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Journal articles on the topic 'Types of classes'

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Published: 30 May 2022

Last updated: 31 May 2022

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1

Läufer, Konstantin. "Type classes with existential types." Journal of Functional Programming 6, no. 3 (May 1996): 485–518. http://dx.doi.org/10.1017/s0956796800001817.

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AbstractWe argue that the novel combination of type classes and existential types in a single language yields significant expressive power. We explore this combination in the context of higher-order functional languages with static typing, parametric polymorphism, algebraic data types and Hindley–Milner type inference. Adding existential types to an existing functional language that already features type classes requires only a minor syntactic extension. We first demonstrate how to provide existential quantification over type classes by extending the syntax of algebraic data type definitions, and give examples of possible uses. We then develop a type system and a type inference algorithm for the resulting language. Finally, we present a formal semantics by translation to an implicitly-typed second-order λ-calculus and show that the type system is semantically sound. Our extension has been implemented in the Chalmers Haskell B. system, and all examples from this paper have been developed using this system.

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2

PEYTON JONES, SIMON. "6 Predefined Types and Classes." Journal of Functional Programming 13, no. 1 (January 2003): 81–96. http://dx.doi.org/10.1017/s0956796803000819.

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3

Prandy, Kenneth. "Ideal types, stereotypes and classes." British Journal of Sociology 53, no. 4 (December 2002): 583–601. http://dx.doi.org/10.1080/0007131022000021498.

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4

Hyttinen, Tapani. "Types in Abstract Elementary Classes." Notre Dame Journal of Formal Logic 45, no. 2 (April 2004): 99–108. http://dx.doi.org/10.1305/ndjfl/1095386646.

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5

Gan, Edward, Jesse A. Tov, and Greg Morrisett. "Type Classes for Lightweight Substructural Types." Electronic Proceedings in Theoretical Computer Science 176 (February 16, 2015): 34–48. http://dx.doi.org/10.4204/eptcs.176.4.

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6

Campion, Tim, and Jinhe Ye. "Homotopy types of abstract elementary classes." Journal of Pure and Applied Algebra 225, no. 5 (May 2021): 106461. http://dx.doi.org/10.1016/j.jpaa.2020.106461.

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7

Ibrahim Hassan, Yousif Atyeib. "Types and Properties of Characteristic Classes." Annals of Pure and Applied Mathematics 14, no. 2 (September 15, 2017): 293–306. http://dx.doi.org/10.22457/apam.v14n2a12.

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8

Jakubík, Ján. "On some types of radical classes." Czechoslovak Mathematical Journal 58, no. 3 (September 2008): 833–48. http://dx.doi.org/10.1007/s10587-008-0054-3.

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9

Cortés-Rodriguez, Francisco J. "Revisiting Aktionsart types for lexical classes." Review of Cognitive Linguistics 14, no. 2 (December 23, 2016): 498–521. http://dx.doi.org/10.1075/rcl.14.2.09cor.

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A good number of lexical and grammatical models make use of systems of meaning representation which are based on a theory of event structure. Theories of event structure quite often take aspectual features as the backbone for the semantic representation of symbolic units, i.e predicates and constructions. One of the most comprehensive and detailed proposals for the aspectual characterization of both lexical units and argumental constructions can be found in the Lexical Constructional Model, which in turn is based on the system for semantic representations from Role and Reference Grammar. However, such a system presents some drawbacks, which stem mainly from not establishing a neat distinction between what is properly lexical and what is contributed by higher constructional units in the denotation of specific events. Taking such a distinction as a basic premise for a sound characterization of events, in this paper a reassessment of the typology of aspectual classes from these models is made; this critical revision is followed by a hierarchical reorganization of such aspectual classes.

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10

Bessai, Jan, Boris Düdder, Andrej Dudenhefner, Tzu-Chun Chen, and Ugo de'Liguoro. "Typing Classes and Mixins with Intersection Types." Electronic Proceedings in Theoretical Computer Science 177 (March 17, 2015): 79–93. http://dx.doi.org/10.4204/eptcs.177.7.

