On the Newton method for solving fuzzy optimization problems

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Interior-exterior point method with global convergence strategy for solving the reactive optimal power flow problem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Metrics for Association Rule Clustering Assessment

Issues related to association mining have received attention, especially the ones aiming to discover and facilitate the search for interesting patterns. A promising approach, in this context, is the application of clustering in the pre-processing step. In this paper, eleven metrics are proposed to provide an assessment procedure in order to support the evaluation of this kind of approach. To propose the metrics, a subjective evaluation was done. The metrics are important since they provide criteria to: (a) analyze the methodologies, (b) identify their positive and negative aspects, (c) carry out comparisons among them and, therefore, (d) help the users to select the most suitable solution for their problems. Besides, the metrics do the users think about aspects related to the problems and provide a flexible way to solve them. Some experiments were done in order to present how the metrics can be used and their usefulness.

Multiseries Lie groups and asymptotic modules for characterizing and solving integrable models

A multiseries integrable model (MSIM) is defined as a family of compatible flows on an infinite-dimensional Lie group of N-tuples of formal series around N given poles on the Riemann sphere. Broad classes of solutions to a MSIM are characterized through modules over rings of rational functions, called asymptotic modules. Possible ways for constructing asymptotic modules are Riemann-Hilbert and ∂̄ problems. When MSIM's are written in terms of the group coordinates, some of them can be contracted into standard integrable models involving a small number of scalar functions only. Simple contractible MSIM's corresponding to one pole, yield the Ablowitz-Kaup-Newell-Segur (AKNS) hierarchy. Two-pole contractible MSIM's are exhibited, which lead to a hierarchy of solvable systems of nonlinear differential equations consisting of (2 + 1) -dimensional evolution equations and of quite strong differential constraints. © 1989 American Institute of Physics.

Heavy λ semileptonic decay: A QCD sum rule approach

In this work we calculate the form factors of the Lambda(c) and Lambda(b) semileptonic decay using the QCD sum rules approach. We found that the form factors sum rules are more stable than the respective mass sum rules, and we get a decay rate for Lambda(c) compatible with experiment.

Development of neurofuzzy architecture for solving the N-Queens problem

Neural networks are dynamic systems consisting of highly interconnected and parallel nonlinear processing elements that are shown to be extremely effective in computation. This paper presents an architecture of recurrent neural networks for solving the N-Queens problem. More specifically, a modified Hopfield network is developed and its internal parameters are explicitly computed using the valid-subspace technique. These parameters guarantee the convergence of the network to the equilibrium points, which represent a solution of the considered problem. The network is shown to be completely stable and globally convergent to the solutions of the N-Queens problem. A fuzzy logic controller is also incorporated in the network to minimize convergence time. Simulation results are presented to validate the proposed approach.

Scalar-bipolar asymptotic modules for solving (2+1)-dimensional nonlinear evolution equations with constraints

An infinite hierarchy of solvable systems of purely differential nonlinear equations is introduced within the framework of asymptotic modules. Eacy system consists of (2+1)-dimensional evolution equations for two complex functions and of quite strong differential constraints. It may be interpreted formally as an integro-differential equation in (1+1) dimensions. © 1988.

QCD sum rule approach to the s->d gamma contribution to the Omega(-)->Xi(-)gamma radiative decay

QCD sum rules are used to calculate the contribution of the short-distance single-quark transition s-->d gamma to the amplitudes of the hyperon radiative decay Omega(-)-->Xi(-) gamma. We reevaluate the Wilson coefficient of the effective operator responsible for this transition. We obtain a branching ratio which is comparable to the unitarity limit.

Solving the multiobjective environmental/economic dispatch problem using weighted sum and ε-constraint strategies and a predictor-corrector primal-dual interior point method

This paper proposes a technique for solving the multiobjective environmental/economic dispatch problem using the weighted sum and ε-constraint strategies, which transform the problem into a set of single-objective problems. In the first strategy, the objective function is a weighted sum of the environmental and economic objective functions. The second strategy considers one of the objective functions: in this case, the environmental function, as a problem constraint, bounded above by a constant. A specific predictor-corrector primal-dual interior point method which uses the modified log barrier is proposed for solving the set of single-objective problems generated by such strategies. The purpose of the modified barrier approach is to solve the problem with relaxation of its original feasible region, enabling the method to be initialized with unfeasible points. The tests involving the proposed solution technique indicate i) the efficiency of the proposed method with respect to the initialization with unfeasible points, and ii) its ability to find a set of efficient solutions for the multiobjective environmental/economic dispatch problem.

