scholarly journals Weakly coupled parametrically forced oscillator networks: existence, stability, and symmetry of solutions

2009 ◽  
Vol 59 (4) ◽  
pp. 661-680 ◽  
Author(s):  
Per Danzl ◽  
Jeff Moehlis
Keyword(s):  
Oscillator Networks ◽  
Weakly Coupled ◽  
Forced Oscillator

Photoinhibition in vivo and in vitro Involves Weakly Coupled Chlorophyll–Protein Complexes‡¶

2002 ◽  
Vol 75 (6) ◽  
pp. 613 ◽  
Author(s):  
Stefano Santabarbara ◽  
Ilaria Cazzalini ◽  
Andrea Rivadossi ◽  
Flavio M. Garlaschi ◽  
Giuseppe Zucchelli ◽  
...  
Keyword(s):  
Protein Complexes ◽  
Weakly Coupled ◽  
Chlorophyll Protein Complexes ◽  
Chlorophyll Protein

ENTORNO PERSONAL DE APRENDIZAJE BASE, UN SISTEMA DE ACTIVIDADES PARA LA EVALUACIÓN DEL APRENDIZAJE AUTÓNOMO DE IDIOMAS.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yoan Martínez Márquez ◽  
Yalice Gámez Batista ◽  
Norberto Valcárcel Izquierdo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Positive Influence ◽  
General Terms ◽  
Communication Processes ◽  
Weakly Coupled ◽  
The One ◽  
Meaningful Connections

Las TIC median las interacciones y la comunicación de los estudiantes a diario. Se conciben como mediado-ras de la reflexión y la autorregulación de la actividad del estudiante, resultante de la interacción consciente de la percepción que tiene el estudiante sobre si con la que negocia con el resto de los estudiantes, los ase-sores y la sociedad en general. En este contexto el aprovechamiento de las TIC debe promover una influen-cia formativa en los espacios formales y no formales. Las condicionantes de complementariedad de espa-cios y de unidad en la diversidad de recursos tecnológicos y didácticos deben guiar la actividad que tenga al estudiante como centro de la misma.Ya no se trata de integrar las TIC en el proceso de formación, haciéndolo formal y estandarizado. El reto está en que sean las características personales de los estudiantes, sus estilos de aprendizaje, sus conoci-mientos y experiencias previas, y sus esquemas afectivos los que marquen el aprovechamiento de las TIC en la evaluación del aprendizaje autónomo de inglés.En el presente trabajo se estructura el aprovechamiento de las TIC mediante un EPA base para la evalua-ción del aprendizaje autónomo de inglés. El EPA base constituye un andamiaje de personas, procedimien-tos, espacios de interacción, y de recursos tecnológicos y didácticos. Los componentes que lo conforman se encuentran débilmente acoplados por la tecnología y altamente cohesionados por la significatividad de las conexiones que el estudiante establece entre ellos. Palabras Clave: Aprendizaje, Autonomía, Entorno, Evaluación, Personal. ABSTRACT There is no doubt about the key role of ICT in the interaction and communication processes among students. ICT are thought as a mean for the reflection and self-regulation of students´ activity, which is in a permanent conscientious comparison between the perception a student has about him/herself and the one he/she nego-tiates with the rest of students, advisors and society in general terms. In this context, ICT should promote a positive influence on student formation in formal and non-formal spaces. The conditionals related to spaces combined support and union in the diversity of technological and didactical resources should guide every activity having students at the center of its conception.It is no longer about integrating ICT to the formation process making it formal and standardized. The chal-lenge on autonomous language learning evaluation with ICT has to do with making the differences through personal characteristics of students, their learning styles, previous experiences and affective schemas.In this paper the use of ICT is structured by means of a PLE frame for the evaluation of English autonomous language learning. It is a scaffolding of people, procedures, interaction spaces, and technological and didac-tical resources. Its components are weakly coupled by technologies and highly cohesive by the meaningful connections students establish among them. Keywords: Learning, Autonomy, Evaluation, Environment, Personal. Recibido: septiembre de 2016Aprobado: noviembre de 2016

