Vanishing of Ext and Tor over complete intersections

Let (R,m) be a local complete intersection, that is, a local ring whose m-adic completion is the quotient of a complete regular local ring by a regular sequence. Let M and N be finitely generated R-modules. This dissertation concerns the vanishing of Tor(M, N) and Ext(M, N). In this context, M satisfies Serre's condition (S_{n}) if and only if M is an nth syzygy. The complexity of M is the least nonnegative integer r such that the nth Betti number of M is bounded by a polynomial of degree r-1 for all sufficiently large n. We use this notion of Serre's condition and complexity to study the vanishing of Tor_{i}(M, N). In particular, building on results of C. Huneke, D. Jorgensen and R. Wiegand [32], and H. Dao [21], we obtain new results showing that good depth properties on the R-modules M, N and MtensorN force the vanishing of Tor_{i}(M, N) for all i>0. We give examples showing that our results are sharp. We also show that if R is a one-dimensional domain and M and MtensorHom(M,R) are torsion-free, then M is free if and only if M has complexity at most one. If R is a hypersurface and Ext^{i}(M, N) has finite length for all i>>0, then the Herbrand difference [18] is defined as length(Ext^{2n}(M, N))-(Ext^{2n-1}(M, N)) for some (equivalently, every) sufficiently large integer n. In joint work with Hailong Dao, we generalize and study the Herbrand difference. Using the Grothendieck group of finitely generated R-modules, we also examined the number of consecutive vanishing of Ext^{i}(M, N) needed to ensure that Ext^{i}(M, N) = 0 for all i>>0. Our results recover and improve on most of the known bounds in the literature, especially when R has dimension two.

Applications of Linear Programming to Coding Theory

Maximum-likelihood decoding is often the optimal decoding rule one can use, but it is very costly to implement in a general setting. Much effort has therefore been dedicated to find efficient decoding algorithms that either achieve or approximate the error-correcting performance of the maximum-likelihood decoder. This dissertation examines two approaches to this problem. In 2003 Feldman and his collaborators defined the linear programming decoder, which operates by solving a linear programming relaxation of the maximum-likelihood decoding problem. As with many modern decoding algorithms, is possible for the linear programming decoder to output vectors that do not correspond to codewords; such vectors are known as pseudocodewords. In this work, we completely classify the set of linear programming pseudocodewords for the family of cycle codes. For the case of the binary symmetric channel, another approximation of maximum-likelihood decoding was introduced by Omura in 1972. This decoder employs an iterative algorithm whose behavior closely mimics that of the simplex algorithm. We generalize Omura's decoder to operate on any binary-input memoryless channel, thus obtaining a soft-decision decoding algorithm. Further, we prove that the probability of the generalized algorithm returning the maximum-likelihood codeword approaches 1 as the number of iterations goes to infinity.

Uma análise dos livros de André Perez Y Marin: um momento da história da matemática escolar brasileira no início do século XX

Pós-graduação em Educação Matemática - IGCE

A Avaliação na sala de aula de matemática: práticas e concepções

This research aims to understand the assessment practices used by teachers at a public state school in the city of Cunha, Sao Paulo. To this end, we interviewed five mathematics teachers, who answered a questionnaire with five questions. The responses were analyzed according to the rigor of phenomenological research. To understand the investigation region, that is to say, the meaning of evaluation, we proceeded to a review of studies on the subject in authors like Buriasco (2002), Pavanello (2006), Hoffmann (1994), expressive in Mathematics Education that allows us to explain the concept of prevailing interpretation in the area. The phenomenological analysis enabled the development of three categories open revealing the concept of evaluation of teachers investigated. The first shows the review As a way to measure the knowledge acquired by the student. His interpretation leads us to understand that for some teachers, the research subjects, the assessment becomes a method to ' measure ' the knowledge acquired by the student. The second category, expressed by As a way of understanding the student's behavior in class, shows that some of the interviewees understand the evaluation as a medium that reveals and appreciates the ways of the student behave in class. Finally, the third category refers to the evaluation by means of said instruments. On this subject the claim that the assessment is through instruments such that: evidence, exercise lists, among others. In summary, interviews and categories analyzed explain the ways in which the assessment reveals the concept of implicit learning the instruments used in the evaluation practices of teachers interviewed. However, the authors read, evaluation is a necessary and permanent teaching job in teaching, which must follow step by step the process of teaching and learning. It follows, ... (Complete abstract click electronic access below)

