Feshbach-type resonances for two-particle scattering in graphene

Two-particle scattering in graphene is a multichannel problem, where the energies of the identical or opposite-helicity channels lie in disjoint energy segments. Due to the absence of Galilean invariance, these segments depend on the total momentum $Q$. The dispersion relations for the two opposite-helicity scattering channels are analogous to those of two one-dimensional tight-binding lattices with opposite dispersion relations, which are known to easily bind states at their edges. When an $s$-wave separable interaction potential is assumed, those bound states reveal themselves as three Feshbach resonances in the identical-helicity channel. In the limit $Q \rightarrow 0$, one of the resonances survives and the opposite-helicity scattering amplitudes vanish.Comment: 8 pages, 2 figure

Práctica sistémica y mundos posibles

La terapia sistémica no pretende enseñar nada, no busca intencionalmente desarrollar ninguna habilidad, ni tiene por qué diseñar estrategia alguna ó imponer conocimiento. Nuestra tarea como terapeutas se limita a conversar. Conversar significa en la pers

Spectroscopic measurements of solar wind generation

Spectroscopically observable quantities are described which are sensitive to the primary plasma parameters of the solar wind's source region. The method is discussed in which those observable quantities are used as constraints in the construction of empirical models of various coronal structures. Simulated observations are used to examine the fractional contributions to observed spectral intensities from coronal structures of interest which co-exist with other coronal structures along simulated lines-of-sight. The sensitivity of spectroscopic observables to the physical parameters within each of those structures is discussed

Development of a superconductor magnetic suspension and balance prototype facility for studying the feasibility of applying this technique to large scale aerodynamic testing

The basic research and development work towards proving the feasibility of operating an all-superconductor magnetic suspension and balance device for aerodynamic testing is presented. The feasibility of applying a quasi-six-degree-of freedom free support technique to dynamic stability research was studied along with the design concepts and parameters for applying magnetic suspension techniques to large-scale aerodynamic facilities. A prototype aerodynamic test facility was implemented. Relevant aspects of the development of the prototype facility are described in three sections: (1) design characteristics; (2) operational characteristics; and (3) scaling to larger facilities

Spanish for Heritage Speakers: Instructional Module #4

This is the fourth module of an instructional course for Spanish Heritage Speakers. By the end of this module, students should be able to: 1. Be able to critically analyze the ideas about bicultural/bilingual identity expressed in a variety of multimodal ensembles, such as poems, photos, and art pieces; 2. Synthesize the knowledge learned in the previous modules to develop an multi-genre autobiography; 3. Synthesize the knowledge learned in the previous modules to develop hybrid, multimodal autobiography.https://digitalcommons.csumb.edu/teaching_all/1005/thumbnail.jp

Chapter 1 Introduction to Learning by Design

"Learning by Design and Second Language Teaching establishes theoretical, research, and practice connections between the multiliteracies framework Learning by Design and L2 teaching and learning. A comprehensive introductory chapter presents the theoretical tenets of the approach and is followed by four chapters devoted to the establishment of connections between the framework and L2 instruction, information on evidence-based pedagogical practices and suggestions for their implementation, and task examples that can be adapted for use in a variety of educational contexts. Each chapter links theory and research to practical steps instructors can take to select authentic materials and create tasks in each of the framework’s knowledge processes with the objective of developing L2 students’ performance in the interpersonal (speaking), interpretive (reading and listening), and presentational (writing) modes of communication. A selection of guidance charts, figures, templates, and extra digital resources are included within the text to support learning and teaching. The book will be of interest to graduate students and in-service and future L2 teachers in all levels of instruction.

Chapter 2 Learning by Design and Second Language Education

"Learning by Design and Second Language Teaching establishes theoretical, research, and practice connections between the multiliteracies framework Learning by Design and L2 teaching and learning. A comprehensive introductory chapter presents the theoretical tenets of the approach and is followed by four chapters devoted to the establishment of connections between the framework and L2 instruction, information on evidence-based pedagogical practices and suggestions for their implementation, and task examples that can be adapted for use in a variety of educational contexts. Each chapter links theory and research to practical steps instructors can take to select authentic materials and create tasks in each of the framework’s knowledge processes with the objective of developing L2 students’ performance in the interpersonal (speaking), interpretive (reading and listening), and presentational (writing) modes of communication. A selection of guidance charts, figures, templates, and extra digital resources are included within the text to support learning and teaching. The book will be of interest to graduate students and in-service and future L2 teachers in all levels of instruction.

Chapter 3 Learning by Design and Second Language Teaching Practices

"Learning by Design and Second Language Teaching establishes theoretical, research, and practice connections between the multiliteracies framework Learning by Design and L2 teaching and learning. A comprehensive introductory chapter presents the theoretical tenets of the approach and is followed by four chapters devoted to the establishment of connections between the framework and L2 instruction, information on evidence-based pedagogical practices and suggestions for their implementation, and task examples that can be adapted for use in a variety of educational contexts. Each chapter links theory and research to practical steps instructors can take to select authentic materials and create tasks in each of the framework’s knowledge processes with the objective of developing L2 students’ performance in the interpersonal (speaking), interpretive (reading and listening), and presentational (writing) modes of communication. A selection of guidance charts, figures, templates, and extra digital resources are included within the text to support learning and teaching. The book will be of interest to graduate students and in-service and future L2 teachers in all levels of instruction.