scholarly journals On Feller’s Kernel and the Drichlet Norm

1964 ◽  
Vol 24 ◽  
pp. 167-175 ◽  
Author(s):  
Masatoshi Fukushima
Keyword(s):  
General Theory ◽  
Markov Processes ◽  
Green Space ◽  
The Other ◽  
Boundary Values ◽  
Dirichlet Integral ◽  
Additive Functionals ◽  
Other Hand ◽  
Dirichlet Norm

Recently J. L. Doob [2] evaluated the Dirichlet integral of the BLD harmonic funtion on a Green space in terms of its fine boundary values and θ-kernel of L. Naïm.On the other hand, the general theory of additive functionals of Markov processes enables us to define the concept of the Dirichlet norm of functions with respect to Markov processes.

scholarly journals Deformation of finite morphisms and smoothing of ropes

2008 ◽  
Vol 144 (3) ◽  
pp. 673-688 ◽  
Author(s):  
Francisco Javier Gallego ◽  
Miguel González ◽  
Bangere P. Purnaprajna
Keyword(s):  
General Theory ◽  
Projective Space ◽  
General Result ◽  
The Other ◽  
Independent Interest ◽  
Higher Dimension ◽  
Smooth Curves ◽  
Other Hand ◽  
Finite Covers ◽  
The One

AbstractIn this paper we prove that most ropes of arbitrary multiplicity supported on smooth curves can be smoothed. By a rope being smoothable we mean that the rope is the flat limit of a family of smooth, irreducible curves. To construct a smoothing, we connect, on the one hand, deformations of a finite morphism to projective space and, on the other hand, morphisms from a rope to projective space. We also prove a general result of independent interest, namely that finite covers onto smooth irreducible curves embedded in projective space can be deformed to a family of 1:1 maps. We apply our general theory to prove the smoothing of ropes of multiplicity 3 on P1. Even though this paper focuses on ropes of dimension 1, our method yields a general approach to deal with the smoothing of ropes of higher dimension.

scholarly journals From mimicry to mime by way of mimesis: Reflections on a general theory of iconicity

2010 ◽  
Vol 38 (1/4) ◽  
pp. 18-66 ◽  
Author(s):  
Göran Sonesson
Keyword(s):  
General Theory ◽  
Subject Matter ◽  
The Other ◽  
Other Hand ◽  
New Models ◽  
Iconic Sign ◽  
Iconic Signs ◽  
Animal World

Practically all theories of iconicity are denunciations of its subject matter (for example, those of Goodman, Bierman and the early Eco). My own theory of iconicity was developed in order to save a particular kind of iconicity, pictoriality, from such criticism. In this interest, I distinguished pure iconicity, iconic ground, and iconic sign, on one hand, and primary and secondary iconic signs, on the other hand. Since then, however, several things have happened. The conceptual tools that I created to explain pictoriality have been shown by others to be relevant to linguistic iconicity. On the other hand, semioticians with points of departure different from mine have identified mimicry as it is commonly found in the animal world as a species of iconicity. In the evolutionary semiotics of Deacon, iconicity is referred to in such a general way that it seems to be emptied of all content, while in the variety invented by Donald the term mimesis is used for a particular phase in the evolution of iconic meaning. The aim of this article is to consider to what extent the extension of iconicity theory to new domains will necessitate the development of new models.

scholarly journals Lernen und Problemlösen: Deweys Psychologie im bildungshistorischen Kontext

2016 ◽  
Vol 3 (2) ◽  
pp. 253
Author(s):  
Jürgen Oelkers
Keyword(s):  
Problem Solving ◽  
General Theory ◽  
The Other ◽  
Karl Popper ◽  
Project Method ◽  
Other Hand ◽  
History Of ◽  
Nature Studies ◽  
The One

Karl Popper called one of his latest collections of essays All Life is Problem Solving. Little is known about the history of «problem solving» and also Popper did not say much about his references. But his model of four stages of problem solving is clearly anticipated in John Dewey’s psychology of thinking. On the other hand Dewey’s How we Think (1910) cannot be understood without taken into account the contemporary movement in didactics. The article discusses two of them, «nature studies» on the one hand and the «project method» on the other. «Nature studies» is considered to be the counterpoint to problem-solving. William Kilpatrick’s project method is still closely linked with Dewey’s psychology but both concepts have to be studied independently. Dewey’s theory of problem-solving is a general theory of learning that cannot be reduced to didactics. But that reduction might explain why Popper did not pay attention to it.

scholarly journals Joint measurement of complementary observables in moment tomography

2017 ◽  
Vol 15 (08) ◽  
pp. 1740002
Author(s):  
Yong Siah Teo ◽  
Christian R. Müller ◽  
Hyunseok Jeong ◽  
Zdeněk Hradil ◽  
Jaroslav Řeháček ◽  
...  
Keyword(s):  
Quantum Information ◽  
General Theory ◽  
Single Mode ◽  
Continuous Variable ◽  
Quantum States ◽  
The Other ◽  
Joint Measurement ◽  
Other Hand ◽  
Sampling Procedures ◽  
Parameter Reconstruction

Wigner and Husimi quasi-distributions, owing to their functional regularity, give the two archetypal and equivalent representations of all observable-parameters in continuous-variable quantum information. Balanced homodyning (HOM) and heterodyning (HET) that correspond to their associated sampling procedures, on the other hand, fare very differently concerning their state or parameter reconstruction accuracies. We present a general theory of a now-known fact that HET can be tomographically more powerful than balanced homodyning to many interesting classes of single-mode quantum states, and discuss the treatment for two-mode sources.

History and the Businessman

1956 ◽  
Vol 30 (3) ◽  
pp. 241-259 ◽  
Author(s):  
W. Woodruf
Keyword(s):  
United States ◽  
Twentieth Century ◽  
General Theory ◽  
The United States ◽  
Human Experience ◽  
The Other ◽  
Focused Attention ◽  
Modern Times ◽  
Other Hand ◽  
Robber Baron

The distinguishing aspect of business in modern times, particularly in the United States, is that it has permeated the entire fabric of civilization. Historical interpretations of this circumstance have been in sharp conflict and have tended toward extremes. The wave of national self-criticism of the early twentieth century focused attention on the shortcomings of business, ignoring its constructive aspects. On the other hand, the modern revisionist school of historians, depicting the businessman not as a “robber baron” but as an “architect of material greatness,” has been prone to stress ends ahead of means and to overlook the deeper implications of the businessman's role in society as a whole. True perspective is not afforded by either of these opposing academic positions, nor is it likely to be gained by further blind amassing of facts-in-isolation on the part of business historians. A general theory of business evolution is needed — one that neither praises nor blames the businessman but seeks to locate him in the larger context of human experience.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

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