Structural hierarchy of rock masses and the mechanisms of its formation

The formation mechanisms for the structural hierarchy in geological media are discussed. It is shown that the formation of such a hierarchy is caused by certain external and internal circumstances. The first ones consist in the fact that, because of external actions, the Earth’s poles continuously execute the translational and rotational motions responsible for a regular structure of rock fracture and for the appearance of the scale factor √2. The second ones consist in the fact that, under the action of many random factors and because of external actions, during the formation of geological media there appear dissipative structures and, hence, some self-similar fractal structures are formed.     

Reply to Nathan: How to reconstruct the causal argument

Nicholas Nathan tries to resist the current version of the causal argument for sense-data in two ways. First he suggests that, on what he considers to be the correct re-construction of the argument, it equivocates on the sense of proximate cause. Second he defends a form of disjunctivism, by claiming that there might be an extra mechanism involved in producing veridical hallucination, that is not present in perception. I argue that Nathan’s reconstruction of the argument is not the appropriate one, and that, properly interpreted, the argument does not equivocate on proximate cause. Furthermore, I claim that his postulation of a modified mechanism for hallucinations is implausibly ad hoc.     

Recent changes in A-level Mathematics: is the availability and uptake of mechanics declining yet more?

In the past 6 years changes have occurred in GCE A-levels. Inparticular, there have been several major changes in A-levelMathematics courses. As engineering students are usually requiredto have studied A-level Mathematics, or its equivalent, thesechanges have had an effect on their prior mathematical knowledge.Moreover, engineering students traditionally obtained a goodgrounding in mechanics as part of their A-level Mathematicsqualification. However, mechanics, which was once included inthe core syllabus, is now optional. This article investigatesthe current availability and uptake of mechanics modules withinA-level Mathematics courses in schools. Comparisons are drawnbetween these results and results of a survey of schools in2004 and surveys of first year engineering students conductedin 2004 and 2005. It is found that there is a decline in theavailability of mechanics modules and the uptake of more thanone mechanics module has also decreased. The implications ofthese findings for engineering educators are discussed.