Theory of pattern-formation of metallic microparticles in poorly conducting liquid

We develop continuum theory of self-assembly and pattern formation in metallic microparticles immersed in a poorly conducting liquid in DC electric field. The theory is formulated in terms of two conservation laws for the densities of immobile particles (precipitate) and bouncing particles (gas) coupled to the Navier-Stokes equation for the liquid. This theory successfully reproduces correct topology of the phase diagram and primary patterns observed in the experiment [Sapozhnikov et al, Phys. Rev. Lett. v. 90, 114301 (2003)]: static crystals and honeycombs and dynamic pulsating rings and rotating multi-petal vortices.Comment: 4 pages, 5 figures, submitted to Phys. Rev. Let

Investigando la educación en educación con el caso de M.M. Sistema educativo de Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Categoría de “educación” en M.M. Sistema educativo Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky’s pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

Far-from-equilibrium Ostwald ripening in electrostatically driven granular powders

We report the first experimental study of cluster size distributions in electrostatically driven granular submonolayers. The cluster size distribution in this far-from-equilibrium process exhibits dynamic scaling behavior characteristic of the (nearly equilibrium) Ostwald ripening, controlled by the attachment and detachment of the "gas" particles. The scaled size distribution, however, is different from the classical Wagner distribution obtained in the limit of a vanishingly small area fraction of the clusters. A much better agreement is found with the theory of Conti et al. [Phys. Rev. E 65, 046117 (2002)] which accounts for the cluster merger.Comment: 5 pages, to appear in PR

Investigando la educación en educación con el caso de M.M. Sistema educativo de Speransky

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.M.M. Speransky es una famosa figura pública y política rusa. Sin embargo, sus actividades no se limitaron a cuestiones políticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el período del seminario, que coincidió en el tiempo con la actividad pedagógica de M. Speransky. El éxito del sistema pedagógico de Speransky se evidencia por el hecho de que fue invitado como educador a la familia real. Los principios básicos de la pedagogía de Speransky fueron los siguientes: la autoridad de un maestro, pero la falta de autoritarismo, la interacción con un estudiante en la búsqueda de las soluciones educativas correctas, el apego a los estudiantes y la responsabilidad por ellos

ETEKOS experimental ecological system

The problem of changes in the ecology resulting, for example, in increases in water temperature because of discharges from large thermal power plants is considered. An experiment creating a model of such an ecological system is described

Non-reciprocal light scattering by lattice of magnetic vortices

We report on experimental study of optical properties of two-dimensional square lattice of triangle Co and CoFe nanoparticles with a vortex magnetization distribution. We demonstrate that intensity of light scattered in diffraction maxima depends on the vorticity of the particles magnetization and it can be manipulated by applying an external magnetic field. The experimental results can be understood in terms of phenomenological theory.Comment: 10 pages, 4 figure

The effect of the probe magnetic moment orientation of magnetic resonance force microscope on the spectra of spin wave resonances

This work was supported by the Russian Science Foundation (project 16-12-10254)

The true reinforced random walk with bias

We consider a self-attracting random walk in dimension d=1, in presence of a field of strength s, which biases the walker toward a target site. We focus on the dynamic case (true reinforced random walk), where memory effects are implemented at each time step, differently from the static case, where memory effects are accounted for globally. We analyze in details the asymptotic long-time behavior of the walker through the main statistical quantities (e.g. distinct sites visited, end-to-end distance) and we discuss a possible mapping between such dynamic self-attracting model and the trapping problem for a simple random walk, in analogy with the static model. Moreover, we find that, for any s>0, the random walk behavior switches to ballistic and that field effects always prevail on memory effects without any singularity, already in d=1; this is in contrast with the behavior observed in the static model.Comment: to appear on New J. Phy