7 research outputs found
Numerical simulation of solitary gravity waves on deep water with constant vorticity
Essentially nonlinear dynamics of surface gravity waves on deep water with
constant vorticity is modeled using governing equations in conformal
coordinates. It is known that the dispersion relation of surface gravity waves
upon shear flow has two branches, with one of them being weakly dispersive for
long waves. The weakly nonlinear evolution of waves of this branch can be
described by the integrable Benjamin-Ono equation, which has soliton and
multi-soliton solutions, and solitons interact elastically. To what extent the
properties of such solitary waves obtained within the weakly nonlinear models
are preserved in the exact Euler equations is not known. Here, we investigate
the behaviour of this class of solitary waves without the restrictive
assumption of weak nonlinearity by using the exact Euler equations. Evolution
of localized initial perturbations leading to formation of one or multiple
solitary waves is modeled and properties of finite amplitude solitary waves are
discussed. It is shown that within exact equations two-soliton collisions are
inelastic and the waves receive phase shift after the interaction
Branding the learning function: An exploratory study
The learning function is rapidly evolving from its traditional role of imparting training to becoming a strategic business partner capable of impacting organizational performance through employee development. As research suggests, the learning function can help develop a strong, recognizable brand for corporate learning (CorpuXchange, 2010). This dissertation study explores how one specific company brands its learning function and the role of the stakeholders in this process. Structured as an exploratory qualitative case study, this research uses Keller\u27s (2001) customer-based brand equity (CBBE) model, which is used in product branding, as a framework for how the learning brand is built. Twenty-four participants from three stakeholder groups were interviewed. The key findings include: (1) a learning brand is not dependent on a particular program, but rather encompasses the learning cycle as a whole; (2) the role of stakeholders (especially leadership involvement) and learning culture both played a critical role in the company\u27s learning process; and (3) no specific process or components of the learning process can be singled out as reasons responsible for building the learning brand at the company. Study data show that the entire life cycle of learning and development played a fundamental role in creating the brand experience. This study reveals common processes and structures in building a learning brand, and used this learning to iterate a conceptual framework that can be validated with additional companies. The findings of this study have implications for corporate learning functions seeking to build an established framework to build their learning brand. The revised conceptual framework can meet this requirement as it encapsulates the integral components of the learning cycle with associated factors critical to creating a learning and development experience with a brand value
