327,096 research outputs found
Bogdanov N. N. “Crimean Territorial Government” [1919]
No full textBogdanov N. N. “Crimean Territorial Government” [1919].
A publication by A. S. PuchenkovИсследование подготовлено при поддержке президентского гранта по государственной поддержке научных исследований молодых российских ученых — докторов наук № МД-5771.2018.6 «Духовный форпост России в эпоху войн и революций: православное духовенство Крыма в 1914–1920 гг.»
Numerical analysis of homoclinic orbits emanating from a Takens-Bogdanov point
No full textBeyn W-J. Numerical analysis of homoclinic orbits emanating from a Takens-Bogdanov point. IMA Journal of Numerical Analysis. 1994;14(3):381-410.It is known that branches of homoclinic orbits emanate from a singular point of a dynamical system with a double zero eigenvalue (Takens-Bogdanov point). We develop a robust numerical method for starting the computation of homoclinic branches near such a point. It is shown that this starting procedure relates to branch switching. In particular, for a certain transformed problem the homoclinic predictor is guaranteed to converge to the true orbit under a Newton iteration
Controllability near a Takens-Bogdanov-bifurcation
No full textControllability near a Takens-Bogdanov-bifurcation. - In: Systems and networks. - Berlin : Akad.-Verl. - Vol. 2. (1994). - S. 193-196. - (Mathematical research ; 79
As the Snake Sheds its Skin: The Revolutionary Art and Science of Alexander Bogdanov
No full textThis dissertation presents the life and work of Alexander Bogdanov, a revolutionary public intellectual in Russia at the turn of the twentieth century. I begin with Bogdanov���s living experience, situating his theoretical interventions in the political and intellectual context of his time. Then I introduce Bogdanov���s unique Marxist approach to systems science, or ���tektology,��� which Bogdanov thought of as a new ���organizational point of view��� that would synthesize all historical knowledge and create theoretical tools for revolutionary transformation of human social systems. In particular, I look at how Bogdanov applied systems science to questions of communication and culture, including his labor theory of speech, his structural-analogical model of base and superstructure correlations, and his grand narrative of progressive development from authoritarianism through anarchy and into socialism. Lastly, I offer a close reading of Bogdanov���s lesser-known science fiction novel Engineer Menni, which Bogdanov presented as an analogy to the situation faced by socialists in the epoch of monopoly capitalism, and which offers insights into the characteristics of Bogdanov���s distinctive cultural and political theory of social change
Kratkīĭ kurs ėkonomicheskoĭ nauki.
No full textAuthor's pseud., A. Bogdanov, at head of title.Mode of access: Internet
(Table 13) Chemical composition of Fe-Mn crusts between the Bogdanov Fault and the Sierra Leone Tectonic Zone
No full text(Table 13) Chemical composition of Fe-Mn crusts between the Bogdanov Fault and the Sierra Leone Tectonic Zon
Age and Gender Differences in Evaluating the Pedagogical Usability of E-Learning Materials
No full textSurvey data of a study to examine the pedagogical usability of interactive e-learning materials for foreign language practice. It is based upon two studies of the expected between-group and within-group differences among participants in the educational process. The sample consists of two groups – lecturers and students, a total of 100 subjects, each evaluating four materials specifically prepared for this study. Two consecutive repeated measures ANOVA were conducted in which the gender/age, the position of the participants in the educational process, and usability dimensions were the independent variables. Results indicated that all independent variables and their interactions have a significant effects on the evaluations of the pedagogical usability. Women tend to assign higher values than men. Аge groups generally differ in their evaluations, although there is a tendecy to give similar ratings for the individual dimensions of pedagogical usability. The 31-40 years age group evaluates the materials higher while the lowest evaluations are given by the groups of 21-30 and 50+ year old participants. Students tend to rate the pedagogical usability systemically higher than the lecturers. Usability dimensions also have a significant effect on evaluations. The most prominent feature of the materials, by a great margin, is their Applicability. The findings corroborate previous research which show age and gender differences in web usability do exist. We conclude that these differences exist as much in pedagogical usability as in technical usability. Further investigations are suggested to explore more deeply the differences in the perceived pedagogical value of e-learning materials as this has implications for instructional designers, teachers and learners alike
Age and Gender Differences in Evaluating the Pedagogical Usability of E-Learning Materials
No full textSurvey data of a study to examine the pedagogical usability of interactive e-learning materials for foreign language practice. It is based upon two studies of the expected between-group and within-group differences among participants in the educational process. The sample consists of two groups – lecturers and students, a total of 100 subjects, each evaluating four materials specifically prepared for this study. Two consecutive repeated measures ANOVA were conducted in which the gender/age, the position of the participants in the educational process, and usability dimensions were the independent variables. Results indicated that all independent variables and their interactions have a significant effects on the evaluations of the pedagogical usability. Women tend to assign higher values than men. Аge groups generally differ in their evaluations, although there is a tendecy to give similar ratings for the individual dimensions of pedagogical usability. The 31-40 years age group evaluates the materials higher while the lowest evaluations are given by the groups of 21-30 and 50+ year old participants. Students tend to rate the pedagogical usability systemically higher than the lecturers. Usability dimensions also have a significant effect on evaluations. The most prominent feature of the materials, by a great margin, is their Applicability. The findings corroborate previous research which show age and gender differences in web usability do exist. We conclude that these differences exist as much in pedagogical usability as in technical usability. Further investigations are suggested to explore more deeply the differences in the perceived pedagogical value of e-learning materials as this has implications for instructional designers, teachers and learners alike
Learning and Testing Variable Partitions
No full textLet F be a multivariate function from a product set Σ^n to an Abelian group G. A k-partition of F with cost δ is a partition of the set of variables V into k non-empty subsets (X_1, ̇s, X_k) such that F(V) is δ-close to F_1(X_1)+ ̇s+F_k(X_k) for some F_1, ̇s, F_k with respect to a given error metric. We study algorithms for agnostically learning k partitions and testing k-partitionability over various groups and error metrics given query access to F. In particular we show that
1) Given a function that has a k-partition of cost δ, a partition of cost O(k n^2)(δ + ε) can be learned in time Õ(n^2 poly 1/ε) for any ε > 0. In contrast, for k = 2 and n = 3 learning a partition of cost δ + ε is NP-hard.
2) When F is real-valued and the error metric is the 2-norm, a 2-partition of cost √(δ^2 + ε) can be learned in time Õ(n^5/ε^2).
3) When F is Z_q-valued and the error metric is Hamming weight, k-partitionability is testable with one-sided error and O(kn^3/ε) non-adaptive queries. We also show that even two-sided testers require Ω(n) queries when k = 2.
This work was motivated by reinforcement learning control tasks in which the set of control variables can be partitioned. The partitioning reduces the task into multiple lower-dimensional ones that are relatively easier to learn. Our second algorithm empirically increases the scores attained over previous heuristic partitioning methods applied in this context
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