A Resolução de problemas no ensino de matemática

The Troubleshooting is a methodology that stands out in mathematics teaching, it provides a meaningful learning, favoring the intellectual development of the student and the autonomous and critical thinking. In this work an exploratory study on the use of Problem Solving as a teaching strategy. Along it is discussed the importance of problem solving, which is a problem and their differences for years, the types of problems, how to solve a problem and as a teacher should apply problem solving in the classroom choosing problems and exercises adequate and properly questioning the student

GEDI: a user-friendly toolbox for analysis of large-scale gene expression data

Abstract Background Several mathematical and statistical methods have been proposed in the last few years to analyze microarray data. Most of those methods involve complicated formulas, and software implementations that require advanced computer programming skills. Researchers from other areas may experience difficulties when they attempting to use those methods in their research. Here we present an user-friendly toolbox which allows large-scale gene expression analysis to be carried out by biomedical researchers with limited programming skills. Results Here, we introduce an user-friendly toolbox called GEDI (Gene Expression Data Interpreter), an extensible, open-source, and freely-available tool that we believe will be useful to a wide range of laboratories, and to researchers with no background in Mathematics and Computer Science, allowing them to analyze their own data by applying both classical and advanced approaches developed and recently published by Fujita et al. Conclusion GEDI is an integrated user-friendly viewer that combines the state of the art SVR, DVAR and SVAR algorithms, previously developed by us. It facilitates the application of SVR, DVAR and SVAR, further than the mathematical formulas present in the corresponding publications, and allows one to better understand the results by means of available visualizations. Both running the statistical methods and visualizing the results are carried out within the graphical user interface, rendering these algorithms accessible to the broad community of researchers in Molecular Biology.

Competência informacional e midiática no ensino superior: Desafios e propostas para o Brasil

A presença das tecnologias e das mídias é hoje tão importante, que é impossível ignorá-la. Os calouros e estudantes universitários de hoje têm telefones celulares com fotos digitais e ídeos. Eles usam blogs, twitter e sites de redes sociais. Ao mesmo tempo, leem livros e artigos, e fazem seus projetos e a lição de casa. Continuamente, diferentes tecnologias e novas informações estão impactando o ensino superior. Isto exige uma rápida atualização da competência informacional e midiática pelos alunos. Apesar do impacto progressivo da tecnologia digital na cultura acadêmica contemporânea, é imperativo resgatar e consolidar um compromisso mais crítico com a informação, mídia e tecnologia. Nós defendemos a convergência da literacia da informação e da literacia dos media no ensino superior. O Projeto CIMES (Competência em Informação e Mídia no Ensino Superior) está em estágio inicial. O presente artigo tem como objetivo revisar as questões teóricas, políticas e práticas sobre a educação para a competência em informação e mídia no ensino superior, especialmente no Brasil. O objetivo final do Projeto CIMES é fornecer uma estrutura para desenvolver programas educacionais no Brasil que tenham a competência em informação e a competência midiática como uma aplicação transversal no ensino superior. O atual estágio do projeto permite apenas traçar um quadro geral analítico

Science publication workshops as a strategy to improve the visibility of scholarly production: the experience of the University of Sao Paulo (USP) - Brazil

The objective of this work is to present the experience of workshops that have been developed at the University of Sao Paulo by the Integrated Library System in partnership with Research Commission. The poster presents the main results of workshops that were made in 2011, in two knowledge areas: life science and engineering, about science publication processes, and directed to graduates, pos-doctorates, researchers, professors and library staff. The realization of workshops made possible identifies gaps in different aspects of scholarly communication such as research planning, search information strategy, information organization, submission process, identification of journals with high impact, and so on, areas where professors and librarians can help. Besides, workshops reveal that the majority of participants believe in its importance. Despite the ubiquity of digital technology that transversely impacts all academic activities, it is imperative to promote efforts to find a convergence between information and media literacy in higher education and university research activities. This is particularly important when we talk about how science is produced, communicated and preserved for future use. In this scenario, libraries and librarians assume a new, more active and committed role.

