Gyroscope precession in special and general relativity from basic principles

Rickard M. Jonsson

doi:10.1119/1.2719202

Gyroscope precession and general relativity

American Journal of Physics ◽

10.1119/1.1407251 ◽

2001 ◽

Vol 69 (12) ◽

pp. 1248-1256 ◽

Cited By ~ 8

Author(s):

Barry R. Holstein

Keyword(s):

General Relativity ◽

Gyroscope Precession

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Einstein's gravitation is Einstein-Grossmann's equations

JOURNAL OF ADVANCES IN PHYSICS ◽

10.24297/jap.v11i3.464 ◽

2015 ◽

Vol 11 (3) ◽

pp. 3099-3110

Author(s):

Alfonso Leon Guillen Gomez

Keyword(s):

Mathematical Model ◽

General Relativity ◽

Minkowski Spacetime ◽

Exact Nature ◽

Theoretical Point ◽

Theory Of Relativity ◽

Basic Principles ◽

Accelerated Motion ◽

Theory Of Gravitation ◽

The Mathematical Model

While the philosophers of science discuss the General Relativity, the mathematical physicists do not question it. Therefore, there is a conflict. From the theoretical point view â€œthe question of precisely what Einstein discovered remains unanswered, for we have no consensus over the exact nature of the theory's foundations. Is this the theory that extends the relativity of motion from inertial motion to accelerated motion, as Einstein contended? Or is it just a theory that treats gravitation geometrically in the spacetime setting?â€. â€œThe voices of dissent proclaim that Einstein was mistaken over the fundamental ideas of his own theory and that their basic principles are simply incompatible with this theory. Many newer texts make no mention of the principles Einstein listed as fundamental to his theory; they appear as neither axiom nor theorem. At best, they are recalled as ideas of purely historical importance in the theory's formation. The very name General Relativity is now routinely condemned as a misnomer and its use often zealously avoided in favour of, say, Einstein's theory of gravitation What has complicated an easy resolution of the debate are the alterations of Einstein's own position on the foundations of his theoryâ€, (Norton, 1993) [1]. Of other hand from the mathematical point view the â€œGeneral Relativity had been formulated as a messy set of partial differential equations in a single coordinate system. People were so pleased when they found a solution that they didn't care that it probably had no physical significanceâ€ (Hawking and Penrose, 1996) [2]. So, during a time, the declaration of quantum theorists: â€œI take the positivist viewpoint that a physical theory is just a mathematical model and that it is meaningless to ask whether it corresponds to reality. All that one can ask is that its predictions should be in agreement with observation.â€Â (Hawking and Penrose, 1996) [2] seemed to solve the problem, but recently achieved with the help of the tightly and collectively synchronized clocks in orbit frontally contradicts fundamental assumptions of the theory of Relativity. These observations are in disagree from predictions of the theory of Relativity. (Hatch, 2004a, 2004b, 2007)Â [3,4,5]. The mathematical model was developed first by Grossmann who presented it, in 1913, as the mathematical part of the Entwurf theory, still referred to a curved Minkowski spacetime. Einstein completed the mathematical model, in 1915, formulated for RiemannÂ´s spacetimes. In this paper, we present as of General Relativity currently remains only the mathematical model, darkened with the results of Hatch and, course, we conclude that a EinsteinÂ´s gravity theory does not exist.

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Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

Perspectives on Administration and Supervision ◽

10.1044/aas20.3.100 ◽

2010 ◽

Vol 20 (3) ◽

pp. 100-105 ◽

Cited By ~ 3

Author(s):

Anne K. Bothe

Keyword(s):

Clinical Education ◽

Real World ◽

Evidence Based Practice ◽

Communication Disorders ◽

University Faculty ◽

Evidence Based ◽

Speech Language Pathology ◽

Basic Principles ◽

The Real ◽

Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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