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11

Gorman, Kyle. "Are types of filled pause discrete classes?" Journal of the Acoustical Society of America 122, no. 5 (2007): 2994. http://dx.doi.org/10.1121/1.2942687.

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12

Karmenova, N. N., Sh B. Argingazina, and Zh Zh Kokteubay. "APPLICATION OF SOME TYPES OF INNOVATIVE TECHNOLOGIES IN GEOGRAPHY CLASSES." Bulletin of the Korkyt Ata Kyzylorda University 60, no. 1 (2022): 194–200. http://dx.doi.org/10.52081/bkaku.2022.v60.i1.025.

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The article discusses the specifics of some types of innovative methods and the possibilities of their application in geography classes. The new image of the school and the state policy in the field of education are humanistic in nature, guided by the free development of the individual and require the creation of conditions for the implementation of these needs. Currently, among many problems, it is difficult to find ways to teach a person in combination with rapidly changing world conditions. Since humanization trends are becoming the main principles of school education, students should be ready to connect their lives with rapidly changing processes taking place in the country and in the world as a whole throughout the educational process in school. The complexity of this problem is currently at the stage of formation of educational standards in various fields of education, as well as the presence of stereotypes inherent in it in the consciousness and actions of the teacher, who considers the standard traditional. Differential learning can be considered as a tool for differentiating students based on their academic performance and as a method of unambiguous assessment of them in an individual plan. When mastering new standards, especially specific sections such as "economic and social geography of the World", teachers face difficulties, first of all, in understanding and correcting the content and semantic side of the standard. In the pedagogical and methodological literature, the question of the methodology of applying differentiated tasks in the section "economic and social geography of the world" of the school has not yet been sufficiently reflected. In conclusion, we would like to note that the poor coverage of this problem in the pedagogical literature is reflected in the practice of teaching geography in schools and explains the decrease in students ' interest in studying economic and social geography of the world. At the same time, the low level of quality of knowledge and skills is reflected. This is also confirmed by our analysis of the determining stage of an experiment conducted among students of the 10th grade in geography at school.

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13

Scow, Lynn. "Indiscernibles, EM-Types, and Ramsey Classes of Trees." Notre Dame Journal of Formal Logic 56, no. 3 (2015): 429–47. http://dx.doi.org/10.1215/00294527-3132797.

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14

Hwang, Yoon-Young, Hee-Jeong Kim, Hye-Gyeong Cha, Dahye Park, and Eun-Ja Yeun. "Types of debriefing in nursing simulation classes (Subjectivity study)." Indian Journal of Public Health Research & Development 9, no. 9 (2018): 887. http://dx.doi.org/10.5958/0976-5506.2018.01111.7.

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15

Labbé, Jean-Philippe, and Gilbert Labelle. "Counting Types of Runs in Classes of Arborescent Words." Open Journal of Discrete Mathematics 03, no. 01 (2013): 7–15. http://dx.doi.org/10.4236/ojdm.2013.31002.

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16

Hyttinen, Tapani, and Meeri Kesälä. "Lascar Types and Lascar Automorphisms in Abstract Elementary Classes." Notre Dame Journal of Formal Logic 52, no. 1 (January 2011): 39–54. http://dx.doi.org/10.1215/00294527-2010-035.

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17

Chinksy, A., J. DiFrancisco, K. Flanagan, R. M. Otto, and J. Wygand. "A COMPARISON OF TWO TYPES OF SPIN EXERCISE CLASSES." Medicine & Science in Sports & Exercise 30, Supplement (May 1998): 168. http://dx.doi.org/10.1097/00005768-199805001-00955.

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18

McKinney-Bock, Katy. "Types of Degree Questions: Consequences of Different Adjective Classes." LSA Annual Meeting Extended Abstracts 2 (July 6, 2011): 34. http://dx.doi.org/10.3765/exabs.v0i0.568.

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This paper observes that what constitutes an appropriate answer to a degree question differs for two types of gradable adjectives – dimension (e.g. big) and color (e.g. red). When we ask 'how big' something is, we are asking for that object’s size within some reasonable limits. When we ask 'how red,' we are asking to what degree of redness (appropriate to that object) the object has. I propose that the two types of adjectives merge with degree quantifiers that have different restrictors. This accounts for the differing interpretation/answerhood conditions of dimension and color degree questions.

