A study on fuzzy semi inner product spaces

Mathematical models are often used to describe physical realities. However, the physical realities are imprecise while the mathematical concepts are required to be precise and perfect. Even mathematicians like H. Poincare worried about this. He observed that mathematical models are over idealizations, for instance, he said that only in Mathematics, equality is a transitive relation. A first attempt to save this situation was perhaps given by K. Menger in 1951 by introducing the concept of statistical metric space in which the distance between points is a probability distribution on the set of nonnegative real numbers rather than a mere nonnegative real number. Other attempts were made by M.J. Frank, U. Hbhle, B. Schweizer, A. Sklar and others. An aspect in common to all these approaches is that they model impreciseness in a probabilistic manner. They are not able to deal with situations in which impreciseness is not apparently of a probabilistic nature. This thesis is confined to introducing and developing a theory of fuzzy semi inner product spaces.

A study on fuzzy semi inner product spaces

Mathematical models are often used to describe physical realities. However, the physical realities are imprecise while the mathematical concepts are required to be precise and perfect. The 1st chapter give a brief summary of the arithmetic of fuzzy real numbers and the fuzzy normed algebra M(I). Also we explain a few preliminary definitions and results required in the later chapters. Fuzzy real numbers are introduced by Hutton,B [HU] and Rodabaugh, S.E[ROD]. Our definition slightly differs from this with an additional minor restriction. The definition of Clementina Felbin [CL1] is entirely different. The notations of [HU]and [M;Y] are retained inspite of the slight difference in the concept.the 3rd chapter In this chapter using the completion M'(I) of M(I) we give a fuzzy extension of real Hahn-Banch theorem. Some consequences of this extension are obtained. The idea of real fuzzy linear functional on fuzzy normed linear space is introduced. Some of its properties are studied. In the complex case we get only a slightly weaker analogue for the Hahn-Banch theorem, than the one [B;N] in the crisp case

Infinite dimensional Lie algebra associated with conformal transformations of the two-point velocity correlation tensor from isotropic turbulence

We deal with homogeneous isotropic turbulence and use the two-point velocity correlation tensor field (parametrized by the time variable t) of the velocity fluctuations to equip an affine space K3 of the correlation vectors by a family of metrics. It was shown in Grebenev and Oberlack (J Nonlinear Math Phys 18:109–120, 2011) that a special form of this tensor field generates the so-called semi-reducible pseudo-Riemannian metrics ds2(t) in K3. This construction presents the template for embedding the couple (K3, ds2(t)) into the Euclidean space R3 with the standard metric. This allows to introduce into the consideration the function of length between the fluid particles, and the accompanying important problem to address is to find out which transformations leave the statistic of length to be invariant that presents a basic interest of the paper. Also we classify the geometry of the particles configuration at least locally for a positive Gaussian curvature of this configuration and comment the case of a negative Gaussian curvature.

Components of learning and assessment in linear algebra

Linear algebra provides theory and technology that are the cornerstones of a range of cutting edge mathematical applications, from designing computer games to complex industrial problems, as well as more traditional applications in statistics and mathematical modelling. Once past introductions to matrices and vectors, the challenges of balancing theory, applications and computational work across mathematical and statistical topics and problems are considerable, particularly given the diversity of abilities and interests in typical cohorts. This paper considers two such cohorts in a second level linear algebra course in different years. The course objectives and materials were almost the same, but some changes were made in the assessment package. In addition to considering effects of these changes, the links with achievement in first year courses are analysed, together with achievement in a following computational mathematics course. Some results that may initially appear surprising provide insight into the components of student learning in linear algebra.