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the aim of this study is investigating the effect of teaching “metacognitive strategies” on the way which scientific information retrieval workes by the using of google scholar searching machine on the students of ms in the psycology & education faculty of allameh tabatabayi university in 2007-2008 academic year. the statistical community was the students of ms in psychology & education facult...
The idea of the numerical renormalization group (NRG) for a quantum-mechanical system with Hamiltonian H is to obtain the many-body eigen-states and eigenvalues on all energy scales ω 1 > ω 2 >. .. in a sequence of steps, with each step corresponding to a distinct energy or length scale [1]. This is achieved by a formal procedure of tracing out high energy states to (RG) transformation R relate...
We discuss abelian variety and use it to generalize the concept of elliptic curve we discussed in the class. We state some of the basic properties of abelian variety and in particular 1-dimensional abelian variety. The main result of this report is to show that elliptic curve is that the only 1-dimensional abelian variety.
Functional renormalization group for theU(1)−T56tensorial group field theory with closure constraint
Based on the X-ray structure of the complex of Ac-Tyr-Val-Ala-Asp-H (L-709049) and interleukin-1 beta converting enzyme (ICE), we synthesized compounds which were derived from 2-NapCO-Val-Pro-Asp-CH2OPh (1) to obtain a potent inhibitor in the cell assay. Among these compounds, (3S)-N-methanesulfonyl-3-[[1-[N-(2-naphthoyl)-L-valyl]-L-prolyl]amino]- 4-oxobutanamide (27c) showed high potency not o...
In our paper [A. B. M. Basheer and J. Moori, On a group of the form $2^{10}{:}(U_{5}(2){:}2)$] we calculated the inertia factors, Fischer matrices and the ordinary character table of the split extension $ 2^{10}{:}(U_{5}(2){:}2)$ by means of Clifford-Fischer Theory. The second inertia factor group of $2^{10}{:}(U_{5}(2){:}2)$ is a group of the form $2_{-}^{1+6}{:}((3^{1+2}{...
this study aimed at examining the effects of iranian efl learners’ anxiety, ambiguity tolerance, and gender on their preferences for corrective feedback (cf, henceforth). the effects were sought with regard to the necessity, frequency, and timing of cf, types of errors that need to be treated, types of cf, and choice of correctors. seventy-five iranian efl students, twenty-eight males and forty...
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