scholarly journals Linear elasticity theory free from diffeomorphism: plane deformation

2020 ◽  
pp. 162-167
Author(s):  
Ольга Александровна Микенина ◽  
Александр Филиппович Ревуженко
Keyword(s):  
Boundary Value Problem ◽  
Elasticity Theory ◽  
Linear Elasticity ◽  
Classical Model ◽  
Plane Deformation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Linear Elasticity Theory ◽  
Unicity Theorem ◽  
Two Dimensional Model

Строится плоская модель линейно упругого тела, в которой постулат о диффеоморфизме (предположение о гладкости поля перемещений) значительно ослаблен. Вместо одного поля перемещений, которое фигурирует в классической модели, вводятся два гладких поля перемещений. Рассмотрены постановки краевых задач, доказана теорема единственности. The authors create a two-dimensional model of a linearly elastic body at considerably weakened postulate of diffeomorphism-supposed smoothness of field of displacements. One field of displacements as in the classical model is replaced by two smooth fields of displacements. The authors discuss formulations of boundary value problem and prove the unicity theorem

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

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