ΠΠΠ£ΠΠΠΠΠ‘Π’ΠΠ₯ΠΠΠΠ§ΠΠ ΠΠΠ‘ΠΠΠΠΠΠΠΠ― Π¦ΠΠ’ΠΠΠ Π₯ΠΠ’ΠΠΠ’ΠΠΠΠΠ Π’- Π’Π Π- ΠΠΠΠ’ΠΠΠΠΠΠΠΠ₯ ΠΠΠΠΠΠ Π’ΠΠΠΠ’ΠΠ Π‘ΠΠΠΠΠΠΠΠ
Specific characteristics of cytoarchitectonics T-and B- cellular compartments of the rat spleen white pulp in health have been revealed by the methods of immunochistochemistry.Serial paraffin sections 5 mcm thickness of the rat spleen, fixed in formalin, were stained with immunohistochemically monoclonal antibodies against CD1a, CD3, CD4, CD8, CD20, CD23, as well as on myeloperoxidase in order to detect neutrophils and eosinophiles. It has been established that different populations of leucocytes have its definitely evident specific localization in multichamber spleen parenchema.ΠΠ΅ΡΠΎΠ΄Π°ΠΌΠΈ ΠΈΠΌΠΌΡΠ½ΠΎΠ³ΠΈΡΡΠΎΡ
ΠΈΠΌΠΈΠΈ Π²ΡΡΠ²Π»Π΅Π½Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ ΡΠΈΡΠΎΠ°ΡΡ
ΠΈΡΠ΅ΠΊΡΠΎΠ½ΠΈΠΊΠΈ T- ΠΈ B- ΠΊΠ»Π΅ΡΠΎΡΠ½ΡΡ
ΠΊΠΎΠΌΠΏΠ°ΡΡΠΌΠ΅Π½ΡΠΎΠ² Π±Π΅Π»ΠΎΠΉ ΠΏΡΠ»ΡΠΏΡ ΡΠ΅Π»Π΅Π·Π΅Π½ΠΊΠΈ ΠΊΡΡΡΡ Π² Π½ΠΎΡΠΌΠ΅.Π‘Π΅ΡΠΈΠΉΠ½ΡΠ΅ ΠΏΠ°ΡΠ°ΡΠΈΠ½ΠΎΠ²ΡΠ΅ ΡΡΠ΅Π·Ρ ΡΠΎΠ»ΡΠΈΠ½ΠΎΠΉ 5 ΠΌΠΊΠΌ ΡΠΈΠΊΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠΉ ΡΠΎΡΠΌΠ°Π»ΠΈΠ½ΠΎΠΌ ΡΠ΅Π»Π΅Π·Π΅Π½ΠΊΠΈ ΠΎΠΊΡΠ°ΡΠΈΠ²Π°Π»ΠΈΡΡ ΠΈΠΌΠΌΡΠ½ΠΎΠ³ΠΈΡΡΠΎΡ
ΠΈΠΌΠΈΡΠ΅ΡΠΊΠΈ ΠΌΠΎΠ½ΠΎΠΊΠ»ΠΎΠ½Π°Π»ΡΠ½ΡΠΌΠΈ Π°Π½ΡΠΈΡΠ΅Π»Π°ΠΌΠΈ ΠΏΡΠΎΡΠΈΠ² CD1a, CD3, CD4, CD8, CD20 CD23, Π° ΡΠ°ΠΊΠΆΠ΅ Π½Π° ΠΌΠΈΠ΅Π»ΠΎΠΏΠ΅ΡΠΎΠΊΡΠΈΠ΄Π°Π·Ρ Π΄Π»Ρ Π²ΡΡΠ²Π»Π΅Π½ΠΈΡ Π½Π΅ΠΉΡΡΠΎΡΠΈΠ»ΠΎΠ² ΠΈ ΡΠΎΠ·ΠΈΠ½ΠΎΡΠΈΠ»ΠΎΠ². Π£ΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΎ, ΡΡΠΎ ΡΠ°Π·Π»ΠΈΡΠ½ΡΠ΅ ΠΏΠΎΠΏΡΠ»ΡΡΠΈΠΈ Π»ΠΈΠΌΡΠΎΡΠΈΡΠΎΠ² ΠΈΠΌΠ΅ΡΡ ΡΠ΅ΡΠΊΠΎ Π²ΡΡΠ°ΠΆΠ΅Π½Π½ΡΡ ΡΠ²ΠΎΡ ΡΠΏΠ΅ΡΠΈΡΠΈΡΠ΅ΡΠΊΡΡ Π»ΠΎΠΊΠ°Π»ΠΈΠ·Π°ΡΠΈΡ Π² ΠΌΠ½ΠΎΠ³ΠΎΠΊΠ°ΠΌΠ΅ΡΠ½ΠΎΠΉ ΠΏΠ°ΡΠ΅Π½Ρ
ΠΈΠΌΠ΅ ΡΠ΅Π»Π΅Π·Π΅Π½ΠΊΠΈ.ΠΠ΅ΡΠΎΠ΄Π°ΠΌΠΈ ΡΠΌΡΠ½ΠΎΠ³ΡΡΡΠΎΡ
ΡΠΌΡΡ Π²ΠΈΡΠ²Π»Π΅Π½Ρ ΠΎΡΠΎΠ±Π»ΠΈΠ²ΠΎΡΡΡ ΡΠΈΡΠΎΠ°ΡΡ
ΡΡΠ΅ΠΊΡΠΎΠ½ΡΠΊΠΈ Π’- ΡΠ° Π- ΠΊΠ»ΡΡΠΊΠΎΠ²ΠΈΠ½Π½ΠΈΡ
ΠΊΠΎΠΌΠΏΠ°ΡΡΠΌΠ΅Π½ΡΡΠ² Π±ΡΠ»ΠΎΡ ΠΏΡΠ»ΡΠΏΠΈ ΡΠ΅Π»Π΅Π·ΡΠ½ΠΊΠΈ ΠΊΡΠΈΡΠΈ Π² Π½ΠΎΡΠΌΡ.Π‘Π΅ΡΡΠΉΠ½Ρ ΠΏΠ°ΡΠ°ΡΡΠ½ΠΎΠ²Ρ Π·ΡΡΠ·ΠΈ ΡΠΎΠ²ΡΠΈΠ½ΠΎΡ 5 ΠΌΠΊΠΌ ΡΡΠΊΡΠΎΠ²Π°Π½ΠΎΡ ΡΠΎΡΠΌΠ°Π»ΡΠ½ΠΎΠΌ ΡΠ΅Π»Π΅Π·ΡΠ½ΠΊΠΈ Π·Π°ΡΠ°ΡΠ±ΠΎΠ²ΡΠ²Π°Π»ΠΈΡΡ ΡΠΌΡΠ½ΠΎΠ³ΡΡΡΠΎΡ
ΡΠΌΡΡΠ½ΠΈΠΌΠΈ ΠΌΠΎΠ½ΠΎΠΊΠ»ΠΎΠ½Π°Π»ΡΠ½ΠΈΠΌΠΈ Π°Π½ΡΠΈΡΡΠ»Π°ΠΌΠΈ ΠΏΡΠΎΡΠΈ CD1a, CD3, CD4, CD8, CD20, CD23,Π° ΡΠ°ΠΊΠΎΠΆ Π½Π° ΠΌΡΡΠ»ΠΎΠΏΠ΅ΡΠΎΠΊΡΠΈΠ΄Π°Π·Ρ Π΄Π»Ρ Π²ΠΈΡΠ²Π»Π΅Π½Π½Ρ Π½Π΅ΠΉΡΡΠΎΡΡΠ»ΡΠ² Ρ Π΅ΠΎΠ·ΠΈΠ½ΠΎΡΡΠ»ΡΠ². ΠΡΡΠ°Π½ΠΎΠ²Π»Π΅Π½ΠΎ, ΡΠΎ ΡΡΠ·Π½Ρ ΠΏΠΎΠΏΡΠ»ΡΡΡΡ Π»ΡΠΌΡΠΎΡΠΈΡΡΠ² ΠΌΠ°ΡΡΡ ΡΡΡΠΊΠΎ Π²ΠΈΡΠ°ΠΆΠ΅Π½Ρ ΡΠ²ΠΎΡ ΡΠΏΠ΅ΡΠΈΡΡΡΠ½Ρ Π»ΠΎΠΊΠ°Π»ΡΠ·Π°ΡΡΡ Π² Π±Π°Π³Π°ΡΠΎΠΊΠ°ΠΌΠ΅ΡΠ½ΡΠΉ ΠΏΠ°ΡΠ΅Π½Ρ
ΡΠΌΡ ΡΠ΅Π»Π΅Π·ΡΠ½ΠΊΠΈ