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19

Lieberman, Michael. "A topology for galois types in abstract elementary classes." Mathematical Logic Quarterly 57, no. 2 (March 1, 2011): 204–16. http://dx.doi.org/10.1002/malq.200910132.

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20

Gilman, Robert H. "Classes of linear automata." Ergodic Theory and Dynamical Systems 7, no. 1 (March 1987): 105–18. http://dx.doi.org/10.1017/s0143385700003837.

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21

Fujita, Masato, and Masahiro Shiota. "Topological types of Pfaffian manifolds." Nagoya Mathematical Journal 173 (2004): 1–22. http://dx.doi.org/10.1017/s0027763000008709.

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AbstractLet Ω = (ω1,…,ωn-k) be differential 1-forms with polynomial coefficients in Rn. A Pfaffian manifold of Ω is by definition a maximal integral k-manifold of Ω. It is shown that the number of homeomorphism classes of all Pfaffian manifolds of Rolle Type of Ω is finite and, moreover, bounded by a computable function in variables n, k and the degree of ω1,…, ωn-k. Finiteness is proved also in any o-minimal structure.We give also an example of a semi-algebraic C1 differential form on a semi-algebraic C2 3-manifold whose Pfaffian manifolds have homeomorphism classes of the cardinality of continuum. Hence the cardinality of all manifolds is the continuum (not countable).

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22

Malov, IF. "Two Types of Pulsar." Australian Journal of Physics 40, no. 6 (1987): 731. http://dx.doi.org/10.1071/ph870731.

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Some arguments for the subdivision of pulsars into two classes are considered: (i) short-period pulsars described by Smith's (1973) model and (ii) long-period pulsars for which the hollow-cone model is valid. The data for PSR 1937 + 21 (P = 1�56 ms) are in good agreement with this conception, this pulsar being a typical representative of the first group of pulsars.

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23

Goerdt, Andreas. "Characterizing complexity classes by general recursive definitions in higher types." Information and Computation 101, no. 2 (December 1992): 202–18. http://dx.doi.org/10.1016/0890-5401(92)90062-k.

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24

Daugherty, Gary W. "Unification of the models for types, classes and state machines." Computer Standards & Interfaces 19, no. 7 (November 1998): 347–59. http://dx.doi.org/10.1016/s0920-5489(98)00022-1.

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25

Terbizan, Donna J., Gary Liguori, and Arupendra Mozumdar. "Physiological Characteristics and Comparisons Between Different Types of Wellness Classes." Medicine & Science in Sports & Exercise 39, Supplement (May 2007): S194. http://dx.doi.org/10.1249/01.mss.0000273726.90681.4c.

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26

Britnell, John R., and Mark Wildon. "On types and classes of commuting matrices over finite fields." Journal of the London Mathematical Society 83, no. 2 (February 16, 2011): 470–92. http://dx.doi.org/10.1112/jlms/jdq088.

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27

Matoshvili, Maia, and Davit Tophuria Tophuria. "CELL CLASSES AND TYPES WHICH ARE ESSENTIAL DURING SKIN REGENERATION." Gulustan-Black Sea Scientific Journal of Academic Research 52, no. 01 (March 15, 2020): 4–7. http://dx.doi.org/10.36962/gbssjar5302202004.

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The Skin has the natural ability to heal and replace damaged and dead cells regulated by a network of complex immune processes. This ability is conferred by the population of resident immune cells that act in coordination with other players to provide a homeostatic environment under constant challenge. In this article we conclude that near future discoveries using such innovative strategies will not only help us achieve better therapeutic products for skin-related immune disorders but will also foster ideas toward novel cosmetic formulations and topical applications for improving skin’s regenerative potential.

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28

Meng Yue and R. Schlueter. "Classification of types, classes and agents for power system bifurcations." IEEE Power Engineering Review 22, no. 8 (August 2002): 55–57. http://dx.doi.org/10.1109/mper.2002.1021363.