Rigidity for piecewise smooth homeomorphisms on the circle

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.

Lê–Greuel type formula for the Euler obstruction and applications

The Euler obstruction of a function f can be viewed as a generalization of the Milnor number for functions defined on singular spaces. In this work, using the Euler obstruction of a function, we establish several Lê–Greuel type formulas for germs f:(X,0)→(C,0) and g:(X,0)→(C,0). We give applications when g is a generic linear form and when f and g have isolated singularities.

Public Monuments and the Development of Siamese Nationalism, 1908-1945

A careful study of Siam's public monuments is the key to understanding the development of the Siamese nation in its formative period, from 1908 to 1945. As Siam's elites attempted to modernize the state in order to compete with the more developed powers of the West, they recognized that nationalism could potentially be used as a force to increase popular unity, consolidate modernization programs, legitimize their own authority, and protect the country from foreign conquest. The problem they faced, however, was how best to communicate nationalism to the people. Different factions throughout this era had their own idea of what it meant to be Siamese, and all of them wanted to control the national image. But literacy in Siam was extremely low, and art too expensive for most individuals to possess. Public political monuments, the focus of this thesis, therefore became the primary means of manifesting and propagating the underlying tenets of the new Siamese nation. Public monuments express the changing imaginings of the Siamese nation in this period of enormous transformations and turbulence, through the motives behind their commissioning, the political messages they convey, and popular reactions to the monuments. Three primary strains of Siamese nationalism emerged during this period: royalist nationalism, republican nationalism, and military nationalism. These three imaginings of the nation continually developed and interacted with each other, but each was particularly dominant at a given time in Siamese history. Monuments of the royalist period (1908-1925) embody the desire of Siam's kings to not only promote national pride amongst the Siamese people, but also advocate an image of nation and king as one. Monuments of the republican period (1925-1939) express the changing and sometimes contradictory events of their times, as they demonstrate new national values based on the sovereignty of the people, the value of the constitution, and the growing power of the military. And monuments of the military period (1939-1945) espouse an assertive and militaristic national image of warfare, patriotism, authority, and vigor. This thesis explores the nationalistic themes expressed in these monuments, and how these themes played out in the course of Siam's wider history.

