectories.Soon thereafter,new concepts emerged to describe global aspects of classical behavior of many bodies,in which the concept of trajectory does not play the main role.Observation of continuous dis-tributions of matter such as?uids and waves produced other classical theories.From this point,physics devel-oped in the direction of much more complex organization of data.Therefore it is very di?cult to avoid the conclu-sion that physical observations are human acquisitions of language,where these languages are not the conventional ones but expressions of a collectivity,in the sense which we explain below.

To observe is also to think or have thoughts which can be linguistically expressed.Thoughts are complex forma-tions of psychological elements existing and developing in

17

intervals of time.This gives another meaning for a sen-tence of language,not as a?xed object made of signals, but as a constraint between elements during an interval of time.Consciousness has deep relations with language and therefore observers can also be considered from a psychological point of view,as conscious experiences,be-longing to speci?c classes of conscious phenomena.Not only,physical observations must be understood as a spe-cial case of human expressions,in which all the subjective aspects of our existence are eliminated.

For these reasons,we take the term‘psychological’strictly from the Analytical Psychology,developed by Carl Gustav Jung and many collaborators,between them W.Pauli.This is the only psychological theory involved with a collective basis of the human thought[5].In this theory,consciousness is a process made of functions such as thinking,intuition,feeling,sensation and per-ception.The totality of the conscious experience can have elements from many di?erent functional sources, that means,descriptions involving sensations with feel-ings,between others.

Thinking is one of the functions of consciousness,the one which associates‘names’and‘meanings’to experi-ences.According to Jung there are two kinds of think-ing:fantasy and language.This second kind of think-ing can also include descriptions of subjective experiences involving sensation and emotions which are also experi-ences related to the body of the observer.But it can also be involved only with objective elements.The function named perception would be thinking of sensations and it can also include physical concepts.However,these experiences are always grounded on the spatial point of views of observers,what makes these reports subjective. This is not a feature of physical observations which are grounded on physical(objective)systems of reference.In our model we focus on‘physical thoughts’,eliminating all the other functions,to relate to the equations represent-ing the physical observations.

The main feature of analytical psychology,which is also a sine qua non condition for any model of observer in physics,is the fact that it assumes an archetypal or collective base for the consciousness and consequently for thinking.In the context of this psychology,certain man-ifestations of consciousness are not acquisitions of indi-vidual humans but of the psychic history of human kind. This makes a great di?erence between analytical psychol-ogy and all other psychologies,including psychoanalysis of Sigmund Freud.It postulates the existence of an auto-nomic psyche,without any in?uence from the individual consciousness,from which the conscious experience takes its deepest meanings.This psychic level does not consist of formed experiences but only of fundamental meanings or‘frames’for organizing them,the so called‘archetypal patterns’.And this permits the de?nition of objective experiences in a collective sense,only made by special concepts directly related to these patterns.This objec-tivity based on collective agreement is the main feature of physical observations.Actually,physical experiences are the most clear manifestations of a collective psyche. Pauli[6]wrote about the in?uence of archetypal pat-terns on the ideas of Johannes Kepler and on the foun-dations of classical physics.And a deep connection be-tween physical and psychological experiences was made by Weyl,who recognized the psychic nature of the phys-ical system of reference[7].He just identi?ed our‘phys-ical frames of reference’with‘components of the ego’. And the center of the consciousness,in analytical psy-chology,is the collective essence of the Ego,made mainly by the archetypal patterns(which are the psychological correlates of the innate ideas of Immanuel Kant[8]and of the intuitions of Luitzen Brouwer[9]).Considering only the patterns involved with physical experiences,we may use the expression‘physical ego’only for a sector of the ego as de?ned by Jung.This de?nition of phys-ical ego,generating collective experiences,gives rise to experiences which could be interpreted as belonging to a collective consciousness.The existence of the latter can be considered as paradoxical,and was?rstly rejected by Jung.But during his life,Jung re?ned several times the concept of ego[10],reaching this?nal conception in which the ego is a collective and structural base for ex-periences.

The concept of physical ego,as adopted here,means a class of physical references,as building blocks of phys-ical experiences and consequently of the physical world. Each class may consist of in?nite systems of the same references.And di?erent classes consist of di?erent sets of references.For Weyl,there could be no objective ex-perience detached from the ego.“The objectization,by elimination of the ego...does not fully succeed,and the coordinate system remains...”[7]We can assume here that system of coordinate is used meaning system of reference.This idea of Weyl makes it also possible to di?erentiate between classes of physical observers based on di?erent classes of references.A class of references forms a closed structure in itself,classifying physical ex-periences and observational language as well.Here the term‘world’accounts for the in?nite set of all possible descriptions by a class of observers.

The idea of Weyl,also permits to understand the rela-tion between the di?erent classes of observers from a dif-ferent perspective.The concept of complex,introduced by Jung and collaborators,is the key for this analysis.

A complex can be de?ned as a set of experiences lim-ited by a speci?c https://www.doczj.com/doc/281429504.html,paring to our case,a complex would be represented by a set of observations correspond-ing,not to di?erent observers from the same class,but to a speci?c class of observers.In Newtonian physics, for example,these references only consist of the set of real numbers,three spacial axis,time and movement. With these fundamental ingredients,the classical world is formed.This would be the classical complex.With special relativity a new reference emerges,that is light, resulting in a deep change of reality.These new experi-ences,belonging to a new integrative complex,consist of the observations of another kind of observer,named the

18

relativistic observer,see Section V.

The main issue of the present paper has been to point at di?erent kinds of observers,coexisting inside the?nal experience.The situation actually resembles human psy-chology and integration of personalities.It is well known that human personalities can be broken in psychological https://www.doczj.com/doc/281429504.html,plexes have great importance in the un-derstanding of consciousness.As practically independent psyches,their split accounts for situations such as dou-ble consciousness and schizophrenia.And,in principle, conditions like this can be cured,by means of a reinte-gration of the parts.It can also happen by means of the emergence of a third entity,giving an unity for them. This would be considered as a cure of the pathological situation.

Here,the situation resembles these psychological situ-ations,but cannot be considered the same in the sense that we are not discussing processes of individual minds. These complexes would not be human personalities but some sort of‘collective manifestation’.Moreover,it is not under a unique time that happens their integration. Our third observer,is not to be thought to represent ex-periences based on a third reference of time or give a special status for one of the references of time.It keeps two times as an integral feature of the experience.