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29

Kim, Sol, and Seon-Ho Park. "Types of verbal humor in elementary English classes in Korea." ENGLISH TEACHING 75, no. 4 (December 31, 2020): 101–32. http://dx.doi.org/10.15858/engtea.75.4.202012.101.

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30

Deb, Surajit. "Types of Vulnerable Household across Social Classes in Rural India." Social Change 50, no. 3 (September 2020): 466–72. http://dx.doi.org/10.1177/0049085720953408.

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The eighth part of the Social Change Indicators series presents data on vulnerable households, that is, mean household size, percentage of female-headed households, percentage of households with no literate adult, percentage of households with no adult member and percentage of landless households dependent on manual casual labour across different social classes in rural areas of different states.

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31

Kim, Yeong-Man, and Sung-Sub Sim. "A study on the types of social classes practicing Taekkyeon." Korean Journal of Sports Science 27, no. 1 (February 28, 2018): 1–12. http://dx.doi.org/10.35159/kjss.2018.02.27.1.1.

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32

Căzănescu, Virgil-Emil, and Gheorghe Ştefănescu. "Classes of finite relations as initial abstract data types I." Discrete Mathematics 90, no. 3 (July 1991): 233–65. http://dx.doi.org/10.1016/0012-365x(91)90147-t.

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33

Cǎzǎnescu, Virgil-Emil, and Gheorghe Ştefǎnescu. "Classes of finite relations as initial abstract data types – II." Discrete Mathematics 126, no. 1-3 (March 1994): 47–65. http://dx.doi.org/10.1016/0012-365x(94)90252-6.

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34

Thuy, Pham Trut, and Le Thanh Thao. "University Students’ Preferable Types of Teacher Humor in English Classes." Vision: Journal for Language and Foreign Language Learning 10, no. 1 (October 29, 2021): 53–68. http://dx.doi.org/10.21580/vjv10i29096.

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The current study aimed to explore what types of teacher humor EFL students prefer in their classes. The study was designed as a mixed-method approach, using questionnaires and semi-structured interviews to collect data in two different Vietnamese universities. One hundred fifty-eight university students responded to the survey, and eight out of them were recruited as the participants for the interviews. The study results revealed that the types of jokes (M=4.41), riddles (M=4.08), and language play (M=4.15) were most favored. Besides, the participants' demographic information, including their gender and majors, affected their preferable types of teacher humor. Specifically, males showed more positive attitudes towards teacher humor than their counterparts. In terms of students’ majors, there were differences between non-English majors and English-majored students’ perceptions of irony, teasing, language play, visual and physical humor. Regarding the students’ positive attitudes towards teacher humor, EFL teachers should learn more about valuable strategies for using teacher humor in their classes due to the fact that they do not need to have a sense of humor to use it effectively.

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35

Mohammadinejad, Reza, Samaneh Karimi, Siavash Iravani, and Rajender S. Varma. "Plant-derived nanostructures: types and applications." Green Chemistry 18, no. 1 (2016): 20–52. http://dx.doi.org/10.1039/c5gc01403d.

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Significant recent developments in plant-derived nanostructures, their classes, and vital applications are discussed with insight into their use as bio-renewable, sustainable, and diversified resources for the production of useful nanostructures.

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36

De Boeck, Paul, and Iven Van Mechelen. "Traits and taxonomies: A hierarchical classes approach." European Journal of Personality 4, no. 2 (June 1990): 147–56. http://dx.doi.org/10.1002/per.2410040207.

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Three types of taxonomy involving traits are discerned. In the first type, traits are objects of trait categories based on trait attributes. In the second type, traits are attributes of persons, person types being categories. In the third type, traits are categories of acts grouped on the basis of act attributes. All three types are analysed and discussed from the perspective of the hierarchical classes model for object by attribute data. Categories are considered external variables that can be mapped onto the object by attribute structure by way of category rules. It is suggested that this conceptual analysis yields a framework for studying how trait terms are understood and used.

