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Dibyendu Biswas
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In this communication, the incorrectness of phenomenological approach to the logistic growth equation, proposed by Castorina et al. is presented in detail. The correct phenomenological approach to logistic growth equation is also proposed here. It is also shown that the same leads to different types of biological growths also.
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We present a universal characterization scheme for chimera states applicable to both numerical and experimental data sets. The scheme is based on two correlation measures that enable a meaningful definition of chimera states as well as their classification into three categories: stationary, turbulent and breathing. In addition, these categories can be further subdivided according to the time-stationarity of these two measures. We demonstrate that this approach both is consistent with previously recognized chimera states and enables us to classify states as chimeras which have not been categorized as such before. Furthermore, the scheme allows for a qualitative and quantitative comparison of experimental chimeras with chimeras obtained through numerical simulations.
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Different classes of phenomenological universalities of environment dependent growths have been proposed. The logistic as well as environment dependent West-type allometry based biological growth can be explained in this proposed framework of phenomenological description. It is shown that logistic and environment dependent West-type growths are phenomenologically identical in nature. However there is a difference between them in terms of coefficients involved in the phenomenological descriptions. It is also established that environment independent and enviornment dependent biological growth processes lead to the same West-type biological growth equation. Involuted Gompertz function, used to describe biological growth processes undergoing atrophy or a demographic and economic system undergoing involution or regression, can be addressed in this proposed environment dependent description. In addition, some other phenomenological descriptions have been examined in this proposed framework and graphical representations of variation of different parameters involved in the description are executed.
Energy is a complex idea that cuts across scientific disciplines. For life science students, an approach to energy that incorporates chemical bonds and chemical reactions is better equipped to meet the needs of life sciences students than a traditional introductory physics approach that focuses primarily on mechanical energy. We present a curricular sequence, or thread, designed to build up students understanding of chemical energy in an introductory physics course for the life sciences. This thread is designed to connect ideas about energy from physics, biology, and chemistry. We describe the kinds of connections among energetic concepts that we intended to develop to build interdisciplinary coherence, and present some examples of curriculum materials and student data that illustrate our approach.
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