A previous inventory of the plural observation inside special relativity,was carried out by Bruno Latour[11]. It is very interesting to realize that the original duplicity of languages of special relativity with the realization of an integration,needing a‘personi?cation’,is clear from very di?erent perspectives.In both approaches,the existence of special relativistic events,objective or not,only can be meaningful with respect to a third observer.More re-cently,an analysis of observational discrepancies in Ein-stein’s exposition of the train/embankment experiment, was made by Avi Nelson[12],and discussed by other au-thors[13].Nelson also considered the possibility of an observational plurality but kept the notion of observation attached to sensation and perception,in the way Einstein did.An integration between observers leading to a third observer is not possible in these terms.

This is mainly because sensation and consequently per-ception are not processes of a collectivity but of indi-vidual organisms.Physical observations have an unique status and cannot even be assumed to be neuro psycho-logical,if we had to consider each of us individually as observers.Since the brain,considered as the set of neuro activity,is a physical object in space and time,it be-comes very di?cult,and even a nonsense,to trace pro-cesses inside it,which could account for the objectivity of the space outside,as an individual experience.But, considering the geometrical aspect of the experience of space only,another context for the mind-body question emerges.Models for neural correlates of consciousness (NCC)involve processes of neural integration,consider-ing single brains[14,15,16,17].There is no success-ful model till now although evidences of neural processes mediating psychophysical processes have been found.If the neurological brains are just big complexes of intercon-nected neural systems,it is natural to think that integra-tions could also happen interconnecting di?erent brains. As far as we know,this kind of parallelism has not yet been discussed as a possibility.But this type of specula-tion is out of the scope of the present paper.

Another crucial contribution for this model of observer adopted here,comes from the philosopher Rudolf Car-nap[18],who stressed the linguistic nature of physical ob-servations.For him,physical observations form‘worlds of languages’by producing speci?c languages.These so called observational languages ought to be detached from the theoretical languages,inside speci?c theories. But the propose of Carnap apparently failed in practi-cal terms because of the di?culty to?nd general criteria for separating observational concepts from the theoreti-cal ones.He was the?rst to recognize this fact,pointing to the divergences of opinion on this matter.

For?nding the observational languages we need two criteria.The?rst is to separate observational terms in-side a speci?c theory di?erentiating observational and theoretical languages.We adopt a historical guidance and simply postulate the primary references from an analysis of Newtonian trajectories.Then we separate from the observational language all statements with con-cepts not built exclusively by these primary references. The second criterion is to de?ne di?erent theories by means of recognizing di?erent observational languages. This can be done by assuming that a change in the num-ber of primary references,not considering changes in the physical meaning of the references,means a di?erent ob-servational language.

From an integration of these ideas we conclude that to observe is to describe,focusing our analysis on the equations.The description is a kind of organization of the reality.An observer is represented or manifested by the report,not by the body of a person.For this reason, observations do not depend on the position of persons (bodies of persons)neither observers have physical in?u-ence on the world.Another aspect of observers and of these archetypal references here discussed is that these references are not choices from human beings.Accord-ing to analytical psychology,the unconsciousness has its own dynamics,independent from the consciousness.The development of the ego,considering its collective essence, is not under the domain of consciousness.In this speci?c aspect,the development of knowledge does not obey our will.

The question of the nature of the psyche,whether it is a metaphysical entity and whether observers only can be human,23deserves careful discussions but it can be

19

avoided here,at the expense of understanding that lan-guage,as strongly emphasized by Karl Popper[19],has an objective feature,which is independent of single hu-man physical existences.Although being a product of human culture,it is made outside individuals.For this reason,in case of physical languages,observational in-formation can be conveyed by instruments(but it is not to be misunderstood as being the instrument)indepen-dently of a physical presence of a speci?c person to read it.The only di?erence introduced here from analytical psychology is in the collective or archetypal nature of the observational concepts,with respect to the human ob-server,which contrasts with the opinion of Popper.This contrast is more related to the way in which we know and understand these concepts,whether from experimenta-tion or not.But this is a very old philosophical discus-sion which we also do not need to enter.We just take for grant that these physical concepts of space and time have a collective meaning,that they do not belong to speci?c cultures but to the totality of the human https://www.doczj.com/doc/281429504.html,stly, we assume that for the situations discussed here,these observations consist of continuous associations between these concepts,what cannot be made by instruments or machines.

ity,there remains this question about the more clear cut case chimpanzees and other great apes.Though the answer seems that they are not‘good observers’of the type we discussed,un-derstanding of their language would be of great help to reach a de?nite conclusion.

从实践的角度探讨在日语教学中多媒体课件的应用

从实践的角度探讨在日语教学中多媒体课件的应用 在今天中国的许多大学,为适应现代化,信息化的要求,建立了设备完善的适应多媒体教学的教室。许多学科的研究者及现场教员也积极致力于多媒体软件的开发和利用。在大学日语专业的教学工作中,教科书、磁带、粉笔为主流的传统教学方式差不多悄然向先进的教学手段而进展。 一、多媒体课件和精品课程的进展现状 然而,目前在专业日语教学中能够利用的教学软件并不多见。比如在中国大学日语的专业、第二外語用教科书常见的有《新编日语》(上海外语教育出版社)、《中日交流标准日本語》(初级、中级)(人民教育出版社)、《新编基础日语(初級、高級)》(上海译文出版社)、《大学日本语》(四川大学出版社)、《初级日语》《中级日语》(北京大学出版社)、《新世纪大学日语》(外语教学与研究出版社)、《综合日语》(北京大学出版社)、《新编日语教程》(华东理工大学出版社)《新编初级(中级)日本语》(吉林教育出版社)、《新大学日本语》(大连理工大学出版社)、《新大学日语》(高等教育出版社)、《现代日本语》(上海外语教育出版社)、《基础日语》(复旦大学出版社)等等。配套教材以录音磁带、教学参考、习题集为主。只有《中日交流標準日本語(初級上)》、《初級日语》、《新编日语教程》等少数教科书配备了多媒体DVD视听教材。 然而这些试听教材,有的内容为日语普及读物,并不适合专业外语课堂教学。比如《新版中日交流标准日本语(初级上)》,有的尽管DVD视听教材中有丰富的动画画面和语音练习。然而,课堂操作则花费时刻长,不利于教师重点指导,更加适合学生的课余练习。比如北京大学的《初级日语》等。在这种情形下,许多大学的日语专业致力于教材的自主开发。 其中,有些大学的还推出精品课程,取得了专门大成绩。比如天津外国语学院的《新编日语》多媒体精品课程为2007年被评为“国家级精品课”。目前已被南开大学外国语学院、成都理工大学日语系等全国40余所大学推广使用。