The Phycodnaviridae: The Story of How Tiny Giants Rule the World

The family Phycodnaviridae encompasses a diverse and rapidly expanding collection of large icosahedral, dsDNA viruses that infect algae. These lytic and lysogenic viruses have genomes ranging from 160 to 560 kb. The family consists of six genera based initially on host range and supported by sequence comparisons. The family is monophyletic with branches for each genus, but the phycodnaviruses have evolutionary roots that connect them with several other families of large DNA viruses, referred to as the nucleocytoplasmic large DNA viruses (NCLDV).The phycodnaviruses have diverse genome structures, some with large regions of noncoding sequence and others with regions of ssDNA. The genomes of members in three genera in the Phycodnaviridae have been sequenced. The genome analyses have revealed more than 1000 unique genes, with only 14 homologous genes in common among the three genera of phycodnaviruses sequenced to date. Thus, their gene diversity far exceeds the number of so-called core genes. Not much is known about the replication of these viruses, but the consequences of these infections on phytoplankton have global affects, including influencing geochemical cycling and weather patterns.

Student Problem Solving

The purpose of this study is to determine if students solve math problems using addition, subtraction, multiplication, and division consistently and whether students transfer these skills to other mathematical situations and solutions. In this action research study, a classroom of 6th grade mathematics students was used to investigate how students solve word problems and how they determine which mathematical approach to use to solve a problem. It was discovered that many of the students read and re-read a question before they try to find an answer. Most students will check their answer to determine if it is correct and makes sense. Most students agree that mastering basic math facts is very important for problem solving and prefer mathematics that does not focus on problem solving. As a result of this research, it will be emphasized to the building principal and staff the need for a unified and focused curriculum with a scope and sequence for delivery that is consistently followed. The importance of managing basic math skills and making sure each student is challenged to be a mathematical thinker will be stressed.

Strategies and Precise Vocabulary Knowledge: Exploring the Relationships Among Mathematics Vocabulary, Problem Solving, and Confidence

In this action research study I focused on my eighth grade pre-algebra students’ abilities to attack problems with enthusiasm and self confidence whether they completely understand the concepts or not. I wanted to teach them specific strategies and introduce and use precise vocabulary as a part of the problem solving process in hopes that I would see students’ confidence improve as they worked with mathematics. I used non-routine problems and concept-related open-ended problems to teach and model problem solving strategies. I introduced and practiced communication with specific and precise vocabulary with the goal of increasing student confidence and lowering student anxiety when they were faced with mathematics problem solving. I discovered that although students were working more willingly on problem solving and more inclined to attempt word problems using the strategies introduced in class, they were still reluctant to use specific vocabulary as they communicated to solve problems. As a result of this research, my style of teaching problem solving will evolve so that I focus more specifically on strategies and use precise vocabulary. I will spend more time introducing strategies and necessary vocabulary at the beginning of the year and continue to focus on strategies and process in order to lower my students’ anxiety and thus increase their self confidence when it comes to doing mathematics, especially problem solving.

Improving Mathematics Problem Solving Through Written Explanations

In this action research study of two classrooms of 7th grade mathematics, I investigated how requiring written explanations of problem solving would affect students ability to problem solve, their ability to write good explanations, and how it would affect their attitudes toward mathematics and problem solving. I studied a regular 7th grade mathematics class and a lower ability 7th grade class to see if there would be any difference in what was gained by each group or any group. I discovered that there were no large gains made in the short time period of my action research. Some gains were made in ability to problem solve by my lower ability students over the 7 weeks that they did a weekly problem solving assignment. Some individual students felt that the writing had helped them in their problem solving because they needed to think and write each step. As a result of this research I plan to continue implementing writing in my classroom over the entire school year requiring a little more from students each time we problem solve and write.

Using Math Vocabulary Building to Increase Problem Solving Abilities in a 5th Grade Classroom

In this action research study of my 5th grade mathematics class, I investigated how students’ understanding of math vocabulary impacts their understanding of the curriculum. I discovered math vocabulary plays an important role in a student’s ability to understand daily lessons, complete homework, discuss ideas in groups, take tests and be successful on achievement tests. A student’s ability to understand the words around him (or her) in math class seem very related to his or her ability to solve word problems. Word problems are what our national assessments are all about. I also discovered that direct instruction and support of math vocabulary increased test scores and confidence in students as test takers. As a result of this research, I plan to continue to find ways to emphasize the vocabulary used in our current math curriculum. This process will start at the beginning of the year. I will continue to look for strategies that promote math vocabulary retention in my students. And finally, I will share my findings with my colleagues, so my research can be used as part of our School Improvement Goals.

Enhancing Problem Solving Through Math Clubs

This action research paper was about a mandatory math club of seventh graders that met once per week over a 12-week period. The students gathered in the classroom during their regularly scheduled math class. The focus of the math club was to solve challenging math problems, usually cooperatively, and sometimes competitively. The math club activities varied from week to week to offer an element of surprise. Frequently, the students presented their solutions to peers, along with an explanation of the way they solved the problem. Instruments were used to collect information about problem-solving accuracy, student attitudes, and student and teacher behaviors. I discovered a slight improvement in problem solving. Also, on Math Club days, the teaching was less teacher-centered and more student-centered. As a result of this research, I plan to offer my middle school students more problem-solving opportunities and I plan to allow my students to work cooperatively on a regular basis.