Connection Between Smoothing Problems with Obstacles and Weights

We study how to reduce the smoothing problems with obstacles to the solution of smoothing problems with weights. We prove that, for problems with obstacles in Hilbert spaces, and in the classical case, especially, in several variable problems, the associated Lagrangian has a saddle point. This implies the existence of equivalent problems with weights.     

A Connection Between the Logarithmic Capacity and the Sequence of the Analytical Function

Let E be a bounded closed set, d(E) be the logarithmic capacity of E. If A is any bounded set, then $[d(A) = \mathop {\sup }\limits_{E \in A} d(E)\]$ For each $Z_0 \in E$, and $\delta >0$, let $[\Delta = \Delta _{{Z_0}}^\delta = CE \cap (|Z - {Z_0}| < \delta )\]$ where CE is complement of E, then \Delta is an open set. By [{\bar \Delta ^0}\] we denote the interior of the closure A of A. Clearly,$\Delta \subset [{\bar \Delta ^0}\]$ and $d(\Delta) \leq d([{\bar \Delta ^0}\])$, and there exists an open set D such that d(D) 0, the equation $d(\Delta)=d([{\bar \Delta ^0}\])$ holds.     

The Zoo Connection: A Cooperative Project Between Formal and Informal Educational Institutions

This project was a cooperative effort between university faculty, elementary school teachers, and members of the Education Department at the Indianapolis Zoo. The purpose of this project was to develop, evaluate, and disseminate a set of fourteen K-6 science lessons that could be used in conjunction with field trips to the zoo. These lessons, titled The Zoo Connection, follow the Learning Cycle teaching model. In addition to following the model, the development of the lessons was based on the premise that teachers should focus on a specific science concept or set of related concepts when visiting a zoo. Workshop sessions were conducted to introduce teachers to the materials and to provide them with strategies for implementing the materials in their science instruction. An evaluation was conducted for each workshop session to determine teachers' perceptions of the materials and to determine whether they felt prepared to use them with their students. The materials were also field-tested in several elementary schools to assess their effectiveness for presenting science concepts to elementary school children. Results indicate that teachers felt the workshops adequately prepared them to use the materials and that the materials were effective for presenting science concepts.     

On the Connection Between Oriented Percolation and Contact Process

We study the contact process in ^d and a family of two-parametric oriented percolation models in ^d × ₊. It is proved that the derivative at the endpoint of the critical curve for percolation exists and its absolute value coincides with the critical rate for the corresponding contact process.     

On the Connection Between Macdonald Polynomials and Demazure Characters

We show that the specialization of nonsymmetric Macdonald polynomials at t = 0 are, up to multiplication by a simple factor, characters of Demazure modules for . This connection furnishes Lie-theoretic proofs of the nonnegativity and monotonicity of Kostka polynomials.     

A Cross‐Cultural Lesson Comparison on Teaching the Connection Between Multiplication and Division

This study compared one lesson across four U.S. “traditional” textbook series, two U.S. reform‐based textbook series, and one Chinese mathematics textbook series in teaching the connection between multiplication and division. The results showed the differences across U.S. and Chinese lessons in both the teaching and the practice parts of the lesson across three dimensions (i.e., problem schemata, response requirement, and algebra readiness). In particular, the Chinese lesson's penetrating analysis or explanation of the topic is reflected in its deliberately constructed examples and wide range of problems (pertaining to problem types and difficulty levels) present in the teaching and practice sections of the lesson. None of analyzed U.S. lessons are comparable with the Chinese lesson with respect to the breadth and depth in teaching the topic. A deliberate emphasis, both arithmetically and algebraically, on problem schema acquisition as found in the Chinese lesson represents a promotion of symbolic or higher order of conceptual understanding. The findings are discussed within the context of teaching big ideas through problem schemata acquisition and the importance of symbolic level of conceptual understanding.     

Is There a Conceptual Connection Between Intentionality and Consciousness?

