132 research outputs found
The Influence of Meteorological Parameters and Other Factors on Soil Radon Dynamics
The paper presents the results of the research in the degree of the effect of space weather meteorological parameters and factors on the dynamics of soil radon levels and [alpha]- and [beta]-radiation flux densities in a seismically passive region. The cross-correlation analysis showed a significant correlation of [beta]-radiation flux density with temperature in summer, and no correlation in winter. A significant relation between [alpha]- and [beta]-radiation flux densities and pressure within the intra-annual range was not observed. The investigation of the high-intensity precipitation effect on radon volumetric activity and [alpha]- and [beta]-radiation flux densities showed their abnormal increase. The dependence of the anomaly duration on the depth was revealed. The abnormal jumps in [alpha]- and [beta]-radiation flux densities data series occur in the snow-melting periods as well. Low-intensity precipitations significantly violate the standard "diurnal variations" of [alpha]- and [beta]-radiation soil fluxes and radon volumetric activity. Fourier analysis showed the diurnal (24 hours) and semidiurnal (12 hours) harmonics for the observed radiation values at a depth of 0.5 m. The obtained results can be used for interpretation of the data on the soil radon monitoring in order to predict earthquakes, etc
553 APPLICATION OF THE FFT ALGORITHM IN THE STRUCTURE OF THE DIGITAL ANTENNA ARRAY TO IMPROVE THE SIGNAL-NOISE RATIO
Abstract -This article discusses the possibility of time accumulation of a signal in the aperture of the digital antenna array using Fourier transform. This approach can increase the signal-to-noise ratio at the output of a digital beamforming. ΠΠ ΠΠΠΠΠΠΠΠ ΠΠΠΠΠ ΠΠ’ΠΠ ΠΠΠ€ Π Π‘Π’Π Π£ΠΠ’Π£Π Π Π¦ΠΠ€Π ΠΠΠΠ ΠΠΠ’ΠΠΠΠΠ Π ΠΠ¨ΠΠ’ΠΠ ΠΠΠ― ΠΠΠΠ«Π¨ΠΠΠΠ― ΠΠ’ΠΠΠ¨ΠΠΠΠ― Π‘ΠΠΠΠΠ-Π¨Π£Π ΠΠΎΠ½Π΄ΡΠ°ΡΡΠ΅Π²Π° Π‘. Π., Π¨ΠΌΠ°ΡΠΈΠ»ΠΈΠ½ Π. Π. ΠΠΎΡΠΊΠΎΠ²ΡΠΊΠΈΠΉ Π°Π²ΠΈΠ°ΡΠΈΠΎΠ½Π½ΡΠΉ ΠΈΠ½ΡΡΠΈΡΡΡ (Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΉ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΠΉ ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅Ρ) ΠΊΠ°ΡΠ΅Π΄ΡΠ° Β«Π Π°Π΄ΠΈΠΎΡΠΈΠ·ΠΈΠΊΠΈ, Π°Π½ΡΠ΅Π½Π½ ΠΈ ΠΌΠΈΠΊΡΠΎΠ²ΠΎΠ»Π½ΠΎΠ²ΠΎΠΉ ΡΠ΅Ρ
Π½ΠΈΠΊΠΈΒ» ΠΠΎΠ»ΠΎΠΊΠΎΠ»Π°ΠΌΡΠΊΠΎΠ΅ ΡΠΎΡΡΠ΅, 4, ΠΠΎΡΠΊΠ²Π°, 125993, Π ΠΎΡΡΠΈΡ ΡΠ΅Π».: +7(915) 0429422, e-mail: [email protected] ΠΠ½Π½ΠΎΡΠ°ΡΠΈΡ -Π Π°ΡΡΠΌΠΎΡΡΠ΅Π½Π° Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΡΡ
Π΅ΠΌΡ Π²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ Π½Π°ΠΊΠΎΠΏΠ»Π΅Π½ΠΈΡ ΡΠΈΠ³Π½Π°Π»Π° Π² ΠΏΡΠΈΡΠΌΠΎ-ΠΏΠ΅ΡΠ΅Π΄Π°ΡΡΠΈΡ
ΠΌΠΎΠ΄ΡΠ»ΡΡ
ΡΠΈΡΡΠΎΠ²ΠΎΠΉ Π°Π½ΡΠ΅Π½Π½ΠΎΠΉ ΡΠ΅ΡΡΡΠΊΠΈ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΡ
Π΅ΠΌΡ ΠΏΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π€ΡΡΡΠ΅ ΠΈ ΡΠΈΡΡΠΎΠ²ΠΎΠΉ Π»ΠΈΠ½ΠΈΠΈ Π·Π°Π΄Π΅ΡΠΆΠΊΠΈ. Π’Π°ΠΊΠΎΠΉ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ ΠΌΠΎ-ΠΆΠ΅Ρ ΠΎΠ±Π΅ΡΠΏΠ΅ΡΠΈΡΡ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΌΠΎΡΠ½ΠΎΡΡΠΈ ΡΠΈΠ³Π½Π°Π»Π° Π½Π°Π΄ ΠΌΠΎΡΠ½ΠΎΡΡΡΡ ΡΡΠΌΠ° Π½Π° Π²ΡΡ
ΠΎΠ΄Π΅ ΡΡ
Π΅ΠΌΡ ΡΠΈΡΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π΄ΠΈΠ°Π³ΡΠ°ΠΌΠΌΡ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΡΡΠΈ Π² ΡΠΏΠ΅ΠΊΡΡΠ΅ ΡΠΈΠ³Π½Π°Π»Π°. I. ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅ ΠΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΠ°Π΄ΠΈΠΎΡΠ΅Ρ
-Π½ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠΎΠ² ΠΊ Π°Π½ΡΠ΅Π½Π½ΡΠΌ ΡΠΈΡΡΠ΅ΠΌΠ°ΠΌ Π΄ΠΈΠΊΡΡΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ Π°ΠΊΡΠΈΠ²Π½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΠΎΠ±ΡΠ°-Π±ΠΎΡΠΊΠΈ ΡΠΈΠ³Π½Π°Π»Π° ΠΊΠ°ΠΊ Π² ΠΏΡΠΈΡΠΌΠ½ΠΎΠΌ, ΡΠ°ΠΊ ΠΈ Π² ΠΏΠ΅ΡΠ΅Π΄Π°ΡΡΠ΅ΠΌ ΠΊΠ°Π½Π°Π»Π°Ρ
