982 resultados para Elementary Algebra
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In this work we investigate a possible magnetic moment generation for massive neutral particles with spins-1 and -2 coupled non-minimally, in a specific way, to an external electromagnetic field. It is found that, in the nonrelativistic limit, these particles present g = 1. This result, worked out in the framework of Relativistic Quantum Mechanics, seems to suggest that g = 1 for all massive and neutral particles of any spin ≤ 2. We also compare with the results obtained for massive charged particles of spins-1 and -2, in the same regime (nonrelativistic), in order to investigate the role played by the spin separetely from the charge. Copyright © owned by the author(s) under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike Licence.
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The rule creation to clone selection in different projects is a hard task to perform by using traditional implementations to control all the processes of the system. The use of an algebraic language is an alternative approach to manage all of system flow in a flexible way. In order to increase the power of versatility and consistency in defining the rules for optimal clone selection, this paper presents the software OCI 2 in which uses process algebra in the flow behavior of the system. OCI 2, controlled by an algebraic approach was applied in the rules elaboration for clone selection containing unique genes in the partial genome of the bacterium Bradyrhizobium elkanii Semia 587 and in the whole genome of the bacterium Xanthomonas axonopodis pv. citri. Copyright© (2009) by the International Society for Research in Science and Technology.
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Incluye Bibliografía
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Pós-graduação em Educação Matemática - IGCE
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Pós-graduação em Educação Matemática - IGCE
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Pós-graduação em Matemática em Rede Nacional - IBILCE
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Objetivo:Este estudo teve como objetivo construir e validar um instrumento de avaliação da compreensão de leitura a fim de caracterizar o perfil de leitura e detectar dificuldades de compreensão em escolares do terceiro ao quinto ano do Ensino Fundamental.Métodos:Participaram 378 escolares divididos em trés grupos para avaliação da compreensão de proposições literais e inferenciais de micro e macroestruturas de dois textos expositivos e dois textos narrativos por meio de questões de múltipla escolha.Resultados:Os dados analisados estatisticamente indicaram valores do teste alfa de Cronbach apresentando consisténcia interna nos quatros textos aplicados para os trés grupos.Conclusão:Foi possível constatar que os escolares apresentaram menor número de erros com o aumento da escolarização e que cada tipo de texto apresentou uma dificuldade específica para os escolares.
The modern math movement(s): an essay on how elementary school teachers in Brazil gave meaning to it
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The main goal of this paper is to discuss the production of meaning of the Modern Math Movement. The main sources were data available in school archives and interviews with former teachers that we use in order to focus on the diversity of perspectives -that complement it or oppose it-, which comes up when teachers refer to the Movement. Using this process of signification, teachers whether accept it, invalidate it or adapt it to guidelines imposed to them in their teaching activities. We establish a methodology by following the premises of Oral History to gather oral testimonies. The theoretical foundations in which this article is written are the guidelines of Paul Ricoeur's Hermeneutics, John Thompson's Depth Hermeneutics and Bolivar's narrative analysis.
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We show that the BRST cohomology of the massless sector of the Type IIB superstring on AdS(5) x S (5) can be described as the relative cohomology of an infinite-dimensional Lie superalgebra. We explain how the vertex operators of ghost number 1, which correspond to conserved currents, are described in this language. We also give some algebraic description of the ghost number 2 vertices, which appears to be new. We use this algebraic description to clarify the structure of the zero mode sector of the ghost number two states in flat space, and initiate the study of the vertices of the higher ghost number.
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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
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In a concise way, the article reports part of the Master of Arts dissertation in Music entitled The meaning of the teaching of Arts in H. Gardner's perspective, presented in the IAUNESP [Arts Institute-State of Sao Paulo University] in 2008. Some considerations on the Statutory Law n. 11.769/08 were added to the original text. The produced research had an exploratory nature and a theoretical mark. Some texts by Howard Gardner, by the psychologist Eliane Leao, as well as the text of the National Syllabus Parameters-Art, from the Department of Elementary Education, served as a foundation for this article. The intended aim was to demonstrate to what extent the pedagogical proposition of the Arts Education projected by H. Gardner is similar to the one proposed by the National Syllabus Parameters, and which would the benefits be in this age group of an artistic sensitizing work for the development of the individual's personality.
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In this paper we deal with the notion of regulated functions with values in a C*-algebra A and present examples using a special bi-dimensional C*-algebra of triangular matrices. We consider the Dushnik integral for these functions and shows that a convenient choice of the integrator function produces an integral homomorphism on the C*-algebra of all regulated functions ([a, b], A). Finally we construct a family of linear integral functionals on this C*-algebra.