Calculation of the Dipole Autocorrelation Function for a System of Weakly Coupled Electric Dipoles

1969 ◽  
Vol 51 (9) ◽  
pp. 3681-3688 ◽  
Author(s):  
Jean Pierre Boon ◽  
Michel Köhler
Keyword(s):  
Autocorrelation Function ◽  
Weakly Coupled ◽  
Electric Dipoles

Log-log scale roughness spectroscopy of surfaces

1993 ◽  
Vol 51 ◽  
pp. 224-225
Author(s):  
P. Fraundorf ◽  
B. Armbruster
Keyword(s):  
Power Spectrum ◽  
Autocorrelation Function ◽  
Power Spectra ◽  
Scanning Force Microscopy ◽  
Scanning Tunneling ◽  
Tunneling Microscopy ◽  
Force Microscopy ◽  
Scanning Force ◽  
Lateral Structure ◽  
Scale Roughness

Optical interferometry, confocal light microscopy, stereopair scanning electron microscopy, scanning tunneling microscopy, and scanning force microscopy, can produce topographic images of surfaces on size scales reaching from centimeters to Angstroms. Second moment (height variance) statistics of surface topography can be very helpful in quantifying “visually suggested” differences from one surface to the next. The two most common methods for displaying this information are the Fourier power spectrum and its direct space transform, the autocorrelation function or interferogram. Unfortunately, for a surface exhibiting lateral structure over several orders of magnitude in size, both the power spectrum and the autocorrelation function will find most of the information they contain pressed into the plot’s origin. This suggests that we plot power in units of LOG(frequency)≡-LOG(period), but rather than add this logarithmic constraint as another element of abstraction to the analysis of power spectra, we further recommend a shift in paradigm.

PENGUCAPAN MAKHRAJ DARI UNIT BUNYI TERKECIL HURUF HIJAIYAH BERDASARKAN FREKUENSI DASAR DAN FREKUENSI FORMANT UNTUK MEDIA PEMBELAJARAN MEMBACA ALQURAN

ALQALAM ◽  
2015 ◽  
Vol 32 (2) ◽  
pp. 284
Author(s):  
Muhammad Subali ◽  
Miftah Andriansyah ◽  
Christanto Sinambela
Keyword(s):  
College Student ◽  
Fundamental Frequency ◽  
Autocorrelation Function ◽  
Adult Male ◽  
Formant Frequency ◽  
Formant Frequencies ◽  
Male Speaker ◽  
Similarities And Differences

This article aims to look at the similarities and differences in the fundamental frequency and formant frequencies using the autocorrelation function and LPCfunction in GUI MATLAB 2012b on sound hijaiyah letters for adult male speaker beginner and expert based on makhraj pronunciation and both of speaker will be analysis on matching distance of the sound use DTW method on cepstrum. Subject for speech beginner makhraj pronunciation are taken from college student of Universitas Gunadarma and SITC aged 22 years old Data of the speech beginner makhraj pronunciation is recorded using MATLAB algorithm on GUI Subject for speech expert makhraj pronunciation are taken from previous research. They are 20-30 years old from the time of taking data. The sound will be extracted to get the value of the fundamental frequency and formant frequency. After getting both frequencies, it will be obtained analysis of the similarities and differences in the fundamental frequency and formant frequencies of speech beginner and expert and it will shows matching distance of both speech. The result is all of speech beginner and expert based on makhraj pronunciation have different values of fundamental frequency and formant frequency. Then the results of the analysis matching distance using method DTW showed that obtained in the range of 28.9746 to 136.4 between speech beginner and expert based on makhraj pronunciation. Keywords: fundamental frequency, formant frequency, hijaiyah letters, makhraj

Size-dependent emission of a dipole coupled to a metal nanoparticle

MRS Advances ◽  
2020 ◽  
Vol 5 (62) ◽  
pp. 3315-3325
Author(s):  
Viktoriia Savchuk ◽  
Arthur R. Knize ◽  
Pavlo Pinchuk ◽  
Anatoliy O. Pinchuk
Keyword(s):  
Numerical Analysis ◽  
Quantum Yield ◽  
Electric Dipole ◽  
Incident Radiation ◽  
Metal Nanoparticle ◽  
Plasmonic Nanoparticle ◽  
Size Dependent ◽  
Emission Enhancement ◽  
Electric Dipoles

AbstractWe present a systematic numerical analysis of the quantum yield of an electric dipole coupled to a plasmonic nanoparticle. We observe that the yield is highly dependent on the distance between the electric dipole and the nanoparticle, the size and permittivity of the nanoparticle, and the wavelength of the incident radiation. Our results indicate that enhancement of the quantum yield is only possible for electric dipoles coupled to a nanoparticle with a radius of 20 nm or larger. As the size of the nanoparticle is increased, emission enhancement occurs at wavelengths dependent on the coupling distance.

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

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