. ΠΠ΄Π½ΠΈΠΌ ΠΈΠ· Π²Π°ΡΠΈΠ°Π½ΡΠΎΠ² ΡΠ΅ΡΠ΅Π½ΠΈΡ Π·Π°Π΄Π°ΡΠΈ ΠΊΠΎΠ½-ΡΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ°ΠΊΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ ΠΌΠΎΠΆΠ΅Ρ Π±ΡΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅-Π½ΠΈΠ΅ ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠΈ ΡΠΈΠ³Π½Π°Π»Π° Π½Π° ΡΡΠΎΠ²Π½Π΅ Π°Π½ΡΠ΅Π½Π½ΠΎ-Π³ΠΎ ΠΏΠΎΠ»ΠΎΡΠ½Π° ΠΠ€ΠΠ . ΠΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² ΡΠΈΡΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠΈΠ½ΡΠ΅Π·Π° Π΄ΠΈΠ°-Π³ΡΠ°ΠΌΠΌΡ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΡΡΠΈ Π΄Π°ΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ ΠΈΡΠΏΠΎΠ»Ρ-Π·ΠΎΠ²Π°ΡΡ Π½Π΅Π»ΠΈΠ½Π΅ΠΉΠ½ΡΠ΅ ΠΏΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ Π΄Π»Ρ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΡΡ
ΡΠ²ΠΎΠΉΡΡΠ² ΠΏΡΠΈΡΠΌΠ½ΡΡ
ΡΠΈΡΡΠ΅ΠΌ. ΠΠΎ ΡΠ°ΠΊΠΈΠ΅ Π°Π»Π³ΠΎΡΠΈΡΠΌΡ Π΄ΠΎΡΡΠ°ΡΠΎΡΠ½ΠΎ ΡΡΠ²ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½Ρ ΠΊ ΡΡΠΌΠ°ΠΌ ΠΈ ΠΏΠΎ-ΠΌΠ΅Ρ
Π°ΠΌ. Π ΡΠ²ΡΠ·ΠΈ Ρ ΡΡΠΈΠΌ Π²ΠΎΠ·Π½ΠΈΠΊΠ°Π΅Ρ Π·Π°Π΄Π°ΡΠ° ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΠΌΠΎΡΠ½ΠΎΡΡΠΈ ΡΠΈΠ³Π½Π°Π»Π° ΠΊ ΠΌΠΎΡΠ½ΠΎΡΡΠΈ ΡΡΠΌΠ° (ΠΎΡ-Π½ΠΎΡΠ΅Π½ΠΈΡ Ρ/Ρ) Π² ΠΏΠΎΠ»ΠΎΡΠ½Π΅ Π°Π½ΡΠ΅Π½Π½ΠΎΠΉ ΡΠ΅ΡΡΡΠΊΠΈ (ΠΠ ). ΠΠΎΠ²ΡΡΠ΅Π½ΠΈΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ ΡΠΈΠ³Π½Π°Π»/ΡΡΠΌ (ΡΠΈΠ³-Π½Π°Π»/ΠΏΠΎΠΌΠ΅Ρ
Π°) Π½Π° Π²ΡΡ
ΠΎΠ΄Π΅ Π°Π½ΡΠ΅Π½Π½ΠΎΠΉ ΡΠΈΡΡΠ΅ΠΌΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎ Π·Π° ΡΡΡΡ ΠΏΡΠΎΡΡΡΠ°Π½ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ, ΠΈΠ»ΠΈ Π²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ Π½Π°ΠΊΠΎΠΏΠ»Π΅-Π½ΠΈΡ ΡΠΈΠ³Π½Π°Π»Π°. II. ΠΡΠ½ΠΎΠ²Π½Π°Ρ ΡΠ°ΡΡΡ Π‘ΠΈΠ³Π½Π°Π» Π² ΠΏΡΠΈΡΠΌΠ½ΠΎΠΉ ΡΠΈΡΡΠΎΠ²ΠΎΠΉ Π°Π½ΡΠ΅Π½Π½ΠΎΠΉ ΡΠ΅ΡΡΡΠΊΠ΅ (Π¦ΠΠ ) ΠΌΠΎΠΆΠ΅Ρ Π±ΡΡΡ ΠΏΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ Π² ΡΠΈΡΡΠΎΠ²ΡΡ ΡΠΎΡΠΌΡ Π½Π΅ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²Π΅Π½Π½ΠΎ Π² ΠΏΠΎΠ»ΠΎΡΠ½Π΅ ΠΠ , Π² Π΅Ρ ΠΏΡΠΈΡΠΌΠΎ-ΠΏΠ΅ΡΠ΅Π΄Π°ΡΡΠΈΡ
ΠΌΠΎΠ΄ΡΠ»ΡΡ
(ΠΠΠ). ΠΡΠΈ ΡΡΠΎΠΌ ΡΡΡΡΠΊΡΡΡΠ° ΠΏΡΠΈΡΠΌΠ½ΠΎΠ³ΠΎ ΡΡΠ°ΠΊΡΠ° ΠΠΠ ΡΠΎΡΡΠΎΠΈΡ ΠΈΠ· ΠΏΠΎΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎ Π²ΠΊΠ»ΡΡΡΠ½Π½ΡΡ
