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MODELS AND MODELLING, LIFE AND LIVING - MUSINGS OF A MATH TEACHER IN A LETTER TO OLD FRIENDS

机译:模型和建模,生活和生活 - 在给老朋友的一封信中的数学老师的乐观

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It is now thirty-six years since my year at Goddard - almost the entire span of the working life of a UK academic. It is good to see that you found the energy and enthusiasm to work on well past the normal UK retirement age of sixty-five, but then there is no "ageism" in the USA. Mind you, Prime Minister Blair is talking about raising this to seventy! Scientifically, 1969/70 was an exciting and productive year for me, and was a valuable addition to my CV when I came to look for a new job in my homeland a few years later. But the most valuable things to come from that time are friendships that have endured. However my relationship with atomic physics came to an end more or less in 1980. So what have I been up to for the last twenty-five years or so? Dick, you undoubtedly remember our 1970 paper on a "Simplified Model for Positronium-Helium Scattering" [1], because you mentioned in your talk on Few-body Positron Theory and the Three H's at John Humberston's retirement in 2003 that we had been "caught out" [2] at last and that a better result had been obtained. But what I want to draw attention to now is not the physics, but the word "model". This was the first time I had used the word in my scientific work, it was almost the first time I had seen it used in a scientific context, and it was to play a very big part in my subsequent thinking and teaching. In 1970 we used a "model" potential because we could not solve the problem with the "real" potential from the full Hamiltonian for the system.
机译:自从戈达德年以来,现在是三十六年 - 几乎是英国学术工作人寿的整个跨度。很高兴看到你发现能源和热情跨越普通的英国退休年龄为六十五岁,但在美国没有“年龄”。介意你,布莱尔总理正在谈到七十岁!科学上,1969/70对我来说是一个令人兴奋和富有成效的一年,这是我在几年后寻找我的家园的新工作时是一个有价值的补充。但是来自此时间最有价值的事情是持久的友谊。然而,我与原子物理学的关系在1980年或多或少地结束了。所以我在过去的二十五年左右是什么?迪克,你无疑会记得我们的1970年关于“正向氦散射的简化模型”[1],因为你在你的谈话中提到了几个身体正电子理论和2003年的John Humberston的三个H,我们已经“抓住了“[2]最后,获得了更好的结果。但我想引起现在的注意不是物理学,而是“模特”这个词。这是我第一次在我的科学工作中使用这个词,几乎是我第一次看到它在科学环境中使用,而且它在我随后的思考和教学中发挥着非常重要的部分。在1970年,我们使用了“模型”潜力,因为我们无法解决系统的“真实”潜力的问题。

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