Floquet Spectrum of Weakly Coupled Map Lattices

2001 ◽  
Vol 220 (3) ◽  
pp. 561-582 ◽  
Author(s):  
Viviane Baladi ◽  
Hans Henrik Rugh
Keyword(s):  
Coupled Map Lattices ◽  
Weakly Coupled

Analytical solutions of weakly coupled map lattices using recurrence relations

2009 ◽  
Vol 373 (31) ◽  
pp. 2704-2709 ◽  
Author(s):  
Dolores Sotelo Herrera ◽  
Jesús San Martín
Keyword(s):  
Analytical Solutions ◽  
Recurrence Relations ◽  
Coupled Map Lattices ◽  
Weakly Coupled

scholarly journals Heterogeneous, weakly coupled map lattices

2016 ◽  
Vol 36 ◽  
pp. 549-563 ◽  
Author(s):  
Ma Dolores Sotelo Herrera ◽  
Jesús San Martín ◽  
Mason A. Porter
Keyword(s):  
Coupled Map Lattices ◽  
Weakly Coupled

scholarly journals The spectrum of weakly coupled map lattices

1998 ◽  
Vol 77 (6) ◽  
pp. 539-584 ◽  
Author(s):  
V. Baladi ◽  
M. Degli Esposti ◽  
S. Isola ◽  
E. Järvenpää ◽  
A. Kupiainen
Keyword(s):  
Coupled Map Lattices ◽  
Weakly Coupled

Periodic Windows in Weakly Coupled Map Lattices

2008 ◽  
Vol 49 (3) ◽  
pp. 669-672 ◽  
Author(s):  
Gao Ji-Hua ◽  
Zhan Meng
Keyword(s):  
Coupled Map Lattices ◽  
Weakly Coupled

Photoinhibition in vivo and in vitro Involves Weakly Coupled Chlorophyll–Protein Complexes‡¶

2002 ◽  
Vol 75 (6) ◽  
pp. 613 ◽  
Author(s):  
Stefano Santabarbara ◽  
Ilaria Cazzalini ◽  
Andrea Rivadossi ◽  
Flavio M. Garlaschi ◽  
Giuseppe Zucchelli ◽  
...  
Keyword(s):  
Protein Complexes ◽  
Weakly Coupled ◽  
Chlorophyll Protein Complexes ◽  
Chlorophyll Protein

ENTORNO PERSONAL DE APRENDIZAJE BASE, UN SISTEMA DE ACTIVIDADES PARA LA EVALUACIÓN DEL APRENDIZAJE AUTÓNOMO DE IDIOMAS.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yoan Martínez Márquez ◽  
Yalice Gámez Batista ◽  
Norberto Valcárcel Izquierdo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Positive Influence ◽  
General Terms ◽  
Communication Processes ◽  
Weakly Coupled ◽  
The One ◽  
Meaningful Connections

Las TIC median las interacciones y la comunicación de los estudiantes a diario. Se conciben como mediado-ras de la reflexión y la autorregulación de la actividad del estudiante, resultante de la interacción consciente de la percepción que tiene el estudiante sobre si con la que negocia con el resto de los estudiantes, los ase-sores y la sociedad en general. En este contexto el aprovechamiento de las TIC debe promover una influen-cia formativa en los espacios formales y no formales. Las condicionantes de complementariedad de espa-cios y de unidad en la diversidad de recursos tecnológicos y didácticos deben guiar la actividad que tenga al estudiante como centro de la misma.Ya no se trata de integrar las TIC en el proceso de formación, haciéndolo formal y estandarizado. El reto está en que sean las características personales de los estudiantes, sus estilos de aprendizaje, sus conoci-mientos y experiencias previas, y sus esquemas afectivos los que marquen el aprovechamiento de las TIC en la evaluación del aprendizaje autónomo de inglés.En el presente trabajo se estructura el aprovechamiento de las TIC mediante un EPA base para la evalua-ción del aprendizaje autónomo de inglés. El EPA base constituye un andamiaje de personas, procedimien-tos, espacios de interacción, y de recursos tecnológicos y didácticos. Los componentes que lo conforman se encuentran débilmente acoplados por la tecnología y altamente cohesionados por la significatividad de las conexiones que el estudiante establece entre ellos. Palabras Clave: Aprendizaje, Autonomía, Entorno, Evaluación, Personal. ABSTRACT There is no doubt about the key role of ICT in the interaction and communication processes among students. ICT are thought as a mean for the reflection and self-regulation of students´ activity, which is in a permanent conscientious comparison between the perception a student has about him/herself and the one he/she nego-tiates with the rest of students, advisors and society in general terms. In this context, ICT should promote a positive influence on student formation in formal and non-formal spaces. The conditionals related to spaces combined support and union in the diversity of technological and didactical resources should guide every activity having students at the center of its conception.It is no longer about integrating ICT to the formation process making it formal and standardized. The chal-lenge on autonomous language learning evaluation with ICT has to do with making the differences through personal characteristics of students, their learning styles, previous experiences and affective schemas.In this paper the use of ICT is structured by means of a PLE frame for the evaluation of English autonomous language learning. It is a scaffolding of people, procedures, interaction spaces, and technological and didac-tical resources. Its components are weakly coupled by technologies and highly cohesive by the meaningful connections students establish among them. Keywords: Learning, Autonomy, Evaluation, Environment, Personal. Recibido: septiembre de 2016Aprobado: noviembre de 2016

Non-Plasmonic SERS with Silicon: Is It Really Safe? New Insights into Opto-Thermics of Core/Shell Microbeads

2018 ◽  
Author(s):  
Nicolò Bontempi ◽  
Irene Vassalini ◽  
Stefano Danesi ◽  
Matteo Ferroni ◽  
Paolo Colombi ◽  
...  
Keyword(s):  
Critical Role ◽  
Raman Laser ◽  
Core Shell ◽  
Thermal Coupling ◽  
Melting Points ◽  
Experimental Proof ◽  
Weakly Coupled ◽  
Light Management ◽  
Laser Sources ◽  
First Time

<p>Here we investigate for the first time the opto-thermal behavior of SiO<sub>2</sub>/Si core/shell microbeads (Si-rex) irradiated with three common Raman laser sources (lambda=532, 633, 785 nm) under real working conditions. We obtained an experimental proof of the critical role played by bead size and aggregation in heat and light management, demonstrating that in the case of strong opto-thermal coupling the temperature can exceed that of the melting points of both core and shell components. In addition, we also show that weakly coupled beads can be utilized as stable substrates for plasmon-free SERS experiments.</p>

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