ΠΌΠ°Π»ΠΎΡΡΠΌΡΡΠ΅Π³ΠΎ ΡΡΠΈΠ»ΠΈΡΠ΅Π»Ρ (ΠΠ¨Π£), Π°Π½Π°-Π»ΠΎΠ³ΠΎ-ΡΠΈΡΡΠΎΠ²ΠΎΠ³ΠΎ ΠΏΡΠ΅ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»Ρ (ΠΠ¦Π) ΠΈ Π±ΡΡΠ΅ΡΠ½ΠΎΠ³ΠΎ ΡΠ΅Π³ΠΈΡΡΡΠ° (Π Π) ΡΠΈΡ. 1. ΠΡΡΠ΅ΡΠ½ΡΠΉ ΡΠ΅Π³ΠΈΡΡΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌ Π΄Π»Ρ Π½Π°ΠΊΠΎΠΏΠ»Π΅Π½ΠΈΡ Π²ΡΠ±ΠΎΡΠΊΠΈ ΡΠΈΡΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠΈΠ³Π½Π°Π»Π° Π΄Π»Ρ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ΅ΠΉ ΠΏΠ΅ΡΠ΅-Π΄Π°ΡΠΈ Π΅Ρ Π² ΡΡ
Π΅ΠΌΡ ΡΠΈΡΡΠΎΠ²ΠΎΠ³ΠΎ Π΄ΠΈΠ°Π³ΡΠ°ΠΌΠΌΠΎΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ (Π¦ΠΠ). ΠΡΠΈ ΡΡΠΎΠΌ ΠΊΠ°ΠΆΠ΄ΡΠΉ ΡΠ»Π΅ΠΌΠ΅Π½Ρ Π²ΡΠ±ΠΎΡΠΊΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²-Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ Π°ΠΌΠΏΠ»ΠΈΡΡΠ΄Ρ Π²Ρ
ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΡΠΈΠ³Π½Π°Π»Π° Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΠΉ ΠΌΠΎΠΌΠ΅Π½Ρ Π²ΡΠ΅ΠΌΠ΅Π½ΠΈ. Π ΠΈΡ. 1. Π‘ΡΡΡΠΊΡΡΡΠ° ΠΏΡΠΈΡΠΌΠ½ΠΎΠ³ΠΎ ΠΊΠ°Π½Π°Π»Π° Π¦ΠΠ . Fig. 1. Digital arrays receiver channel structure ΠΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΡΡ ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠΈ ΡΠΈΠ³Π½Π°Π»Π°, Π² ΠΎΡΠ»ΠΈΡΠΈΠΈ ΠΎΡ Π°Π½Π°Π»ΠΎΠ³ΠΎΠ²ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ², ΡΠ²Π»ΡΠ΅ΡΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆ-Π½ΠΎΡΡΡ ΠΎΡΡΡΠ΅ΡΡΠ²Π»ΡΡΡ ΡΠ°Π·Π²Π΅ΡΠ²Π»Π΅Π½ΠΈΠ΅ (Π΄Π΅Π»Π΅Π½ΠΈΠ΅) ΡΠΈΠ³Π½Π°Π»Π° Π½Π° Π½Π΅ΡΠΊΠΎΠ»ΡΠΊΠΎ ΠΊΠ°Π½Π°Π»ΠΎΠ² Π±Π΅Π· ΠΏΠΎΡΠ΅ΡΠΈ Π΅Π³ΠΎ ΠΌΠΎΡΠ½ΠΎΡΡΠΈ Π² ΡΡ
Π΅ΠΌΠ΅ Π΄Π΅Π»Π΅Π½ΠΈΡ. ΠΠ°Π½Π½Π°Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΡ Π΄Π°ΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆ-Π½ΠΎΡΡΡ ΠΎΡΡΡΠ΅ΡΡΠ²ΠΈΡΡ Π²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ΅ Π½Π°ΠΊΠΎΠΏΠ»Π΅Π½ΠΈΠ΅ ΡΠΈΡΡΠΎΠ²ΠΎ-Π³ΠΎ ΡΠΈΠ³Π½Π°Π»Π° Π² ΠΊΠ°ΠΆΠ΄ΠΎΠΌ ΠΈΠ· ΠΠΠ Π¦ΠΠ Π·Π° Π²ΡΠ΅ΠΌΡ ΡΠΎΡΠΌΠΈΡΠΎ-Π²Π°Π½ΠΈΡ Π²ΡΠ±ΠΎΡΠΊΠΈ ΡΠΈΡΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠΈΠ³Π½Π°Π»Π°. Π ΡΡΠΎΠΌ ΡΠ»ΡΡΠ°Π΅ ΡΡΠ΅Π±ΡΠ΅ΡΡΡ ΠΌΠΈΠ½ΠΈΠΌΠ°Π»ΡΠ½Π°Ρ ΠΌΠΎΠ΄ΠΈΡΠΈΠΊΠ°ΡΠΈΡ ΠΏΡΠΈΡΠΌΠ½ΠΎΠ³ΠΎ ΡΠΈΡΡΠΎΠ²ΠΎΠ³ΠΎ ΠΊΠ°Π½Π°Π»Π° ΠΠΠ Π¦ΠΠ : Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ Π±ΡΡΠ΅ΡΠ½ΠΎΠ΅ ΡΡΡΡΠΎΠΉΡΡΠ²ΠΎ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π²ΡΠ±ΠΎΡΠΊΠΈ ΡΠΈΡΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠΈΠ³-Π½Π°Π»Π° Π·Π°ΠΌΠ΅Π½ΠΈΡΡ Π½Π° ΡΠΈΡΡΠΎΠ²ΡΡ Π»ΠΈΠ½ΠΈΡ Π·Π°Π΄Π΅ΡΠΆΠΊΠΈ, Π»ΠΈΠ±ΠΎ ΡΠ΄Π²ΠΈΠ³ΠΎΠ²ΡΠΉ ΡΠ΅Π³ΠΈΡΡΡ. Π’Π°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ Π² ΡΠ΅Π³ΠΈΡΡΡΠ΅ Π±ΡΠ΄Π΅Ρ ΡΡΡΠ΅ΡΡΠ²ΠΎΠ²Π°ΡΡ ΡΠΊΠΎΠ»ΡΠ·ΡΡΠ°Ρ Π²ΡΠ±ΠΎΡΠΊΠ° ΠΏΡΠΈΠ½ΡΡΠΎΠ³ΠΎ ΡΠΈΡ-ΡΠΎΠ²ΠΎΠ³ΠΎ ΡΠΈΠ³Π½Π°Π»Π°, ΡΠ»Π΅ΠΌΠ΅Π½ΡΡ ΠΊΠΎΡΠΎΡΠΎΠΉ ΠΌΠΎΠΆΠ½ΠΎ ΡΡΠΌΠΌΠΈΡΠΎ-Π²Π°ΡΡ Ρ ΡΠ°Π·ΠΎΠ²ΡΠΌΠΈ ΡΠ΄Π²ΠΈΠ³Π°ΠΌΠΈ ΡΠΈΡ. 2. Π ΠΈΡ. 2. Π‘ΡΡΡΠΊΡΡΡΠ° Π¦ΠΠ Ρ Π½Π°ΠΊΠΎΠΏΠ»Π΅Π½ΠΈΠ΅ΠΌ ΡΠΈΠ³Π½Π°Π»Π°
Heisenberg Evolution WKB and Symplectic Area Phases
The Schrodinger and Heisenberg evolution operators are represented in quantum
phase space by their Weyl symbols. Their semiclassical approximations are
constructed in the short and long time regimes. For both evolution problems,
the WKB representation is purely geometrical: the amplitudes are functions of a
Poisson bracket and the phase is the symplectic area of a region in phase space
bounded by trajectories and chords. A unified approach to the Schrodinger and
Heisenberg semiclassical evolutions is developed by introducing an extended
phase space. In this setting Maslov's pseudodifferential operator version of
WKB analysis applies and represents these two problems via a common higher
dimensional Schrodinger evolution, but with different extended Hamiltonians.
The evolution of a Lagrangian manifold in the extended phase space, defined by
initial data, controls the phase, amplitude and caustic behavior. The
symplectic area phases arise as a solution of a boundary condition problem.
