334 research outputs found
Three-body breakup within the fully discretized Faddeev equations
A novel approach is developed to find the three-body breakup amplitudes and
cross sections within the modified Faddeev equation framework. The method is
based on the lattice-like discretization of the three-body continuum with a
three-body stationary wave-packet basis in momentum space. The approach makes
it possible to simplify drastically all the three- and few-body breakup
calculations due to discrete wave-packet representations for the few-body
continuum and simultaneous lattice representation for all the scattering
operators entering the integral equation kernels. As a result, the few-body
breakup can be treated as a particular case of multi-channel scattering in
which part of the channels represents the true few-body continuum states. As an
illustration for the novel approach, an accurate calculations for the
three-body breakup process with non-local and local
interactions are calculated. The results obtained reproduce nicely the
benchmark calculation results using the traditional Faddeev scheme which
requires much more tedious and time-consuming calculations.Comment: 17 pages, 13 figure
Formação da teoria verbocêntrica da sentença no final do século XIX - segundo terço do século XX
The development of some provisions of the verbocentric theory of sentence covers the article. The interdisciplinary nature of the theory is proved, since it is realized at the intersection of lexicology, semantics, morphology, word formation and syntax. The provisions of the verbocentric theory in the works of Russian and foreign scientists of the late XIX - second third of the XX century are analyzed. The main approaches to determining the role of the Russian verb in the structure of the sentence are revealed. According to the first approach, the subject is the top of the sentence. According to the second approach, the subject and predicate are equal members of the sentence. According to the third approach, there is no equality between the subject and the predicate, since the verb in the sentence occupies a dominant position.El desarrollo de algunas disposiciones de la teorÃa verbocéntrica de la oración cubre el artÃculo. La naturaleza interdisciplinaria de la teorÃa está demostrada, ya que se realiza en la intersección de lexicologÃa, semántica, morfologÃa, formación de palabras y sintaxis. Se analizan las disposiciones de la teorÃa verbocéntrica en los trabajos de cientÃficos rusos y extranjeros de finales del siglo XIX - segundo tercio del siglo XX. Se revelan los principales enfoques para determinar el papel del verbo ruso en la estructura de la oración. Según el primer enfoque, el sujeto es la parte superior de la oración. De acuerdo con el segundo enfoque, el sujeto y el predicado son miembros iguales de la oración. Según el tercer enfoque, no hay igualdad entre el sujeto y el predicado, ya que el verbo en la oración ocupa una posición dominante.O desenvolvimento de algumas disposições da teoria verbocêntrica da sentença abrange o artigo. A natureza interdisciplinar da teoria é comprovada, uma vez que é realizada na intersecção entre lexicologia, semântica, morfologia, formação de palavras e sintaxe. As disposições da teoria verbocêntrica nas obras de cientistas russos e estrangeiros do final do século XIX - segundo terço do século XX são analisadas. As principais abordagens para determinar o papel do verbo russo na estrutura da sentença são reveladas. De acordo com a primeira abordagem, o assunto é o topo da frase. De acordo com a segunda abordagem, o sujeito e o predicado são membros iguais da sentença. De acordo com a terceira abordagem, não há igualdade entre o sujeito e o predicado, uma vez que o verbo na frase ocupa uma posição dominante
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 polÃtica rusa. Sin embargo, sus actividades no se limitaron a cuestiones polÃticas. Su actividad pedagógica es poco estudiada. Los principios básicos de la educación de la generación más joven se establecieron durante el perÃodo 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 pedagogÃa 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
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