新视野大学英语全部课文原文

Unit1 Americans believe no one stands still. If you are not moving ahead, you are falling behind. This attitude results in a nation of people committed to researching, experimenting and exploring. Time is one of the two elements that Americans save carefully, the other being labor. "We are slaves to nothing but the clock,” it has been said. Time is treated as if it were something almost real. We budget it, save it, waste it, steal it, kill it, cut it, account for it; we also charge for it. It is a precious resource. Many people have a rather acute sense of the shortness of each lifetime. Once the sands have run out of a person’s hourglass, they cannot be replaced. We want every minute to count. A foreigner’s first impression of the U.S. is li kely to be that everyone is in a rush -- often under pressure. City people always appear to be hurrying to get where they are going, restlessly seeking attention in a store, or elbowing others as they try to complete their shopping. Racing through daytime meals is part of the pace

工程造价管理试题及答案

工程造价管理试题及答 案 Standardization of sany group #QS8QHH-HHGX8Q8-GNHHJ8-HHMHGN#

工程造价管理试题及答案 单选 1、工程造价的两种管理是指( B )。 A 建设工程投资费用管理和工程造价计价依据管理 B 建设工程投资费用管理和工程价格管理 C 工程价格管理和工程造价专业队伍建设管理 D 工程造价管理和工程造价计价依据管理 2、进口设备运杂费中运输费的运输区间是指( C )。 A 出口国供货地至进口国边境港口或车站 B 出口国的边境港口或车站至进口国的边境 港口或车站C 进口国的边境港口或车站至工地仓库D 出口国的边境港口或车站至工地仓库 3、某个新建项目,建设期为3年,分年均衡进行贷款,第一年贷款400万元,第二年贷款 500万元,第三年贷款400万元,贷款年利率为10%,建设期内利息只计息不支付,则建设期贷款利息为( A )万元。 A 205.7 B 356.27 C 521.897 D 435.14 4、已知某挖土机挖土的一个工作循环需2分钟,每循环一次挖土0.5m3,工作班的延续时间为8小时,时间利用系数K=0.85,则每台班产量定额为( C )。 A 12.8 m3/台班 B 15 m3/台班 C 102 m3/台班 D 120 m3/台班 5、某项目总投资为3000万元,单项工程总费用为1800万元,建筑单位工程费用为700万元,建设单位管理费率为2.4%,则建设单位管理费为( B )万元。 A 72 B 43.2 C 28.8 D 16.8 6、工程定额计价法计算建安工程造价由( D )组成。 A 直接工程费、间接费、利润、增值税 B 直接费、间接费、利润、营业税 C 直接工程费、间接费、利润、营业税 D 直接费、间接费、利润、税金 7、工程量清单计价规范中门窗工程量按( C )计算。 A 框外围平方米 B 洞口平方米 C 樘 D 数量 8、建设项目可行性研究报告的主要内容是( C )。 A 市场研究、技术研究和风险预测研究 B 经济研究、技术研究和综合研究 C 市场研究、技术研究和效益研究 D 经济研究、技术研究和资源研究 9、项目可行性研究阶段的投资估算,是( C )的重要依据。 A 主管部门审批项目建议书 B建设贷款计划 C项目投资决策 D 项目资金筹措 10、当初步设计达到一定深度,建筑结构比较明确时,编织建筑工程概算可以采用( C )。 A 单位工程指标法 B 概算指标法 C 概算定额法 D 类似工程概算法 11、审查施工图预算的方法很多,其中全面、细致、质量高的方法是( C )。 A 分组计算审查法 B 对比法 C 全面审查法 D 筛选法 12、根据《招标投标法》,两个以上法人或者其他组织组成一个联合体,以一个投标人的身份共同投标是( A )。 A 联合投标 B 共同投标 C 合作投标 D 协作投标 13、在采用成本加酬金合同价时,为了有效地控制工程造价,下列形式中最好采用( D )。 A 成本加固定金额酬金 B 成本加固定百分比酬金 C 成本加最低酬金 D 最高限额成本加固定最大酬金 14、根据合同文本,工程变更价款通常由( C )提出,报()批准。 A 工程师、业主 B 承包商、业主 C 承包商、工程师 D 业主、承包商 15、竣工决算的计量单位是( A )。 A 实物数量和货币指标 B 建设费用和建设成果 C 固定资产价值、流动资产价值、无形 资产价值、递延和其他资产价值 D 建设工期和各种技术经济指标

七年级英语上册课文翻译

七年级英语上册课文翻译(二) 注:按仁爱版英语七年级课本顺序排列,学生可依此闭卷翻译为英语课文,提高单词记忆、短句翻译和写作能力。 1、打扰一下,这个在英语里面是什么意思? 2、这是橡皮擦吗? 3、你怎么拼写它? 4、谢谢,不用谢。 5、请问你能拼写它吗?不,我不能。 6、那个在英语里面是什么意思? 7、谢谢,不用谢。 8、这些是什么?它们是书。 9、妈妈,哪些是橘子吗? 10、不,它们不是。 11、它们是什么? 12、它们是苹果。 13、简从加拿大来,她十二岁了。 14、现在她在北京仁爱国际学校。

15、 16、是的,你是迈克吗? 17、不,我不是。我有一个小鼻子,但他有一个大的。你有 大眼睛吗? 18、是的,我有。 19、哦,我知道了。你是康康。 20、是的,你很对。 21、迈克,谁是你最喜欢的电影明星? 22、猜猜,他是中国人,他有一个大鼻子。 23、他有长头发吗? 24、不,他没有。 25、他有一个大嘴巴吗?是的,他有。 26、我知道,他是布鲁克.李。不,再猜猜。 27、我的脸是圆的,我有一张圆脸。 28、你的脸是长的,你有一张长脸。 29、他的头发是短的,他有短头发。 30、他的眼睛是大的,他有大眼睛。 31、他的眼睛是小的,他有小眼睛。

