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61.
Stability of chirped bright and dark soliton-like solutions of the cubic complex Ginzburg-Landau equation with variable coefficients 总被引:1,自引:0,他引:1
Fang Fang 《Optics Communications》2006,268(2):305-310
We consider an inhomogeneous optical fiber system described by the generalized cubic complex Ginzburg-Landau (CGL) equation with varying dispersion, nonlinearity, gain (loss), nonlinear gain (absorption) and the effect of spectral limitation. Exact chirped bright and dark soliton-like solutions of the CGL equation were found by using a suitable ansatz. Furthermore, we analyze the features of the solitons and consider the problem of stability of these soliton-like solutions under finite initial perturbations. It is shown by extensive numerical simulations that both bright and dark soliton-like solutions are stable in an inhomogeneous fiber system. Finally, the interaction between two chirped bright and dark soliton-like pulses is investigated numerically. 相似文献
62.
Abstract
In this note, we consider a Frémond model of shape memory alloys. Let us imagine a piece of a shape memory alloy which is
fixed on one part of its boundary, and assume that forcing terms, e.g., heat sources and external stress on the remaining
part of its boundary, converge to some time-independent functions, in appropriate senses, as time goes to infinity. Under
the above assumption, we shall discuss the asymptotic stability for the dynamical system from the viewpoint of the global
attractor. More precisely, we generalize the paper [12] dealing with the one-dimensional case. First, we show the existence
of the global attractor for the limiting autonomous dynamical system; then we characterize the asymptotic stability for the
non-autonomous case by the limiting global attractor.
* Project supported by the MIUR-COFIN 2004 research program on “Mathematical Modelling and Analysis of Free Boundary Problems”. 相似文献
63.
Wei Gengping~ Shen Jianhua~ 《高校应用数学学报(英文版)》2006,21(3):320-326
This paper studies the nonautonomous nonlinear system of difference equationsΔx(n)=A(n)x(n)+f(n,x(n)),n∈Z,(*) where x(n)∈R~N,A(n)=(a_(ij)(n))N×N is an N×N matrix,with a-(ij)∈C(R,R) for i,j= 1,2,3,...,N,and f=(f_1,f_2,...,f_N)~T∈C(R×R~N,R~N),satisfying A(t+ω)=A(t),f(t+ω,z)=f(t,z) for any t∈R,(t,z)∈R×R~N andωis a positive integer.Sufficient conditions for the existence ofω-periodic solutions to equations (*) are obtained. 相似文献
64.
WANG Libin 《数学年刊B辑(英文版)》2002,23(4):439-454
The author gets a blow-up result of C1 solution to the Cauchy problem for a first order quasilinear non-strictly hyperbolic system in one space dimension. 相似文献
65.
利用Riccati变换求解同谐谐振子的定态薛定谔方程,求得了能谱及态函数
关键词:
同调谐振子
本征值谱
Riccati变换法 相似文献
66.
67.
Volker Elling. 《Mathematics of Computation》2006,75(256):1721-1733
A particular case of initial data for the two-dimensional Euler equations is studied numerically. The results show that the Godunov method does not always converge to the physical solution, at least not on feasible grids. Moreover, they suggest that entropy solutions (in the weak entropy inequality sense) are not well posed.
68.
69.
70.
Maria Kordaki Athanasia Balomenou 《International Journal of Computers for Mathematical Learning》2006,11(1):99-135
This study focuses on the constructions in terms of area and perimeter in equivalent triangles developed by students aged 12–15 years-old, using the tools provided by Cabri-Geometry II [Labore (1990). Cabri-Geometry (software), Université de Grenoble]. Twenty-five students participated in a learning experiment where they were asked to construct: (a) pairs of equivalent triangles “in as many ways as possible” and to study their area and their perimeter using any of the tools provided and (b) “any possible sequence of modifications of an original triangle into other equivalent ones”. As regards the concept of area and in contrast to a paper and pencil environment, Cabri provided students with different and potential opportunities in terms of: (a) means of construction, (b) control, (c) variety of representations and (d) linking representations, by exploiting its capability for continuous modifications. By exploiting these opportunities in the context of the given open tasks, students were helped by the tools provided to develop a broader view of the concept of area than the typical view they would construct in a typical paper and pencil environment. 相似文献