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37

Görner, Karol, Mária Gregáňová, Katarzyna Wójcik, and Jakub Spieszny. "COMPARING SELECTED TYPES OF AGGRESSIVENESS AND INDIVIDUAL TYPES OF HOSTILITY AMONG STUDENTS OF SPORTS HOCKEY CLASSES." Journal of Kinesiology and Exercise Sciences 28, no. 82 (June 30, 2018): 61–67. http://dx.doi.org/10.5604/01.3001.0013.5129.

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Aim of the research was to find out and compare individual subsystems of selected types of aggressiveness and individual types of hostility within age categories of learners of sports hockey classes. Research sample consisted of sixth, seventh, eighth and ninth grade boys from primary schools. Age of learners varied from 11 to 14 years. Total sample consisted of 120 learners. The research was it was implemented with the help of a standardized psychological questionnaire B – D – I. In the results we‘re comparing the differences in individual subspecies of aggressive behaviour and also in overall aggressiveness between younger and older learners grade. It turned out that in all of the observed comparisons older learners achieved higher average values of the weighted score than younger. The difference was confirmed also by the nonparametric Mann Whitney U test, which at the unilateral test of 5 % level of demonstrability tells that between younger and older learners there‘s statistically significant difference p = 0.031. Also, any increased value of the resentment didn‘t occur neither among younger learners who achieved the average value of the weighted score 4.19 nor among older learners with the average value of the weighted score 4.81 and therefore there is not statistically significant difference (p = 0.681). Our research revealed that controlling emotions such as aggression is very important. Therefore, it‘s important to pay enough attention to the young athletes and their coaches to prevent any manifestations of aggressiveness from their performers and to encourage them to play fair-play sports.

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38

Klausner, L. D., and T. Weinert. "THE POLARISED PARTITION RELATION FOR ORDER TYPES." Quarterly Journal of Mathematics 71, no. 3 (June 4, 2020): 823–42. http://dx.doi.org/10.1093/qmathj/haaa003.

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Abstract We analyse partitions of products with two ordered factors in two classes where both factors are countable or well-ordered and at least one of them is countable. This relates the partition properties of these products to cardinal characteristics of the continuum. We build on work by Erd̋s, Garti, Jones, Orr, Rado, Shelah and Szemerédi. In particular, we show that a theorem of Jones extends from the natural numbers to the rational ones, but consistently extends only to three further equimorphism classes of countable orderings. This is made possible by applying a 13-year-old theorem of Orr about embedding a given order into a sum of finite orders indexed over the given order.

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39

Mirzayeva, Koldigiz. "Approaches to teaching writing in efl classes." Общество и инновации 2, no. 5/S (June 16, 2021): 17–21. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp17-21.

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As the title implies the article describes the benefits of different approaches in teaching writing through different types of activities and methods. The aim of the article is to provide the reader with some material on organizing the writing lesson effectively. Variety types of useful activities of teaching writing skill are emphasized in the article.

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40

Lee, Gyu-Il. "Assessment of levels of moderate-to-vigorous physical activity in physical education classes using 3-dimensional accelerometer: Competition domain." Korean Journal of Sport Science 30, no. 2 (June 30, 2019): 258–68. http://dx.doi.org/10.24985/kjss.2019.30.2.258.

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Purpose The purpose of this study was to investigate characteristics of levels of physical activity in considering gender and different types of competition-oriented physical activity classes using three-dimensional accelerometers. Methods A total of 981 students(505 male students, 476 female students) in six different types of physical education classes were participated in this study. All of the six different types of physical education classes were competition-oriented classes, and levels of physical activity were accessed by three-dimensional accelerometers. Data were analyzed using t-test and ANOVA. Results First, descriptive analyses of participation time of levels of physical activity showed that MVPA of physical education classes is 10.26 mins (22.89%) on average, and, MVPA showed differently in different types of physical education classes in the order of T ball(14.61 mins), flying disk(12.61 mins), soccer(10.78 mins), volley ball(10.56 mins), basketball(9.64 mins), and table tennis(5.73 mins). Second, female students showed significantly lower levels of MVPA in all the different types of physical education classes. Third, post-hoc analyses showed that significantly higher levels of MVPA were found in T ball physical education classes and significantly lower levels of MVPA were found in table tennis physical education classes, compared to other types of physical education classes. Conclusions MVPA in physical education classes is not satisfied with recommended MVPA, and MVPA in Korean physical education classes is lower than MVPA in same types of physical education classes in other countries. In addition, significant mean differences of MVPA are found between male and female students, and new sports physical education classes show higher levels of MVPA compared to classic sports physical education classes. These results indicate that competition oriented physical education classes widely used in Korea need to find ways to increase MVPA and to overcome different levels of MVPA between male and female students.