32、我是一个男孩,我是十三岁,我来自英格兰。 33、我是一名学生,我有一张圆脸和小眼睛。我的鼻子是大 的,我的嘴巴是小的,我有一个姐姐,她的名字是艾米。 她是十二岁,她也是一名学生,她有一张圆脸,大眼睛,一个小鼻子。我有一个小嘴巴,我们是同一个学校,但 是在不同的年级。 34、你又一个小刀吗?是的,我有。他有一个尺子吗?是的, 他有。他们有长的腿吗?不他们没有。他们有短的腿。 35、她有小手吗?不,她没有。她有大手。 36、你好,康康,那个男孩是谁? 37、哦,他是我的朋友约克。 38、他从哪里来?他来自日本。 39、但是你们看起来很像。对的,我们都有黑头发和黑眼睛。 我有长头发和蓝眼睛。我们看起来不像,但我们是好朋 友。

新视野大学英语第三版第二册课文语法讲解 Unit4

新视野三版读写B2U4Text A College sweethearts 1I smile at my two lovely daughters and they seem so much more mature than we,their parents,when we were college sweethearts.Linda,who's21,had a boyfriend in her freshman year she thought she would marry,but they're not together anymore.Melissa,who's19,hasn't had a steady boyfriend yet.My daughters wonder when they will meet"The One",their great love.They think their father and I had a classic fairy-tale romance heading for marriage from the outset.Perhaps,they're right but it didn't seem so at the time.In a way, love just happens when you least expect it.Who would have thought that Butch and I would end up getting married to each other?He became my boyfriend because of my shallow agenda:I wanted a cute boyfriend! 2We met through my college roommate at the university cafeteria.That fateful night,I was merely curious,but for him I think it was love at first sight."You have beautiful eyes",he said as he gazed at my face.He kept staring at me all night long.I really wasn't that interested for two reasons.First,he looked like he was a really wild boy,maybe even dangerous.Second,although he was very cute,he seemed a little weird. 3Riding on his bicycle,he'd ride past my dorm as if"by accident"and pretend to be surprised to see me.I liked the attention but was cautious about his wild,dynamic personality.He had a charming way with words which would charm any girl.Fear came over me when I started to fall in love.His exciting"bad boy image"was just too tempting to resist.What was it that attracted me?I always had an excellent reputation.My concentration was solely on my studies to get superior grades.But for what?College is supposed to be a time of great learning and also some fun.I had nearly achieved a great education,and graduation was just one semester away.But I hadn't had any fun;my life was stale with no component of fun!I needed a boyfriend.Not just any boyfriend.He had to be cute.My goal that semester became: Be ambitious and grab the cutest boyfriend I can find. 4I worried what he'd think of me.True,we lived in a time when a dramatic shift in sexual attitudes was taking place,but I was a traditional girl who wasn't ready for the new ways that seemed common on campus.Butch looked superb!I was not immune to his personality,but I was scared.The night when he announced to the world that I was his girlfriend,I went along

工程造价试题(答案)

湖北第二师范学院继续教育学院2010—2011学年第二学期期中考试《建筑工程造价管理》课程考试试卷(B卷) 教学部门:年级专业: 学生姓名:学号: 考试方式:(开卷、闭卷)……………………………………………………………………………………………………………… 一、单项选择题(每小题2分,共16分) 1 下列不是工程造价管理的特点是(D) A 时效性 B 公正性 C 规范性 D 不准确性 2 设一次贷款本金为300万元,采用单利的模式计算利息,年利率是百分之六,经过五年后的本 利之和为(C)万元 A 300 B 350 C 390 D 400 3 工程量的计算单位中,以体积计算时,它的单位为(A) A 立方米 B 立方厘米 C 立方毫米 D 英尺 3 已知产量定额是10单位,那么时间定额是(D) A 10 B 0.5 C 1 D 0.1 4 已知一个零件的制作需要经过两个工序,第一个工序的时间定额是1工日,第二个工序的时间定额是4工日,那么这个零件的产量定额是(C) A 5 B 4 C 0.2 D 0.1 5 某投资香米在建设初期一次性投入100万元,经营期为10年,投产后每年可以获得净现金流量为10万,那么该项目的年现金系数为(C) A 10 B 1000 C 10 D 100 6 PI的含义是(C) A 利润 B 资金流量 C 现金指数 D 毛利 应该(A) 7 当项目盈利时,CI CO A 大于0 B 大于等于0 C 小于0 D 等于0 8 某项目的报告期综合人工单价为10,参照工程综合人工单价是8,那么人工费调整系数为(B) A 0.1 B 0.25 C 25 D 10

人教版初一上册英语课文.翻译

人教版七年级上册英语课文翻译 P4 My name’s Daming and I’m in Class One. I’m from China and I’m Chinese. I’m from Beiji ng. Beijing is a big city. Lingling’s in my class. She’s my friend. My name’s Lingling. I’m not from England and I’m not English. I’m Chinese. I’m in Class O ne. Daming is my friend. We’re twelve years old. He’s from Beijing and he’s in my class. W e’re good friends. My name’s Wang Hui and I’m Chinese. I’m from Shanghai. I’m thirteen years old. I’m in Cl ass One with Daming and Lingling. They are my friends. 我的名字叫大明,我在一班。我来自中国,我是中国人。我来自北京,北京是个大城市。玲玲和我同班班,她是我的朋友。 我的名字叫玲玲。我不是来自英国的,我也不是英国人。我是中国人。我在一班。大明是我的朋友。我们12岁了。他来自北京,他和我同班。我们是好朋友。 我的名字叫王辉,我是中国人。我不是来自北京,我来自上海。我13岁了。我和大明、玲玲。在一班,他们是我的朋友。 P8 Miss Li: Please welcome Betty and Tony to our school. They are from Beijing International School. This is Betty. Betty: Hello. My name’s Betty. I’m from America. I’m 13 years old and I’m a student. I ca n play football and I can play basketball. I can speak English but I can’t speak Chinese. Th is is Tony. He’s my friend. Tony: Hello. My name’s Tony. I’m 11 years old. I’m from England and I can speak English . I can play football and table tennis, and I can ride a bike. Lingling: Can you swim? Tony: No, I can’t. And I can’t speak Chinese! 李小姐:请欢迎贝蒂和托尼来我们学校。他们来自北京国际学校,这是贝蒂。 贝蒂:你好,我的名字叫贝蒂。我来自美国。我十三岁,是一个学生。我会踢足球,会打篮球。我会说英语,但是我不会说汉语。这是托尼,他是我的朋友 托尼:你好。我的名字叫托尼。我十一岁了。我来自英国,我会说英语,我会踢足球和打乒乓球,我会骑自行车。 玲玲:你会游泳吗?