It is argued that Searle’s argument for the thesis that there is a conceptual connection between intentionality and consciousness suffers from serious ambiguities. Searle’s argument is reconstructed as consisting of three premises that contain the notions of aspectual shape and irreducible subjectivity. Having identified two different readings of ‘aspectual shape’ and ‘irreducibly subjective,’ I conclude that each version of Searle’s argument incorporates at least one false premise. This paper is a descendant of a paper presented at the Wittgenstein Symposium at Kirchberg am Wechsel in August 2004. I would like to thank the reviewer of this journal for his/her helpful comments on a previous draft.     

Connection Between Polynomial Optimization and Maximum Cliques of Non-Uniform Hypergraphs

In Motzkin and Straus (Canad. J. Math 498 17, 533540 1965) provided a connection between the order of a maximum clique in a graph G and the Lagrangian function of G. In Rota Bulò and Pelillo (Optim. Lett. 500 3, 287295 2009) extended the Motzkin-Straus result to r-uniform hypergraphs by establishing a one-to-one correspondence between local (global) minimizers of a family of homogeneous polynomial functions of degree r and the maximal (maximum) cliques of an r-uniform hypergraph. In this paper, we study similar optimization problems and obtain the connection to maximum cliques for {s, r}-hypergraphs and {p, s, r}-hypergraphs, which can be applied to obtain upper bounds on the Turán densities of the complete {s, r}-hypergraphs and {p, s, r}-hypergraphs.     

A Galois Connection

The connection presented in this paper mirror-links two metamathematical structures, the finitary closure operators, and the compact consistency properties, in such a way that a specification of one structure induces a provably equivalent specification of the other. Mathematics Subject Classification (2000): Primary 06A15, Secondary 28E10 03B22     

On a Connection Between Unit Circles and Horocycles Determined by n Points

In the paper we give the best possible estimate for the minimal number of unit circles determined by n points passing through an arbitrarily chosen point.     

The Connection Between the Metric and Generalized Projection Operators in Banach Spaces

In this paper we study the connection between the metric projection operator PK ： B →K, where B is a reflexive Banach space with dual space B^＊ and K is a non-empty closed convex subset of B, and the generalized projection operators ∏K ： B → K and πK ： B^＊ → K. We also present some results in non-reflexive Banach spaces.     

On the Connection Between the Projection and the Extension of a Parallelotope

This paper presents a result concerning the connection between the parallel projection P _v,H of a parallelotope P along the direction v (into a transversal hyperplane H) and the extension P + S(v), meaning the Minkowski sum of P and the segment S(v) = {λv | −1 ≤ λ ≤ 1}. A sublattice L _v of the lattice of translations of P associated to the direction v is defined. It is proved that the extension P + S(v) is a parallelotope if and only if the parallel projection P _v,H is a parallelotope with respect to the lattice of translations L _v,H , which is the projection of the lattice L _v along the direction v into the hyperplane H.     

On Connection Between the Nonholonomic Metric on the Heisenberg Group and the Grushin Metric

The purpose of this paper is to compute geodesics on the Grushin plane and examine an assertion on connection between spheres of the Grushin plane and spheres of the Heisenberg group. The assertion turns out to require correction that the spheres of the Heisenberg group are directly obtained by rotation of the Grushin spheres. We find a modified Grushin metric for which the last assertion holds. Also, we prove several theorems about connections between the Grushin plane and Heisenberg group.     

Katugampola分数阶积分的阶与Weierstrass函数的分形维数之间的关系（英文）

计算Weierstrass函数的Katugampola分数阶积分的分形维数,如盒维数、K-维数和P-维数.证明了Weierstrass函数的Katugampola分数阶积分的阶与Weierstrass函数的分形维数之间存在线性关系.     

A Generalization of Lazard's Elimination Theorem

Abstract

Using the classical Lazard's elimination theorem, we obtain a decomposition theorem for Lie algebras defined by generators and relations of a certain type.