From the Hamiltonian mechanics to a continuous media. Dissipative structures. Criteria of self-organization

1993 ◽  
Vol 96 (3) ◽  
pp. 1035-1056 ◽  
Author(s):  
Yu. L. Klimontovich
Keyword(s):  
Continuous Media ◽  
Dissipative Structures ◽  
Self Organization ◽  
Hamiltonian Mechanics

The Self-Organisation of Tetrahedrally Close-Packed Structures in Magnetic Nanocrystalline Tb-Fe and Co-Pd Films

2006 ◽  
Vol 115 ◽  
pp. 267-274
Author(s):  
L.I. Kveglis ◽  
A.V. Kuzovnikov ◽  
I.V. Timofeev
Keyword(s):  
Thin Film ◽  
Electron Microscopy ◽  
Transmission Electron Microscopy ◽  
Structural Model ◽  
Perpendicular Magnetic Anisotropy ◽  
Dissipative Structures ◽  
The Self ◽  
Self Organization ◽  
Nanocrystalline State ◽  
Transmission Electron

The self-organization of an atomic structure in Tb30Fe70 and Co50Pd50 films possessing of high values of the perpendicular magnetic anisotropy (PMA) constant (K⊥ ~ 106 erg/cm3) is investigated by transmission electron microscopy. The crystallization of the films is realized in an explosive way with formation of different dissipative structures from the initial nanocrystalline state. In present work the structural model of a thin film in mezzo-scale and the correlation of a structure with magnetic properties are discussed.

scholarly journals EVOLUTION OF EDUCATIONAL PARADIGMS IN MODERN SCIENTIFIC DISCOURSE

Osvitolohiya ◽  
2020 ◽  
Author(s):  
Nina Batechko ◽  
Mykola Mykhailichenko
Keyword(s):  
Educational Program ◽  
Dissipative Structures ◽  
Scientific Discourse ◽  
Self Organization ◽  
Educational Paradigm ◽  
Synergetic System ◽  
The One ◽  
Educational Paradigms ◽  
Qualitative Changes ◽  
Innovative Approaches

The article analyzes the phenomenon of the educational paradigm as a philosophical and pedagogical category. The article states the importance of educational paradigms for the modernization and development of the educational sphere as a catalyst for shifts and qualitative transformations in it. The aim of the article is the methodological substantiation of the educational program in the context of modern transformations in society. Attention has been focused on the definitions «paradigm», «pedagogical paradigm», «educational paradigm». The discourse of scientists about these concepts has been provided and the general and distinctive shades between them have been clarified. Various types of educational paradigms have been highlighted and grouped depending on the goals they carry in their contents. Depending on the analysis carried out, it has been indicated that an educational paradigm always, in any historical era, acts as a paradigm idea of the development of education. It has been noted that the mission of pedagogy is in the change and dynamics of the educational paradigm as the one which provides the basis for innovative approaches to the development of education, the contents and organization of training and interaction among the main subjects of education. The synergetic paradigm has been indicated as a new and innovative educational paradigm. Education can be considered as a synergetic system whose self-organization processes can be fully described by such categories as bifurcations, fluctuations, attractors, dissipative structures, etc. This circumstance leads to a revision of the established, traditional ideas about education and makes the basis for qualitative changes in its development.

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