新视野大学英语读写教程第一册课文翻译及课后答案

Unit 1 1学习外语是我一生中最艰苦也是最有意义的经历之一。虽然时常遭遇挫折,但却非常有价值。 2我学外语的经历始于初中的第一堂英语课。老师很慈祥耐心,时常表扬学生。由于这种积极的教学方法,我踊跃回答各种问题,从不怕答错。两年中,我的成绩一直名列前茅。 3到了高中后,我渴望继续学习英语。然而,高中时的经历与以前大不相同。以前,老师对所有的学生都很耐心,而新老师则总是惩罚答错的学生。每当有谁回答错了,她就会用长教鞭指着我们,上下挥舞大喊:“错!错!错!”没有多久,我便不再渴望回答问题了。我不仅失去了回答问题的乐趣,而且根本就不想再用英语说半个字。 4好在这种情况没持续多久。到了大学,我了解到所有学生必须上英语课。与高中老师不。大学英语老师非常耐心和蔼,而且从来不带教鞭!不过情况却远不尽如人意。由于班大,每堂课能轮到我回答的问题寥寥无几。上了几周课后,我还发现许多同学的英语说得比我要好得多。我开始产生一种畏惧感。虽然原因与高中时不同,但我却又一次不敢开口了。看来我的英语水平要永远停步不前了。 5直到几年后我有机会参加远程英语课程,情况才有所改善。这种课程的媒介是一台电脑、一条电话线和一个调制解调器。我很快配齐了必要的设备并跟一个朋友学会了电脑操作技术,于是我每周用5到7天在网上的虚拟课堂里学习英语。 6网上学习并不比普通的课堂学习容易。它需要花许多的时间,需要学习者专心自律,以跟上课程进度。我尽力达到课程的最低要求,并按时完成作业。 7我随时随地都在学习。不管去哪里,我都随身携带一本袖珍字典和笔记本,笔记本上记着我遇到的生词。我学习中出过许多错,有时是令人尴尬的错误。有时我会因挫折而哭泣,有时甚至想放弃。但我从未因别的同学英语说得比我快而感到畏惧,因为在电脑屏幕上作出回答之前,我可以根据自己的需要花时间去琢磨自己的想法。突然有一天我发现自己什么都懂了,更重要的是,我说起英语来灵活自如。尽管我还是常常出错,还有很多东西要学,但我已尝到了刻苦学习的甜头。 8学习外语对我来说是非常艰辛的经历,但它又无比珍贵。它不仅使我懂得了艰苦努力的意义,而且让我了解了不同的文化,让我以一种全新的思维去看待事物。学习一门外语最令人兴奋的收获是我能与更多的人交流。与人交谈是我最喜欢的一项活动,新的语言使我能与陌生人交往,参与他们的谈话,并建立新的难以忘怀的友谊。由于我已能说英语,别人讲英语时我不再茫然不解了。我能够参与其中,并结交朋友。我能与人交流,并能够弥合我所说的语言和所处的文化与他们的语言和文化之间的鸿沟。 III. 1. rewarding 2. communicate 3. access 4. embarrassing 5. positive 6. commitment 7. virtual 8. benefits 9. minimum 10. opportunities IV. 1. up 2. into 3. from 4. with 5. to 6. up 7. of 8. in 9. for 10.with V. 1.G 2.B 3.E 4.I 5.H 6.K 7.M 8.O 9.F 10.C Sentence Structure VI. 1. Universities in the east are better equipped, while those in the west are relatively poor. 2. Allan Clark kept talking the price up, while Wilkinson kept knocking it down. 3. The husband spent all his money drinking, while his wife saved all hers for the family. 4. Some guests spoke pleasantly and behaved politely, while others wee insulting and impolite. 5. Outwardly Sara was friendly towards all those concerned, while inwardly she was angry. VII. 1. Not only did Mr. Smith learn the Chinese language, but he also bridged the gap between his culture and ours. 2. Not only did we learn the technology through the online course, but we also learned to communicate with friends in English. 3. Not only did we lose all our money, but we also came close to losing our lives.

《建设工程造价案例分析》真题及答案

某工程项目发包人与承包人签订了施工合同,工期4个月,工程内容包括A、B两项分项工程,综合单价分别为360.00元/m3、220.00元/m3;管理费和利润为人材机费用之和的16%;规费和税金为人材机费用、管理费和利润之和的10%,各分项工程每月计划和实际完成工程量及单价措施项目费用见表5.1。 表5.1 分项工程工程量及单价措施项目费用数据表 总价措施项目费用6万元(其中安全文明施工费3.6万元);暂列金额15万元。 合同中有关工程价款结算与支付约定如下: 1、开工日10天前,发包人应向承包人支付合同价款(扣除暂列金额和安全文明施工费)的20%作为工程预付款,工程预付款在第 2、3个月的工程价款中平均扣回); 2、开工后10日内,发包人应向承包人支付安全文明施工费的60%,剩余部分和其它总价措施项目费用在第2、3个月平均支付; 3、发包人按每月承包人应得工程进度款的90%支付;

4、当分项工程工程量增加(或减少)幅度超过15%时,应调整综合单价,调整系数为0.9(或1.1);措施项目费按无变化考虑; 5、B分项工程所用的两种材料采用动态结算方法结算,该两种材料在B分项工程费用中所占比例分别为12%和10%,基期价格指数均为100。施工期间,经监理工程师核实及发包人确认的有关事项如下: 1、第二个月发生现场计日工的人材机费用6.8万元; 2、第四个月B分项工程动态结算的两种材料价格指数分别为110和120。 问题: 1、该工程合同价为多少万元?工程预付款为多少万元? 2.第2个月发包人应支付给承包人的工程价款为多少万元? 3、到第三个月末B分项工程的进度偏差为多少万元? 4、第四个月A、B两项分项工程的工程价款各位多少万元?发包人在该月应支付给承包人的工程价款为多少万元? 答案: 1、合同价[(360×1000+220×700)/10000+7+6+15]×(1+10%)=87.34万元 工程预付款[(360×1000+220×700)/10000+7+6-3.6]×(1+10%)×20%=13.376万元 2、第2、3月支付措施费=(6-3.6×60%)/2=1.92万元

