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余鋆 《咸阳师范专科学校学报》2012,(4):19-22
从循环完全图K（5m,5）的结构出发,得到Aut（K（5m,5））≈D5m,其中D5m是5m阶的二面体群,sEnd（k（5m,5））=Aut（k（5m,5）,End（K（5m,5））=qEnd（K（5m,5））。同时也解决了End（K（5m,5））的一些记数问题,给出了此类图的自同态谱。 相似文献
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给出了morphic代数的定义:代数A称为morphic的是指对于任意自同态α∈End(A)且Aα是A的代数理想时,有会A/Aα(=)ker(α);给出了morphic代数的一些性质;证明了如下结果:对于任意自同构σ∈End(A),如果自同态σ∈End(A)是morphic的,则ασα也是morphic的,代数A的下列条件等价:(1)A是morphic的,(2)如果A/K(=)N,其中K,N是A的理想,则A/N(=)K. 相似文献
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冯志明 《乐山师范学院学报》2014,(5):1-4
设D(m,n,μ)是Fock-Bargmann-Hartogs域,则它的自同构群Aut(D(m,n,μ))由保持函数||w||2exp{μ||z||2}不变的全纯自映射构成。 相似文献
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袁静 《安阳师范学院学报》2014,(5):4-7
称图Γ是弧传递图,如果Γ的自同构群AutΓ作用在其弧集上传递.在valΓ≥3的情形下,本文给出了S5的连通弧传递陪集图的一个完全分类.证明了在同构意义下,这样的图有18个:2个3度弧传递图;7个4度弧传递图;3个5度弧传递图;5个6度弧传递图;1个8度弧传递图. 相似文献
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《沧州师专学报》1992,(Z1)
对于Abel群G,用End G表示G之自同态集。已知结论表明,对于η、ξ∈End G,用（ξη）（x）=ξ（η（x））和（η+ξ）（x）=η（x）+ξ（x）来定义ξη和η+ξ,用1X=X和0X=0来定义1和0,则（End G,+,、,0,1）一个环。简称End G为Abel群G之自同态环。关于有限Abel群G之End G,已经有了一些结论,比如“P~n阶初等Abel群G的自同态环E（G）是具有p~（n~2）个元的有限环,它与有限域K_p上n阶全阵环同构”等。本文用初等因子定理讨论了n阶Abel群自同态的个数范围及特殊情况下这些自同态的构造并做为例题给出了Klein四元群的所有自同态。 相似文献
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The purpose of this article is to share ideas from 5x5x5=creativity, a research initiative established in Bath (UK) in 2000, with the aim of developing and embedding a creative and reflective pedagogy in schools and early years settings. 5x5x5=creativity research, in partnership with schools, educators, artists, creative professionals, mentors and cultural centres, aims to raise the aspirations and improve the life chances of children and young people as creative learners. In our research we want to develop creative reflective practice and influence systemic educational change. This research defends the special role of the arts in developing a more flexible concept of education through curiosity and creativity, together with the capacity for the arts for allows ‘possibility thinking’ through a creative and critical pedagogy. In this article we analyse the impact of the artists’ involvement on the development of a creative, reflective pedagogy in schools. As both artists and educators we believe it is necessary to challenge current orthodoxies and establish creative and critical thinking at the heart of learning for both children and adults. 相似文献
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教学过程
Step 1．Warming-up
1．Greetings．
2．Let＇s do：
answer the phone, sit on the sofa, set the table, make the bed. 相似文献