159 resultados para math.AT
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In this work we make some contributions to the theory of actions of abelian p-groups on the n-Torus T-n. Set congruent to Z(pk1)(h1) x Z(pk2)(h2) x...x Z(pkr)(hr), r >= 1, k(1) >= k(2) >=...>= k(r) >= 1, p prime. Suppose that the group H acts freely on T-n and the induced representation on pi(1)(T-n) congruent to Z(n) is faithful and has first Betti number b. We show that the numbers n, p, b, k(i) and h(i) (i = 1,..,r) satisfy some relation. In particular, when H congruent to Z(p)(h), the minimum value of n is phi(p) + b when b >= 1. Also when H congruent to Z(pk1) x Z(p) the minimum value of n is phi(p(k1)) + p - 1 + b for b >= 1. Here phi denotes the Euler function.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
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Let us consider M a closed smooth connected m-manifold, N a smooth ( 2m-2)-manifold and f: M -> N a continuous map, with m equivalent to 1( 4). We prove that if f*: H(1)(M; Z(2)) -> H(1)(f(M); Z(2)) is injective, then f is homotopic to an immersion. Also we give conditions to a map between manifolds of codimension one to be homotopic to an immersion. This work complements some results of Biasi et al. (Manu. Math. 104, 97-110, 2001; Koschorke in The singularity method and immersions of m-manifolds into manifolds of dimensions 2m-2, 2m-3 and 2m-4. Lecture Notes in Mathematics, vol. 1350. Springer, Heidelberg, 1988; Li and Li in Math. Proc. Camb. Phil. Soc. 112, 281-285, 1992).
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We consider the family of singularly nonautonomous plate equation with structural dampingu(tt) + a(t, x)u(t) - Delta u(t) + (-Delta)(2)(u) + lambda u = f(u),in a bounded domain Omega subset of R(n), with Navier boundary conditions. When the nonlinearity f is dissipative we show that this problem is globally well posed in H(0)(2)(Omega) x L(2)(Omega) and has a family of pullback attractors which is upper-semicontinuous under small perturbations of the damping a.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
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We improve upon the method of Zhu and Zhu [A method for directly finding the denominator values of rational interpolants, J. Comput. Appl. Math. 148 (2002) 341-348] for finding the denominator values of rational interpolants, reducing considerably the number of arithmetical operations required for their computation. In a second stage, we determine the points (if existent) which can be discarded from the rational interpolation problem. Furthermore, when the interpolant has a linear denominator, we obtain a formula for the barycentric weights which is simpler than the one found by Berrut and Mittelmann [Matrices for the direct determination of the barycentric weights of rational interpolation, J. Comput. Appl. Math. 78 (1997) 355-370]. Subsequently, we give a necessary and sufficient condition for the rational interpolant to have a pole. (c) 2006 Elsevier B.V. All rights reserved.
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In this work we present a generalization of an exact sequence of normal bordism groups given in a paper by H. A. Salomonsen (Math. Scand. 32 (1973), 87-111). This is applied to prove that if h : M-n --> Xn+k, 5 less than or equal to n < 2k, is a continuous map between two manifolds and g : M-n --> BO is the classifying map of the stable normal bundle of h such that (h, g)(*) : H-i (M, Z(2)) --> H-i (X x BO, Z(2)) is an isomorphism for i < n - k and an epimorphism for i = n - k, then h bordant to an immersion implies that h is homotopic to an immersion. The second remark complements the result of C. Biasi, D. L. Goncalves and A. K. M. Libardi (Topology Applic. 116 (2001), 293-303) and it concerns conditions for which there exist immersions in the metastable dimension range. Some applications and examples for the main results are also given.
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This paper presents some findings regarding the interaction between different computer interfaces and different types of collective work. We want to claim that design in online learning environments has a paramount role in the type of collaboration that happens among participants. In this paper, we report on data that illustrate how teachers can collaborate online in order to learn how to use geometry software in teaching activities. A virtual environment which allows that construction to be carried out collectively, even if the participants are not sharing a classroom, is the setting for the research presented in this paper.
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This is a philosophical essay on a phenomenological way to understand and to work out Mathematics Education. Its philosophical grounding is the Husserlian work, focusing on its key word "going to the things themselves" in order to keep us away from the theoretical educational truth, took as the unique one. We assume the attitude of being on the life-world with the students and Mathematics as a field of research and practice that show and express themselves through lived experiences and through language. We assume to be in search of understanding of education, learning and Mathematics, as we take care, consciously, of what we are doing and saying in the same movement of saying and doing it.