外研版七年级英语上全册课文翻译

外研版七年级英语上全册课文翻译 P2 李老师:你好,我的名字叫李芳。.我是你们的老师你们是我的学生。我是中国人。我来自武汉。你叫什么名字? 玲玲:我的名字叫王玲玲 李老师:.见到你很高兴。玲玲,你来自哪里? 玲玲:我来自北京。我是中国人。 李老师:你多大了? 玲玲:我十三岁。 李老师:好的。你好,你那? 大明:你好,李老师。我的名字是李大明我也来自北京。我十二岁。李老师:谢谢。你好,你来自美国吗? 托尼:不,我不是。我来自英格兰。我的名字叫托尼?史密斯。李老师:见到你很高兴。托尼。嘿,你也是英国人吗? 贝蒂:不,我不是。我是美国人。我的名字叫贝蒂?金。 玲玲:托尼和贝蒂是我们的朋友。 李老师:好的。欢迎来到七年级四班。 P4 大家好。我叫李大明,我的英文名字叫戴维。我12岁,我来自北京。北京是中国的首都。这是玲玲,她的英文名字叫露西。她是我的朋友。她也来自北京。 你们好。我叫王玲玲,我13岁。很高兴见到你。王辉是我的朋友,但他不在我们班。他的英文名字叫亨利。他来自上海。上海是个很大城市。 你们好,我的名字叫托尼?史密斯。我来自剑桥。他在英国是个小城市。托尼是我的名字,史密斯是我的姓。我13岁。很高兴见到你们所有的人。 P8 玲玲:这是你的家庭吗? 托尼:是的,它是。 玲玲:好大的一个家庭啊!这是你的妹妹吗? 托尼:是的,这是她。她叫琳达。 玲玲:这些人是你的祖父母和外祖父母吗? 托尼:是的,他们是。我妈妈的父母在左边,我爸爸的父母在右边。玲玲:我明白了。这是谁? 托尼:那是我爸爸。 玲玲:这是你的妈妈吗? 托尼:是的。在她旁边的妇女是我爸爸的姐姐,我的姑姑利兹。玲玲:这是她的丈夫吗? 托尼:不,那是她的兄弟,我的叔叔保罗。 玲玲:在保罗前面的男孩和女孩是谁? 托尼:那是保罗的儿子和女儿,我的堂兄妹迈克和海伦。

新大学日语简明教程课文翻译

新大学日语简明教程课文翻译 第21课 一、我的留学生活 我从去年12月开始学习日语。已经3个月了。每天大约学30个新单词。每天学15个左右的新汉字,但总记不住。假名已经基本记住了。 简单的会话还可以,但较难的还说不了。还不能用日语发表自己的意见。既不能很好地回答老师的提问,也看不懂日语的文章。短小、简单的信写得了,但长的信写不了。 来日本不久就迎来了新年。新年时,日本的少女们穿着美丽的和服,看上去就像新娘。非常冷的时候,还是有女孩子穿着裙子和袜子走在大街上。 我在日本的第一个新年过得很愉快,因此很开心。 现在学习忙,没什么时间玩,但周末常常运动,或骑车去公园玩。有时也邀朋友一起去。虽然我有国际驾照,但没钱,买不起车。没办法,需要的时候就向朋友借车。有几个朋友愿意借车给我。 二、一个房间变成三个 从前一直认为睡在褥子上的是日本人,美国人都睡床铺,可是听说近来纽约等大都市的年轻人不睡床铺,而是睡在褥子上,是不是突然讨厌起床铺了? 日本人自古以来就睡在褥子上,那自有它的原因。人们都说日本人的房子小,从前,很少有人在自己的房间,一家人住在一个小房间里是常有的是,今天仍然有人过着这样的生活。 在仅有的一个房间哩,如果要摆下全家人的床铺,就不能在那里吃饭了。这一点,褥子很方便。早晨,不需要褥子的时候,可以收起来。在没有了褥子的房间放上桌子,当作饭厅吃早饭。来客人的话,就在那里喝茶;孩子放学回到家里,那房间就成了书房。而后,傍晚又成为饭厅。然后收起桌子,铺上褥子,又成为了全家人睡觉的地方。 如果是床铺的话,除了睡觉的房间,还需要吃饭的房间和书房等,但如果使用褥子,一个房间就可以有各种用途。 据说从前,在纽约等大都市的大学学习的学生也租得起很大的房间。但现在房租太贵,租不起了。只能住更便宜、更小的房间。因此,似乎开始使用睡觉时作床,白天折小能成为椅子的、方便的褥子。

新视野大学英语第一册Unit 1课文翻译

新视野大学英语第一册Unit 1课文翻译 学习外语是我一生中最艰苦也是最有意义的经历之一。 虽然时常遭遇挫折,但却非常有价值。 我学外语的经历始于初中的第一堂英语课。 老师很慈祥耐心,时常表扬学生。 由于这种积极的教学方法,我踊跃回答各种问题,从不怕答错。 两年中,我的成绩一直名列前茅。 到了高中后,我渴望继续学习英语。然而,高中时的经历与以前大不相同。 以前,老师对所有的学生都很耐心,而新老师则总是惩罚答错的学生。 每当有谁回答错了,她就会用长教鞭指着我们,上下挥舞大喊:“错!错!错!” 没有多久,我便不再渴望回答问题了。 我不仅失去了回答问题的乐趣,而且根本就不想再用英语说半个字。 好在这种情况没持续多久。 到了大学,我了解到所有学生必须上英语课。 与高中老师不同,大学英语老师非常耐心和蔼,而且从来不带教鞭! 不过情况却远不尽如人意。 由于班大,每堂课能轮到我回答的问题寥寥无几。 上了几周课后,我还发现许多同学的英语说得比我要好得多。 我开始产生一种畏惧感。 虽然原因与高中时不同,但我却又一次不敢开口了。 看来我的英语水平要永远停步不前了。 直到几年后我有机会参加远程英语课程,情况才有所改善。 这种课程的媒介是一台电脑、一条电话线和一个调制解调器。 我很快配齐了必要的设备并跟一个朋友学会了电脑操作技术,于是我每周用5到7天在网上的虚拟课堂里学习英语。 网上学习并不比普通的课堂学习容易。 它需要花许多的时间,需要学习者专心自律,以跟上课程进度。 我尽力达到课程的最低要求,并按时完成作业。 我随时随地都在学习。 不管去哪里,我都随身携带一本袖珍字典和笔记本,笔记本上记着我遇到的生词。 我学习中出过许多错,有时是令人尴尬的错误。 有时我会因挫折而哭泣,有时甚至想放弃。 但我从未因别的同学英语说得比我快而感到畏惧,因为在电脑屏幕上作出回答之前,我可以根据自己的需要花时间去琢磨自己的想法。 突然有一天我发现自己什么都懂了,更重要的是,我说起英语来灵活自如。 尽管我还是常常出错,还有很多东西要学,但我已尝到了刻苦学习的甜头。 学习外语对我来说是非常艰辛的经历,但它又无比珍贵。 它不仅使我懂得了艰苦努力的意义,而且让我了解了不同的文化,让我以一种全新的思维去看待事物。 学习一门外语最令人兴奋的收获是我能与更多的人交流。 与人交谈是我最喜欢的一项活动,新的语言使我能与陌生人交往,参与他们的谈话,并建立新的难以忘怀的友谊。 由于我已能说英语,别人讲英语时我不再茫然不解了。 我能够参与其中,并结交朋友。

