 |
|
|
Item Details
| Title:
|
GLASSES AND GRAINS
POINCARE SEMINAR 2009 |
| By: |
Bertrand Duplantier (Editor), Thomas C. Halsey (Editor), Vincent Rivasseau (Editor) |
| Format: |
Paperback |
| List price:
|
£81.00 |
|
We currently do not stock this item, please contact the publisher directly for
further information.
|
|
|
|
|
|
| ISBN 10: |
303480329X |
| ISBN 13: |
9783034803298 |
| Publisher: |
SPRINGER BASEL |
| Pub. date: |
15 July, 2013 |
| Edition: |
2011 ed. |
| Series: |
Progress in Mathematical Physics 61 |
| Pages: |
162 |
| Description: |
This volume of the Poincare Seminar Series covers a key frontier in statistical physics, exploring leading-edge research on the related but little understood topics of glasses-especially the glass transition-and the statics and dynamics of granular systems. |
| Synopsis: |
This tenth volume in the Poincare Seminar Series describes recent developments at one of the most challenging frontiers in statistical physics - the deeply related fields of glassy dynamics, especially near the glass transition, and of the statics and dynamics of granular systems. These fields are marked by a vigorous interchange between experiment, theory, and numerical studies, all of which are well represented by the leading experts who have contributed articles to this volume. These articles are also highly pedagogical, as befits their origin in lectures to a broad scientific audience. Highlights include a Galilean dialogue on the mean field and competing theories of the glass transition, a wide-ranging survey of colloidal glasses, and experimental as well as theoretical treatments of the relatively new field of dense granular flows. This book should be of broad general interest to both physicists and mathematicians. |
| Illustrations: |
X, 162 p. |
| Publication: |
Switzerland |
| Imprint: |
Springer Basel |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|