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In order to analyze fault-switching of two input differential mechanism under conditions of acceleration and deceleration,the rigid-body dynamics formulae of planet differential mechanism are deduced theoretically when two inputs worked together and only one input worked. The laws of the formulae are summarized.Fault switching procedures and mode analyses are analyzed in conditions of one channel（ master-alternate） and two channels（ master-master）. The analysis got the conclusion as follows. When there is only friction load at the output of the differential mechanism,it is deduced that direction of friction load is always opposite to the direction of velocity. This characteristic that friction load is resisting force but not dynamic force whether or not the switchover path is switched over. The characteristic contributes to deceleration braking of faulty channel. Four fault-switching schemes are analyzed. The first scheme is always single channel module. The accelerating capacity of one way is better than two ways. The switching procedure of the first scheme is simple. The switching time of the first scheme is short. Thus the first scheme is recommended.

(Switching from the microglial M1 phenotype to the M2 phenotype is a promising therapeutic strategy for neuropathic pain (NP). This study aimed to investigate the potential use of stigmasterol for treating NP. In animal experiments, 32 male Sprague–Dawley rats were randomly divided into the sham operation group, chronic constriction injury (CCI) group, CCI + ibuprofen group, and CCI + stigmasterol group. We performed behavioral tests, enzyme‐linked immunosorbent assay, hematoxylin‐esoin staining (H&E) staining and immunohistochemistry, immunofluorescence, and Western blotting. In cell experiments, we performed flow cytometry, immunofluorescence, Western blotting, and qRT‐PCR. Stigmasterol reduced thermal and mechanical hyperalgesia and serum IL‐1β and IL‐8 levels and increased serum IL‐4 and TGF‐β levels in CCI rats. Stigmasterol reduced IL‐1β, COX‐2, and TLR4 expression in the right sciatic nerve and IL‐1β expression in the spinal cord. Stigmasterol reduced the expression of Iba‐1, TLR4, MyD88, pNF‐κB, pP38 MAPK, pJNK, pERK, COX‐2, IL‐1β, and CD32 in the spinal cord of CCI rats while increasing the expression of IL‐10 and CD206. Stigmasterol decreased M1 polarization markers and increased M2 polarization markers in lipopolysaccharide (LPS)‐induced microglia and decreased the expression of Iba‐1, TLR4, MyD88, pNF‐κB, pP38 MAPK, pJNK, pERK, iNOS, COX‐2, and IL‐1β in LPS‐treated microglia while increasing the expression of Arg‐1 and IL‐10. Stigmasterol regulates microglial M1/M2 polarization via the TLR4/NF‐κB pathway to alleviate NP. [ABSTRACT FROM AUTHOR]

Cosmopolitanism is commonly understood as a universal norm--moral and political--in the light of enduring differences, and for that reason it has historically embodied a seemingly inevitable dilemma of universality/particularity. Since its inception, cosmopolitan thinkers have struggled with the dilemma and have attempted ways to address the question of difference so that the universal norm and obligation can be justified and defended. One of the most common strategies is to give primacy to universal humanity and override difference; another recent strategy is to give up universalism to take difference seriously and frame difference in agonistic terms. I argue in this article that both strategies are inadequate and unsatisfactory in conceptualising and dealing with difference. Briefly tracing some of the major cosmopolitan approaches, I argue that the conceptualisation of difference and human subjectivity is at the core of the problem as well as the solution. Drawing on Lévinas and his emphasis on the primacy of difference in the constitution of human subjectivity and community, I propose a new understanding of the self and the Other for the success of the cosmopolitan project.

Biesta has suggested that education after humanism should be interested in existence, not essence, in what the subject can do, not in what the subject is--the truth about the subject--and this is the way inspired by Foucault and Levinas. In this article, I analyze Foucault's alleged deconstruction and reconfiguration of the subject and Levinas' approach to human subjectivity and suggest that Foucault's early and later works have already implied certain concepts of the subject and that Levinas' approach to human subjectivity does not, as has often been perceived in educational circles, avoid theorizing about human subjectivity. Drawing on the French philosophy of difference, particularly Levinas' ideas of alterity and subjectivity, I propose a post-humanist subject as a singular existence that "announces, promises, and at the same time conceals", that cannot be exhausted, totalized, and replicated. The singular and unique subject, open and responsible to the world and beyond, is indispensible to the educational mission of subjectification.