Various applications and examples are considered.Comment: 32 pages, 7 figure
Iterative Methods for Visualization of Implicit Surfaces on GPU
The original publication is available at www.springerlink.comInternational audienceThe ray-casting of implicit surfaces on GPU has been explored in the last few years. However, until recently, they were restricted to second degree (quadrics). We present an iterative solution to ray cast cubics and quartics on GPU. Our solution targets efficient implementation, obtaining interactive rendering for thousands of surfaces per frame. We have given special attention to torus rendering since it is a useful shape for multiple CAD models. We have tested four different iterative methods, including a novel one, comparing them with classical tessellation solution
Social networking as an advertising tool in Russia and abroad
This study contrasts the behavioural patterns of users on Facebook with those on VKontakte using data collected by Facebook and a survey of Russian VKontakte users. The authors analyse the key differences between the two popular social networks, including what users perceived to be the most attractive options, the amount of time spent online and attitudes toward advertising. The results have been used to evaluate the potential of social networks (SMM) for business promotion in Russia
Training Higher School Students in Rapid Prototyping Technology as a Final Stage of Their Preparation for Innovative Activities
Introduction. The methodological systems of preparation for innovative engineering activity involve the involvement of students in all stages of the innovation cycle, including obtaining an intangible innovative product. However, the inability to obtain in students a material innovative product reduces the effectiveness of the preparation of these systems. The purpose of this study is to create a methodical system for preparing students for innovative research activities based on their involvement in all stages of obtaining a material innovative product using additive technologies.
Materials and Methods. For writing the article the authors used the main points of the integrated approach to learning (integration of theoretical and practical training of innovative research activities and interdisciplinary integration of various branches of science (pedagogy, mathematical modeling, 3D modeling, additive technologies, innovation).
Results. The methodical system of training students of technical higher education institution has been created and implemented, ensuring their involvement in all stages of the innovation cycle due to the use of rapid prototyping technologies. The effectiveness of technologies is confirmed by the results of the pedagogical experiment.
Discussion and Conclusions. The performed researches allowed to create a methodical system for training students of technical universities of innovative research activities based on rapid prototyping technologies. This method significantly improves the effectiveness of training. It ensures the participation of students in all stages of obtaining a material innovative product: during the study of the course, and during classroom sessions. This method was developed and tested for the implementation at National Research Ogarev Mordovia State University. It provides the practical significance of the study considered in the article. Further development of the material presented in the article can be related to the expansion of the infrastructure of the Rapid Pro university center for designing and prototyping and attracting students to manufacturing industrial products
Development of Creative Abilities of Primary Schoolchildren in the Process of Primary School Education
Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠΎΠ²Π΅Π΄Π΅Π½ Π°Π½Π°Π»ΠΈΠ· ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΈΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΌΠ»Π°Π΄ΡΠΈΡ
ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²ΠΎΠΌ ΠΈΠ·ΠΎΠ±ΡΠ°Π·ΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. ΠΠ½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Ρ ΠΌΠ½Π΅Π½ΠΈΡ, ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΡΡΠ΅Π½ΡΡ
ΠΏΠΎ Π΄Π°Π½Π½ΠΎΠΉ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ΅. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΡΠΉ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π» ΠΌΠΎΠΆΠ½ΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°ΡΡ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ Π΄Π΅ΠΌΠΎΠ½ΡΡΡΠ°ΡΠΈΠΈ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΠΈΡΡΠ΅ΠΌΡ ΡΠ°ΡΠΊΡΡΡΠΈΡ ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΡΡΠ°ΡΠΈΡ
ΡΡ, Π° ΡΠ°ΠΊΠΆΠ΅ Π² ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅ ΠΈΡΡΠΎΡΠ½ΠΈΠΊΠ° ΡΠΈΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ.The article analyzes the development of the creative abilities of primary schoolchildren through visual activity. The opinions and approaches of scientists on this problem are analyzed. The presented material can be used as a demonstration of the implementation of the system for unlocking the creative potential of students, as well as as a source of citation
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