Decomposing Blaschke Products And Polynomials

The goal of this paper is to contribute to the understanding of complex polynomials and Blaschke products, two very important function classes in mathematics. For a polynomial, $f,$ of degree $n,$ we study when it is possible to write $f$ as a composition $f=g\circ h$, where $g$ and $h$ are polynomials, each of degree less than $n.$ A polynomial is defined to be \emph{decomposable }if such an $h$ and $g$ exist, and a polynomial is said to be \emph{indecomposable} if no such $h$ and $g$ exist. We apply the results of Rickards in \cite{key-2}. We show that $$C_{n}=\{(z_{1},z_{2},...,z_{n})\in\mathbb{C}^{n}\,|\,(z-z_{1})(z-z_{2})...(z-z_{n})\,\mbox{is decomposable}\},$$ has measure $0$ when considered a subset of $\mathbb{R}^{2n}.$ Using this we prove the stronger result that $$D_{n}=\{(z_{1},z_{2},...,z_{n})\in\mathbb{C}^{n}\,|\,\mbox{There exists\,}a\in\mathbb{C}\,\,\mbox{with}\,\,(z-z_{1})(z-z_{2})...(z-z_{n})(z-a)\,\mbox{decomposable}\},$$ also has measure zero when considered a subset of $\mathbb{R}^{2n}.$ We show that for any polynomial $p$, there exists an $a\in\mathbb{C}$ such that $p(z)(z-a)$ is indecomposable, and we also examine the case of $D_{5}$ in detail. The main work of this paper studies finite Blaschke products, analytic functions on $\overline{\mathbb{D}}$ that map $\partial\mathbb{D}$ to $\partial\mathbb{D}.$ In analogy with polynomials, we discuss when a degree $n$ Blaschke product, $B,$ can be written as a composition $C\circ D$, where $C$ and $D$ are finite Blaschke products, each of degree less than $n.$ Decomposable and indecomposable are defined analogously. Our main results are divided into two sections. First, we equate a condition on the zeros of the Blaschke product with the existence of a decomposition where the right-hand factor, $D,$ has degree $2.$ We also equate decomposability of a Blaschke product, $B,$ with the existence of a Poncelet curve, whose foci are a subset of the zeros of $B,$ such that the Poncelet curve satisfies certain tangency conditions. This result is hard to apply in general, but has a very nice geometric interpretation when we desire a composition where the right-hand factor is degree 2 or 3. Our second section of finite Blaschke product results builds off of the work of Cowen in \cite{key-3}. For a finite Blaschke product $B,$ Cowen defines the so-called monodromy group, $G_{B},$ of the finite Blaschke product. He then equates the decomposability of a finite Blaschke product, $B,$ with the existence of a nontrivial partition, $\mathcal{P},$ of the branches of $B^{-1}(z),$ such that $G_{B}$ respects $\mathcal{P}$. We present an in-depth analysis of how to calculate $G_{B}$, extending Cowen's description. These methods allow us to equate the existence of a decomposition where the left-hand factor has degree 2, with a simple condition on the critical points of the Blaschke product. In addition we are able to put a condition of the structure of $G_{B}$ for any decomposable Blaschke product satisfying certain normalization conditions. The final section of this paper discusses how one can put the results of the paper into practice to determine, if a particular Blaschke product is decomposable. We compare three major algorithms. The first is a brute force technique where one searches through the zero set of $B$ for subsets which could be the zero set of $D$, exhaustively searching for a successful decomposition $B(z)=C(D(z)).$ The second algorithm involves simply examining the cardinality of the image, under $B,$ of the set of critical points of $B.$ For a degree $n$ Blaschke product, $B,$ if this cardinality is greater than $\frac{n}{2}$, the Blaschke product is indecomposable. The final algorithm attempts to apply the geometric interpretation of decomposability given by our theorem concerning the existence of a particular Poncelet curve. The final two algorithms can be implemented easily with the use of an HTML

Attempting to improve standardized test results using Study Islands' web-based mastery program

State standardized testing has always been a tool to measure a school’s performance and to help evaluate school curriculum. However, with the school of choice legislation in 1992, the MEAP test became a measuring stick to grade schools by and a major tool in attracting school of choice students. Now, declining enrollment and a state budget struggling to stay out of the red have made school of choice students more important than ever before. MEAP scores have become the deciding factor in some cases. For the past five years, the Hancock Middle School staff has been working hard to improve their students’ MEAP scores in accordance with President Bush's “No Child Left Behind” legislation. In 2005, the school was awarded a grant that enabled staff to work for two years on writing and working towards school goals that were based on the improvement of MEAP scores in writing and math. As part of this effort, the school purchased an internet-based program geared at giving students practice on state content standards. This study examined the results of efforts by Hancock Middle School to help improve student scores in mathematics on the MEAP test through the use of an online program called “Study Island.” In the past, the program was used to remediate students, and as a review with an incentive at the end of the year for students completing a certain number of objectives. It had also been used as a review before upcoming MEAP testing in the fall. All of these methods may have helped a few students perform at an increased level on their standardized test, but the question remained of whether a sustained use of the program in a classroom setting would increase an understanding of concepts and performance on the MEAP for the masses. This study addressed this question. Student MEAP scores and Study Island data from experimental and comparison groups of students were compared to understand how a sustained use of Study Island in the classroom would impact student test scores on the MEAP. In addition, these data were analyzed to determine whether Study Island results provide a good indicator of students’ MEAP performance. The results of the study suggest that there were limited benefits related to sustained use of Study Island and gave some indications about the effectiveness of the mathematics curriculum at Hancock Middle School. These results and implications for instruction are discussed.