人教版七年级上册英语课文及翻译(所有课文 )

人教版七年级上册英语课文及翻译(所有课文 ) 预习单元1—3 Starter Unit 1 Section A 1a 早上好,海伦!嗨,鲍勃!早上好,艾丽斯!喂,弗兰克!喂, 埃里克!早上好,戴尔! Section B 1 下午好,戴尔!嗨,辛蒂!你好吗?我很好,多谢。你好吗?我很 好。 Self Check 1 嗨喂上午下午晚上好的好谢谢好的 4 年龄手他床 Just for Fun 晚上好! Starter Unit 2 Section A 1b 这用英语怎么说?一张地图。一个橙子。 Section B 1a 用英语说这是什么?一把钥匙。请拼一下。 Self Check 3夹克衫艾丽斯地图钥匙橙子戴尔海伦格雷斯辛蒂鲍勃

钢笔弗兰克被子埃里克尺子 4 名字能他腿美好的牛奶去狗 Starter Unit 3 Section A 1a 这是什么?它是字母V。它是什么颜色的?它是红色的。这是什 么?它是字母Z。它是黑白相间的。 Section B 1b 这把钥匙是黄色的。这把尺子是蓝色的。这支钢笔是红色 的。 Self Check 它是绿色的。 字母意思(铅笔芯)硬黑激光唱片英国广播公司停车(美国)全国篮球协 会千克小号/中号/大号不明飞行物中央电视台联合国 一单元 Section A 1a 我是吉娜。见到你真高兴。 Grammer Foucs 你的名字是什么?我的名字是詹妮。我是詹妮。他的名字是什 么?他的名字是托尼。她的名字是什么?她的名字是吉娜。

Section B 1c 你的电话号码是什么,李欣?是281-6926。 3b 她的电话号码是什么?她的姓氏是什么?她的名字是什么? Self Check 1 我她是身份证什么我的喂你的他的她的名姓电话号 码 Just for Fun你的名是什么?ZIG。你的姓是什么?ZAG。 二单元 Section A 1a 那是你的双肩背包吗?不,不是。它是他的双肩背包。这是你的铅笔吗?是 的,它是。它是我的铅笔。这是你的尺子吗?不,不是。它是她的尺子。 铅笔钢笔书橡皮擦尺子铅笔盒书包卷笔刀词典 2b 请原谅,索尼亚。这是你的铅笔吗?是的,谢谢。那是我的橡皮。简,这是

新大学日语阅读与写作1 第3课译文

习惯与礼仪 我是个漫画家,对旁人细微的动作、不起眼的举止等抱有好奇。所以,我在国外只要做错一点什么,立刻会比旁人更为敏锐地感觉到那个国家的人们对此作出的反应。 譬如我多次看到过,欧美人和中国人见到我们日本人吸溜吸溜地出声喝汤而面露厌恶之色。过去,日本人坐在塌塌米上,在一张低矮的食案上用餐,餐具离嘴较远。所以,养成了把碗端至嘴边吸食的习惯。喝羹匙里的东西也象吸似的,声声作响。这并非哪一方文化高或低,只是各国的习惯、礼仪不同而已。 日本人坐在椅子上围桌用餐是1960年之后的事情。当时,还没有礼仪规矩,甚至有人盘着腿吃饭。外国人看见此景大概会一脸厌恶吧。 韩国女性就座时,单腿翘起。我认为这种姿势很美,但习惯于双膝跪坐的日本女性大概不以为然,而韩国女性恐怕也不认为跪坐为好。 日本等多数亚洲国家,常有人习惯在路上蹲着。欧美人会联想起狗排便的姿势而一脸厌恶。 日本人常常把手放在小孩的头上说“好可爱啊!”,而大部分外国人会不愿意。 如果向回教国家的人们劝食猪肉和酒,或用左手握手、递东西,会不受欢迎的。当然,饭菜也用右手抓着吃。只有从公用大盘往自己的小盘里分食用的公勺是用左手拿。一旦搞错,用黏糊糊的右手去拿,

会遭人厌恶。 在欧美,对不受欢迎的客人不说“请脱下外套”,所以电视剧中的侦探哥隆波总是穿着外套。访问日本家庭时,要在门厅外脱掉外套后进屋。穿到屋里会不受欢迎的。 这些习惯只要了解就不会出问题,如果因为不知道而遭厌恶、憎恨,实在心里难受。 过去,我曾用色彩图画和简短的文字画了一本《关键时刻的礼仪》(新潮文库)。如今越发希望用各国语言翻译这本书。以便能对在日本的外国人有所帮助。同时希望有朝一日以漫画的形式画一本“世界各国的习惯与礼仪”。 练习答案 5、 (1)止める並んでいる見ているなる着色した (2)拾った入っていた行ったしまった始まっていた

新视野大学英语(第三版)读写教程第二册课文翻译(全册)

