The part of the sentence "is a core for" is correct and usable in written English.
You can use it when you want to describe something that serves as the basis or foundation for something else. For example: "The strength of the family unit is a core for developing strong individuals."
The proof shows that the graph norms of H and (-Delta ) on (D -Delta )) are equivalent, so any operator core for (-D -Deltais areorequivalentince it isoeany toperatorat (coreinfor ({mathbb {R}}^{3N})) is a core for (-Delta ), the esa result follows from the self-adjoistness claim, so we coreentrate on the latter.
Chernoff considers the case ({mathcal {D}}subset D^infty (A) equiv cap _ell D^ell (A)) in which case ({mathcal {D}}) is a core for (A^ell ) for all (ell ). 3.
He proved the following result: Let A be a self-adjoint operator and B a symmetric operator with (D(B) subset D(A)) and so that D(B) is a core for (|A|^{1/2}).
The theorem follows from a combination of the results in Theorem 3 and Lemma 8 and the fact that (operatorname{Dom}(H cap C^{infty }(mathbb{R} backslash{0};mathfrak{h})) is a core for H.
We conclude by step 3 that ({varphi in Q(H),|, varphi in L^infty ) and (varphi ) has compact support is a core for H. Step 5. We haven't yet used (V in L^1_{loc}) in that the above arguments work, for example, if (V x) = |x|^{-beta }) for any (beta > 0).
Then ({mathcal {D}}) is a core for (A,A^2,ldots,A^ell ). 1. Recall that Stone's theorem [616, Theorem 7.3.1] says there is a one-one correspondence between one-parameter unitary groups and self-adjoint operators, via (U_t=e^{itA},tt in {mathbb {R}}).
As a project we have values, and there's a core for whom Mozilla acting as a tyrant is no better or only slightly better than somebody else acting as a tyrant".
But as a project, we have values and there's a core for who Mozilla acting as a tyrant is no better or only slightly better than somebody else acting as a tyrant.
Achieving scientific literacy for all is a core rationale for science coursework as part of general education (Gen Ed) requirements for undergraduates (Meinwald and Hildebrand, 2010).
But ensuring a swift return to normalcy for children there is a core priority for UNICEF.
