Microbial Transformations of Aryltetralone and Aryltetralin Lignans by Cunninghamella echinulata and Beauveria bassiana

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Entropy, information and doubly stochastic transformations

I analyze two inequalities on entropy and information, one due to von Neumann and a recent one to Schiffer, and show that the relevant quantities in these inequalities are related by special doubly stochastic matrices (DSM). I then use generalization of the first inequality to prove algebraically a generalization of Schiffer's inequality to arbitrary DSM. I also give a second interpretation to the latter inequality, determine its domain of applicability, and illustrate it by using Zeeman splitting. This example shows that symmetric (degenerate) systems have less entropy than the corresponding split systems, if compared at the same average energy. This seemingly counter-intuitive result is explained thermodynamically. © 1991.

Tau-functions and dressing transformations for zero-curvature affine integrable equations

The solutions of a large class of hierarchies of zero-curvature equations that includes Toda- and KdV-type hierarchies are investigated. All these hierarchies are constructed from affine (twisted or untwisted) Kac-Moody algebras g. Their common feature is that they have some special vacuum solutions corresponding to Lax operators lying in some Abelian (up to the central term) subalgebra of g; in some interesting cases such subalgebras are of the Heisenberg type. Using the dressing transformation method, the solutions in the orbit of those vacuum solutions are constructed in a uniform way. Then, the generalized tau-functions for those hierarchies are defined as an alternative set of variables corresponding to certain matrix elements evaluated in the integrable highest-weight representations of g. Such definition of tau-functions applies for any level of the representation, and it is independent of its realization (vertex operator or not). The particular important cases of generalized mKdV and KdV hierarchies as well as the Abelian and non-Abelian affine Toda theories are discussed in detail. © 1997 American Institute of Physics.

Closed expressions for Lie algebra invariants and finite transformations

A simple procedure to obtain complete, closed expressions for Lie algebra invariants is presented. The invariants are ultimately polynomials in the group parameters. The construction of finite group elements requires the use of projectors, whose coefficients are invariant polynomials. The detailed general forms of these projectors are given. Closed expressions for finite Lorentz transformations, both homogeneous and inhomogeneous, as well as for Galilei transformations, are found as examples.

Point transformations are canonical transformations

It is shown that point transformations are also canonical transformations. © 1999 IOP Publishing Ltd.

Phase transformations in the Cu-Al alloy with Ag addition

The effect of Ag addition on the phase transformations that occur in the Cu-10% Al alloy was studied using differential thermal analysis, scanning electron and optical microscopies and energy dispersive X-ray analysis. The results indicated that Ag addition is responsible for the separation of the reverse martensitic transformation in two stages, and for the refinement of the α-phase grains. The relative amount of the β1 martensitic phase, retained on slow cooling (above 2 K min-1 of cooling rate), and the relative fraction of phase α2 are increased. The solubility limit of Ag in the matrix is close to 6 mass% and at this concentration the maximum stability of the β-phase is reached. © 2005 Akadémiai Kiadó, Budapest.

Physical parameters and basis transformations in the two-Higgs-doublet model

A direct connection between physical parameters of general two-Higgs-doublet model (2HDM) potentials after electroweak symmetry breaking (EWSB) and the parameters that define the potentials before EWSB is established. These physical parameters, such as the mass matrix of the neutral Higgs bosons, have well-defined transformation properties under basis transformations transposed to the fields after EWSB. The relations are also explicitly written in a basis covariant form. Violation of these relations may indicate models beyond 2HDMs. In certain cases the whole potential can be defined in terms of the physical parameters. The distinction between basis transformations and reparametrizations is pointed out. Some physical implications are discussed. © 2008 The American Physical Society.

Potential scenarios for Internet use in the mathematics classroom

Research on the influence of multiple representations in mathematics education gained new momentum when personal computers and software started to become available in the mid-1980s. It became much easier for students who were not fond of algebraic representations to work with concepts such as function using graphs or tables. Research on how students use such software showed that they shaped the tools to their own needs, resulting in an intershaping relationship in which tools shape the way students know at the same time the students shape the tools and influence the design of the next generation of tools. This kind of research led to the theoretical perspective presented in this paper: knowledge is constructed by collectives of humans-with-media. In this paper, I will discuss how media have shaped the notions of problem and knowledge, and a parallel will be developed between the way that software has brought new possibilities to mathematics education and the changes that the Internet may bring to mathematics education. This paper is, therefore, a discussion about the future of mathematics education. Potential scenarios for the future of mathematics education, if the Internet becomes accepted in the classroom, will be discussed. © FIZ Karlsruhe 2009.

Collectives of humans-with-media in mathematics education: Notebooks, blackboards, calculators, computers and ... notebooks throughout 100 years of ICMI

The main aim of this study was to present evidence of the ways in which different media have conditioned and dramatically reorganized education, in general, and mathematics education, in particular. After an introduction of the theme, we discuss the epistemological perspective that provides the foundation for our analysis: the notion of humans-with-media. Then, we briefly illustrate how the medium is related to the scientific production of mathematical knowledge. We take a detour into the world of art to examine how devices and instruments have historically been associated with the production of mathematical knowledge. Then, we review studies on the history of education to show how traditional media were introduced into schools and have influenced education. In particular, we examine how devices such as blackboards and notebooks, which were novelties a 100 years ago, came to be accepted in schools and the mathematical activities that were promoted with their use. Finally, we discuss how information technology has changed education and how the Internet may have an impact on mathematics education comparable to that of the notebook over a century ago. © FIZ Karlsruhe 2009.