Signal processing in local neuronal circuits based on activity-dependent noise and competition

We study the characteristics of weak signal detection by a recurrent neuronal network with plastic synaptic coupling. It is shown that in the presence of an asynchronous component in synaptic transmission, the network acquires selectivity with respect to the frequency of weak periodic stimuli. For non-periodic frequency-modulated stimuli, the response is quantified by the mutual information between input (signal) and output (network's activity), and is optimized by synaptic depression. Introducing correlations in signal structure resulted in the decrease of input-output mutual information. Our results suggest that in neural systems with plastic connectivity, information is not merely carried passively by the signal; rather, the information content of the signal itself might determine the mode of its processing by a local neuronal circuit.Comment: 15 pages, 4 pages, in press for "Chaos

Интерпретация святости в романе Габриэля Гарсиа Маркеса "Сто лет одиночества"

В статье даётся описание мифологемы "святость"в семантическом пространстве романа Маркеса, раскрываются особенности авторской интерпретации данной культурной универсалии.В статті подається опис міфологеми "святость" в семантичному просторі романа Маркеса, розглядаються особливості авторської інтерпретації данної культурної універсалії.The article deals with the author's representation of the Christian concept of holiness as it is impersonated in the personage of Remedios the Beauty

How to suppress undesired synchronization

It is delightful to observe the emergence of synchronization in the blinking of fireflies to attract partners and preys. Other charming examples of synchronization can also be found in a wide range of phenomena such as, e.g., neurons firing, lasers cascades, chemical reactions, and opinion formation. However, in many situations the formation of a coherent state is not pleasant and should be mitigated. For example, the onset of synchronization can be the root of epileptic seizures, traffic congestion in communication networks, and the collapse of constructions. Here we propose the use of contrarians to suppress undesired synchronization. We perform a comparative study of different strategies, either requiring local or total knowledge of the system, and show that the most efficient one solely requires local information. Our results also reveal that, even when the distribution of neighboring interactions is narrow, significant improvement in mitigation is observed when contrarians sit at the highly connected elements. The same qualitative results are obtained for artificially generated networks as well as two real ones, namely, the Routers of the Internet and a neuronal network

APPLICATION OF SIMULATORS IN THE STUDY OF PROCESSES OCCURRING IN WWER‑1000 NUCLEAR REACTORS

The paper considers the relevance of the WWER‑1000 Reactor Simulation program and the relevance of this program for developing new tasks based on it.В работе рассмотрена актуальность программы WWER‑1000 Reactor Simulation и ее востребованность для разработки и решении на ее базе новых задач

RELIABILITY ANALYSIS OF NUCLEAR POWER PLANTS BY RTRM METHOD

В работе рассмотрены вопросы анализа надежности ядерных энергоустановок. Описан алгоритм Ray Tracing Reliability Method (RTRM) и изложены результаты его реализации в пакете математического моделирования MATLAB.Issues of reliability analysis of nuclear power plants are considered. The Ray Tracing Reliability Method (RTRM) algorithm is described and the results of its implementation in the MATLAB mathematical modeling package are described

Making Sense Through Participation

In this chapter we discuss the issue of social differences in relation to learning. In theories on co-operative learning or collaborative learning social differences are treated as characteristics of individual learners. The focus on learning as a social process is primarily elaborated in terms of interaction between pupils and the combined construction of knowledge. Sociocultural theory (Vygotsky, Lave & Wenger), however, understands ‘social’ not only in terms of knowledge/meaning being constructed in interaction with others, but also in terms of the cultural practices/activities informing these interaction processes. Learning can be understood as increasing participating in communities of practice. As social differences are an intrinsic part of the culture in which students are learning to participate, these are also an inherent aspect of learning processes in schools. Students learn to participate in practices in different ways, depending on their social position, and thus develop distinguished cultural identities. In this chapter we elaborate on this tenet, using examples from various empirical research projects on learning in secondary education. We not only show how social differences in the cultural practices that underpin learning influence what is learned by whom, but also explore the consequences of this perspective for the pedagogical space of the school