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41

Lessmann, Olivier. "Categoricity and U-rank in excellent classes." Journal of Symbolic Logic 68, no. 4 (December 2003): 1317–36. http://dx.doi.org/10.2178/jsl/1067620189.

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AbstractLet be the class of atomic models of a countable first order theory. We prove that if is excellent and categorical in some uncountable cardinal, then each model is prime and minimal over the basis of a definable pregeometry given by a quasiminimal set. This implies that is categorical in all uncountable cardinals. We also introduce a U-rank to measure the complexity of complete types over models. We prove that the U-rank has the usual additivity properties, that quasiminimal types have U-rank 1, and that the U-rank of any type is finite in the uncountably categorical, excellent case. However, in contrast to the first order case, the supremum of the U-rank over all types may be ω (and is not achieved). We illustrate the theory with the example of free groups, and Zilber's pseudo analytic structures.

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42

Ciolcă, Corina, and Claudia Mogâldea. "Types of Communication in Kinetotherapy Classes Involving Students with Hearing Impairments." Procedia - Social and Behavioral Sciences 117 (March 2014): 610–15. http://dx.doi.org/10.1016/j.sbspro.2014.02.270.

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43

Wild, Gaynor C., and Betty J. Skipper. "Comparing Examination Scores and Personality Types of Students from Three Classes." Journal of the Association of American Medical Colleges 66, no. 9 (September 1991): 561–62. http://dx.doi.org/10.1097/00001888-199109000-00031.

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44

Nešetřil, Jaroslav. "For graphs there are only four types of hereditary Ramsey classes." Journal of Combinatorial Theory, Series B 46, no. 2 (April 1989): 127–32. http://dx.doi.org/10.1016/0095-8956(89)90038-5.

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45

Antipin, P. S., A. M. Bakhmet’ev, I. E. Efimkina, S. P. Lin’kov, and V. V. Petrunin. "Probabilistic Safety Analysis of Nuclear Installations of Different Types and Classes." Atomic Energy 129, no. 1 (November 2020): 46–49. http://dx.doi.org/10.1007/s10512-021-00710-1.

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46

Doroshchenko, Anna V., and Vyacheslav V. Sychevich. "Physical loading in PE classes in view of students’ body types." Izvestia: Herzen University Journal of Humanities & Sciences, no. 201 (2021): 166–77. http://dx.doi.org/10.33910/1992-6464-2021-201-166-177.

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47

Pakerys, Jurgis. "Obligatory features of Lithuanian verbal inflection classes." Vilnius University Open Series 16 (July 26, 2021): 268–90. http://dx.doi.org/10.15388/sbol.2021.14.

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Lithuanian verbal inflection classes are defined by tense suffixes, stem‑forming affixes, vowel and consonant alternations, and accentuation patterns. I make a distinction between obligatory features that are relevant for every verb and non‑obligatory features that characterize only part of the verbs. I argue that the obligatory features are the present and the past tense suffixes combined with mobile and immobile accentuation patterns, while the rest of the features are optional. When only the obligatory features are taken into account, three types of the present tense (‑a‑, ‑i‑, ‑o‑) and two types of the past tense (‑ė‑, ‑o‑) suffixes are found in five combinations (‑a‑/‑ė‑, ‑a‑/‑o‑, ‑i‑/‑o‑, ‑o‑/‑ė‑, ‑o‑/‑o‑) with further variants defined by two types of mobile and one type of immobile accentuation, resulting in eighteen suffixal‑accentual combinations in standard Lithuanian. The combinations of features characterizing the present and the past stems support the view of inflection classes as classes of stems rather than of lexemes (Stump 2016).