新视野大学英语第三版第二册读写课文翻译 Unit 1 Text A 一堂难忘的英语课 1 如果我是唯一一个还在纠正小孩英语的家长,那么我儿子也许是对的。对他而言,我是一个乏味的怪物:一个他不得不听其教诲的父亲,一个还沉湎于语法规则的人,对此我儿子似乎颇为反感。 2 我觉得我是在最近偶遇我以前的一位学生时,才开始对这个问题认真起来的。这个学生刚从欧洲旅游回来。我满怀着诚挚期待问她:“欧洲之行如何?” 3 她点了三四下头,绞尽脑汁,苦苦寻找恰当的词语,然后惊呼:“真是,哇!” 4 没了。所有希腊文明和罗马建筑的辉煌居然囊括于一个浓缩的、不完整的语句之中!我的学生以“哇!”来表示她的惊叹,我只能以摇头表达比之更强烈的忧虑。 5 关于正确使用英语能力下降的问题,有许多不同的故事。学生的确本应该能够区分诸如their/there/they're之间的不同,或区别complimentary 跟complementary之间显而易见的差异。由于这些知识缺陷,他们承受着大部分不该承受的批评和指责,因为舆论认为他们应该学得更好。 6 学生并不笨,他们只是被周围所看到和听到的语言误导了。举例来说,杂货店的指示牌会把他们引向stationary(静止处),虽然便笺本、相册、和笔记本等真正的stationery(文具用品)并没有被钉在那儿。朋友和亲人常宣称They've just ate。实际上,他们应该说They've just eaten。因此,批评学生不合乎情理。 7 对这种缺乏语言功底而引起的负面指责应归咎于我们的学校。学校应对英语熟练程度制定出更高的标准。可相反,学校只教零星的语法,高级词汇更是少之又少。还有就是,学校的年轻教师显然缺乏这些重要的语言结构方面的知识,因为他们过去也没接触过。学校有责任教会年轻人进行有效的语言沟通,可他们并没把语言的基本框架——准确的语法和恰当的词汇——充分地传授给学生。

2018年《建设工程造价管理》真题及答案

2018年一级造价工程师《造价管理》真题及答案(完整版) 一、单项选择题(共60题,每题1分。每题的备选项中,只有1个最符合题意) 1、下列工程计价文件中,由施工承包单位编制的是()。 A. 工程概算文件 B. 施工图结算文件 C. 工程结算文件 D. 竣工决算文件 2、下列工作中,属于工程发承包阶段造价管理工作内容的是()。 A. 处理工程变更 B. 审核工程概算 C. 进行工程计量 D. 编制工程量清单 3、根据《工程造价咨询企业管理力法》,工程造价咨询企业资质有效期为()年。 A. 2 B. 3 C. 4 D. 5 4、根据《工程造价咨询企业管理办法》,乙级工程造价咨询企业中专职从事工程造价专业工作的人员不应少于()人。 A. 6 B. 8 C. 10 D. 12 5、美国工程造价估算中,材料费和机械使用费估算的基础是()。 A. 现行市场行情或市场租赁价

B. 联邦政府公布的上月信息价 C. 现行材料及设备供应商报价 D. 预计项目实施时的市场价 6. 根据《建设工程质量管理条例》在正常使用条件下,给排水管道工程的最低保修期限为()年 A. 1 B. 2 C. 3 D. 5 7. 根据《招标投标法实施条例》,依法必须进行招标的项目可以不进行招标的情形是()。 A. 受自然环境限制只有少量潜在投标人 B. 需要釆用不可替代的专利或者专有技术 C. 招标费用占项目合同金额的比例过大 D. 因技术复杂只有少量潜在投标人 8. 根据《招标投标法实施条例》,投标人认为招投标活动不符合法律法规规定的,可以自知道或应当知道之日起()日内向行政监督部门投诉。 A. 10 B. 15 C. 20 D. 30 9. 根据《合同法》与无权代理人签订合同的相对人可以催告被代理人在()个月内予追认。 A. 1 B. 2 C. 3 D. 6 10. 根据《合同法》,当事人既约定违约金,又约定定金的,一方违约时,对方的正确处理方式

七年级英语上册课文翻译完整版

七年级英语上册课文翻 译 Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】

七年级英语上册课文翻译(二)注:按仁爱版英语七年级课本顺序排列,学生可依此闭卷翻译为英语课文,提高单词记忆、短句翻译和写作能力。 1、打扰一下,这个在英语里面是什么意思? 2、这是橡皮擦吗? 3、你怎么拼写它? 4、谢谢,不用谢。 5、请问你能拼写它吗?不,我不能。 6、那个在英语里面是什么意思? 7、谢谢,不用谢。 8、这些是什么?它们是书。 9、妈妈,哪些是橘子吗? 10、不,它们不是。 11、它们是什么? 12、它们是苹果。 13、简从加拿大来,她十二岁了。 14、现在她在北京仁爱国际学校。

15、 16、是的,你是迈克吗? 17、不,我不是。我有一个小鼻子,但他有一个大的。你 有大眼睛吗? 18、是的,我有。 19、哦,我知道了。你是康康。 20、是的,你很对。 21、迈克,谁是你最喜欢的电影明星? 22、猜猜,他是中国人,他有一个大鼻子。 23、他有长头发吗? 24、不,他没有。 25、他有一个大嘴巴吗?是的,他有。 26、我知道,他是布鲁克.李。不,再猜猜。 27、我的脸是圆的,我有一张圆脸。 28、你的脸是长的,你有一张长脸。 29、他的头发是短的,他有短头发。 30、他的眼睛是大的,他有大眼睛。 31、他的眼睛是小的,他有小眼睛。

32、我是一个男孩,我是十三岁,我来自英格兰。 33、我是一名学生,我有一张圆脸和小眼睛。我的鼻子是 大的,我的嘴巴是小的,我有一个姐姐,她的名字是艾米。她是十二岁,她也是一名学生,她有一张圆 脸,大眼睛,一个小鼻子。我有一个小嘴巴,我们是同一个学校,但是在不同的年级。 34、你又一个小刀吗是的,我有。他有一个尺子吗是的, 他有。他们有长的腿吗不他们没有。他们有短的腿。 35、她有小手吗?不,她没有。她有大手。 36、你好,康康,那个男孩是谁? 37、哦,他是我的朋友约克。 38、他从哪里来?他来自日本。 39、但是你们看起来很像。对的,我们都有黑头发和黑眼 睛。我有长头发和蓝眼睛。我们看起来不像,但我们是好朋友。

相关主题
文本预览
相关文档 最新文档