Non-Plasmonic SERS with Silicon: Is It Really Safe? New Insights into Opto-Thermics of Core/Shell Microbeads

2018 ◽  
Author(s):  
Nicolò Bontempi ◽  
Irene Vassalini ◽  
Stefano Danesi ◽  
Matteo Ferroni ◽  
Paolo Colombi ◽  
...  
Keyword(s):  
Critical Role ◽  
Raman Laser ◽  
Core Shell ◽  
Thermal Coupling ◽  
Melting Points ◽  
Experimental Proof ◽  
Weakly Coupled ◽  
Light Management ◽  
Laser Sources ◽  
First Time

<p>Here we investigate for the first time the opto-thermal behavior of SiO<sub>2</sub>/Si core/shell microbeads (Si-rex) irradiated with three common Raman laser sources (lambda=532, 633, 785 nm) under real working conditions. We obtained an experimental proof of the critical role played by bead size and aggregation in heat and light management, demonstrating that in the case of strong opto-thermal coupling the temperature can exceed that of the melting points of both core and shell components. In addition, we also show that weakly coupled beads can be utilized as stable substrates for plasmon-free SERS experiments.</p>

Nonlinear vibratory interactions between a linear and a non-smooth forced oscillator in the gravitational field

2017 ◽  
Vol 89 ◽  
pp. 131-148 ◽  
Author(s):  
C.-H. Lamarque ◽  
A. Ture Savadkoohi ◽  
S. Charlemagne ◽  
P. Abdoulhadi
Keyword(s):  
Gravitational Field ◽  
Forced Oscillator

scholarly journals 6d (2, 0) and M-theory at 1-loop

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Luis F. Alday ◽  
Shai M. Chester ◽  
Himanshu Raj
Keyword(s):  
Flat Space ◽  
Lagrangian Description ◽  
Loop Correction ◽  
Higher Derivative ◽  
Weakly Coupled ◽  
S Matrix ◽  
Space Limit ◽  
Tensor Multiplet ◽  
First Time ◽  
M Theory

Abstract We study the stress tensor multiplet four-point function in the 6d maximally supersymmetric (2, 0) AN−1 and DN theories, which have no Lagrangian description, but in the large N limit are holographically dual to weakly coupled M-theory on AdS7× S4 and AdS7× S4/ℤ2, respectively. We use the analytic bootstrap to compute the 1-loop correction to this holographic correlator coming from Witten diagrams with supergravity R and the first higher derivative correction R4 vertices, which is the first 1-loop correction computed for a non-Lagrangian theory. We then take the flat space limit and find precise agreement with the corresponding terms in the 11d M-theory S-matrix, some of which we compute for the first time using two-particle unitarity cuts.

scholarly journals Supernova constraints on an axion-photon-dark photon interaction

2021 ◽  
Vol 2021 (6) ◽  
Author(s):  
Anson Hook ◽  
Gustavo Marques-Tavares ◽  
Clayton Ristow
Keyword(s):  
Longitudinal Mode ◽  
Transverse Mode ◽  
The Other ◽  
Unusual Feature ◽  
Dark Sector ◽  
Longitudinal Modes ◽  
Dark Photon ◽  
Transverse Modes ◽  
Weakly Coupled ◽  
Photon Coupling

Abstract We present the supernova constraints on an axion-photon-dark photon coupling, which can be the leading coupling to dark sector models and can also lead to dramatic changes to axion cosmology. We show that the supernova bound on this coupling has two unusual features. One occurs because the scattering that leads to the trapping regime converts axions and dark photons into each other. Thus, if one of the two new particles is sufficiently massive, both production and scattering become suppressed and the bounds from bulk emission and trapped (area) emission both weaken exponentially and do not intersection The other unusual feature occurs because for light dark photons, longitudinal modes couple more weakly than transverse modes do. Since the longitudinal mode is more weakly coupled, it can still cause excessive cooling even if the transverse mode is trapped. Thus, the supernova constraints for massive dark photons look like two independent supernova bounds super-imposed on top of each other.

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