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48

Hosny, Rodyna A., Tareq M. Al-shami, and Abdelwaheb Mhemdi. "New Types of μ -Proximity Spaces and Their Applications." Journal of Mathematics 2022 (January 17, 2022): 1–10. http://dx.doi.org/10.1155/2022/1657993.

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Near set theory supplies a major basis for the perception, differentiation, and classification of elements in classes that depend on their closeness, either spatially or descriptively. This study aims to introduce a lot of concepts; one of them is μ -clusters as the useful notion in the study of μ -proximity (or μ -nearness) spaces which recognize some of its features. Also, other types of μ -proximity, termed R μ -proximity and O μ -proximity, on X are defined. In a μ -proximity space X , δ μ , for any subset K of X , one can find out nonempty collections δ μ K = G ⊆ X ∣ K δ ¯ μ G , which are hereditary classes on X . Currently, descriptive near sets were presented as a tool of solving classification and pattern recognition problems emerging from disjoint sets; hence, a new approach to basic μ -proximity structures, which depend on the realization of the structures in the theory of hereditary classes, is introduced. Also, regarding to specific options of hereditary class operators, various kinds of μ -proximities can be distinguished.

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OZAKI, MASA-AKI, EIJI MIYAI, TOMOAKI KONISHI, and KAORU HANAFUSA. "SUPERCONDUCTING CLASSES IN THE EXTENDED HUBBARD MODEL." International Journal of Modern Physics B 10, no. 12 (May 30, 1996): 1397–423. http://dx.doi.org/10.1142/s0217979296000532.

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This paper describes group theoretical classification of superconducting states (SC) in the extended Hubbard model with on-site repulsion (U), nearest neighbor attraction (V) and nearest neighbour exchange interaction (J) on the two-dimensional square lattice using the mean field approach. By decomposing the pairing interaction into irreducible parts; A1g, B1g and Eu of D4h point symmetry, we have derived two singlet SCs (s-wave and d-wave) from A1g and B1g, eight triplet SCs from Eu. The first three types of triplet SC have pairing by electrons with antiparallel spin, the second two types have pairing by electrons with equal spin and the last three types are non-unitary and have pairing by only up-spin electrons. We showed that three non-unitary states have to be accompanied with a ferromagnetic order from the structure of the maximal little groups. We performed numerical studies for these SCs. For parameters and electron density favorable for the ferromagnetic order, a non-unitary SC coexistent with ferromagnetism is most stable.

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Scherer, Sabrina, and Ana Paula Ramos de Souza. "Types e tokens na aquisição típica de linguagem por sujeitos de 18 a 32 meses falantes do português brasileiro." Revista CEFAC 13, no. 5 (June 24, 2011): 838–46. http://dx.doi.org/10.1590/s1516-18462011005000058.

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OBJETIVO: analisar comparativamente a mudança em types e tokens e na taxa de type/token em crianças, de ambos os sexos, entre 18 e 36 meses, falantes nativos do português brasileiro, quanto à classe gramatical e à medida total e segmentar. MÉTODO: foram gravadas e transcritas as falas de 60 crianças com desenvolvimento típico de linguagem em atividades lúdicas com as mães ou professora. A seguir, efetuaram-se os cálculos da taxa de type/token (TTR) e de types e tokens (ty/to), na forma total e segmentar, com sua distribuição em classes gramaticais. Os resultados foram analisados estatisticamente, por meio dos testes t-student e análise de variância (ANOVA). RESULTADOS: o número de types e tokens totais apresentou vantagens sobre o segmentar em termos de descrição de classes gramaticais e na diferenciação estatística das faixas etárias de 18, 24 e 32 meses. Evolutivamente substantivos surgem primeiro do que verbos, advérbios e adjetivos e demais classes gramaticais que se completam até 32 meses. CONCLUSÃO: não houve diferença estatística quanto ao gênero. A análise isolada dos types e tokens é mais efetiva do que a divisão dos mesmos (TTR), tendo validade estatística na diferenciação das faixas etárias de 18, 24 e 32 meses. O número de types e tokens segmentar é menos efetivo na descrição gramatical considerando faixa etária e gênero.

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