939 resultados para Circle-squaring
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Pós-graduação em Matemática em Rede Nacional - IBILCE
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“Significs” is provisionally defined by Welby (1911: vii) as the study of the nature of significance in all its forms and relationships, of its workings in all spheres of human life and knowledge. Considering “significs” as a movement highlighting significance, Welby explores the action of signs in life; and more than the Saussurean sign composed of signifier and signified, the sign as understood by Welby refers to meaning as generated through signs in motion. This notion of “significs” empowers the study of signs when it considers the sign not in terms of the Saussurean structural representation of the union of the concept and acoustic image, but as (responsive and responsible) sign action in the world, in life. This also means to take into account the “extra-linguistic referent” (translinguistic and transdiscursive character of significs), history (space-time), subjectivity, the architecture of values connected to language, their communicative function. We believe that a dialogue can be established between Welby’s vision of significs and the notion of ideological sign proposed by Vološinov in Marxism and the Philosophy of Language, expanding the notions of “meaning” and “sense.”
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
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We consider some of the relations that exist between real Szegö polynomials and certain para-orthogonal polynomials defined on the unit circle, which are again related to certain orthogonal polynomials on [-1, 1] through the transformation x = (z1/2+z1/2)/2. Using these relations we study the interpolatory quadrature rule based on the zeros of polynomials which are linear combinations of the orthogonal polynomials on [-1, 1]. In the case of any symmetric quadrature rule on [-1, 1], its associated quadrature rule on the unit circle is also given.
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We study two 3-3-1 models with (i) five (four) charge 2/3 (-1/3) quarks and (ii) four (five) charge 2/3 (-1/3) quarks and a vectorlike third generation. Possibilities beyond these models are also briefly considered.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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Over the past decade or two, restorative justice has become a popular approach for the criminal justice system to take in Canada, New Zealand, and Australia. In part, this is due in all three countries to an appalling disproportionality in the incarceration rates for racialized minorities. As the authors of "Will the Circle Be Unbroken?" point out, however, governments have been attracted to restorative justice for cost-cutting reasons as well. A burning question, therefore, is whether restorative justice works.
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We find conditions for two piecewise 'C POT.2+V' homeomorphisms f and g of the circle to be 'C POT.1' conjugate. Besides the restrictions on the combinatorics of the maps (we assume that the maps have bounded combinatorics), and necessary conditions on the one-side derivatives of points where f and g are not differentiable, we also assume zero mean-nonlinearity for f and g.
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[EN]Often some interesting or simply curious points are left out when developing a theory. It seems that one of them is the existence of an upper bound for the fraction of area of a convex and closed plane area lying outside a circle with which it shares a diameter, a problem stemming from the theory of isoperimetric inequalities. In this paper such a bound is constructed and shown to be attained for a particular area. It is also shown that convexity is a necessary condition in order to avoid the whole area lying outside the circle
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The thaumatrope consists of a circle of cardstock, 2.5 inches in diameter with 2 strings attached, one each at opposite points of the diameter. There were 2 images painted on the cardstock, one on each side, with their positions inverted. The outline of the image was usually printed and the color hand-painted in (Barnes 7).
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The article introduces the E-learning Circle, a tool developed to assure the quality of the software design process of e-learning systems, considering pedagogical principles as well as technology. The E-learning Circle consists of a number of concentric circles which are divided into three sectors. The content of the inner circles is based on pedagogical principles, while the outer circle specifies how the pedagogical principles may be implemented with technology. The circle’s centre is dedicated to the subject taught, ensuring focus on the specific subject’s properties. The three sectors represent the student, the teacher and the learning objectives. The strengths of the E-learning Circle are the compact presentation combined with the overview it provides, as well as the usefulness of a design tool dealing with complexity, providing a common language and embedding best practice. The E-learning Circle is not a prescriptive method, but is useful in several design models and processes. The article presents two projects where the E-learning Circle was used as a design tool.