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81.
82.
Jajcay's studies(1993; 1994) on the automorphism groups of Cayley maps yielded a new product of groups, which he called, rotary
product. Using this product, we define a hyperoperation ⊙ on the groupSym
e(G), the stabilizer of the identitye∈G in the groupSym(G).
We prove that (Sym
e (G), ⊙) is a hypergroup and characterize the subhypergroups of this hypergroup. Finally, we show that the set of all subhypergroups
ofSym
e (G) constitute a lattice under ordinary join and meet and that the minimal elements of order two of this lattice is a subgroup
ofAut (G). 相似文献
83.
ABSTRACTThis paper analyzes the process of crack saturation, which is fundamental to understanding why panel paintings have survived remarkably well in the uncontrolled environments of historic houses or places of worship for several centuries. The process of crack saturation was analyzed using finite element modeling. A double layer elastic model with fractured overlying paint layer was subjected to uniaxial tension. The critical separation between cracks was determined and compared with patterns observed in real paintings. In addition, the generation and propagation of delamination were studied to elucidate the effect of their propagation on the saturation distance of cracks, as well as the load carrying ability of the paint layer. Contributing modes of crack propagation and their significance are also discussed. The results demonstrate that shearing fracture mode dominates the process of delamination. The impact of crack saturation on the degree of relative humidity variation that is allowable is also discussed. 相似文献
84.
85.
ＩＮＴＲＯＤＵＣＴＩＯＮＷｅｗｉｌｌｆｉｒｓｔｒｅｃａｌｌｓｏｍｅａｌｇｅｂｒａｉｃｄｅｆｉｎｉｔｉｏｎｓｔｈａｔｗｉｌｌｂｅｕｓｅｄｉｎｔｈｅｐａｐｅｒ.ＡｈｙｐｅｒｓｔｒｕｃｔｕｒｅｉｓａｓｅｔＨｔｏｇｅｔｈｅｒｗｉｔｈａｆｕｎｃｔｉｏｎ·∶Ｈ×Ｈ→Ｐ 相似文献
86.
Holger Daun Reza Arjmand 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,36(1):403-426
While European education systems fundamentally rest on a rather monolithic world-view, some of them are explicitly oriented
towards Christianity and others are comparatively secular. Apart from this, they differ in the way that they offer opportunities
for Muslim minorities to enjoy a modern and competitive as well as religious-moral education. Principally, there are three
approaches. The first allows private Muslim schools which are neither subsidized nor controlled or regulated by the state.
Other countries require Muslim schools to apply for approval, and such schools are then subsidized and regulated; but they
do not have to teach a national curriculum. In a third group of countries, only schools that teach the national curriculum
are permitted, and they are subsidized and controlled by the state. In the latter case, because Islamic matters are not taught
in these schools, many Muslim parents send their children to non-formal Qur’anic schools in the evening or during weekends.
This study examines some typical arrangements in a number of countries. 相似文献
87.
Akram Ramezanzadeh Seyyed Mohammad Reza Adel Gholamreza Zareian 《Teaching in Higher Education》2016,21(7):807-824
This study probed the conceptualization of authenticity in teaching and its link to teachers’ emotional life through critical emotional praxis because emotions are integral to discovering who we really are (McCarthy, E. D. 2009. “Emotional Performances as Dramas of Authenticity.” In Authenticity in Culture, Self, and Society, edited by P. Vannini, and J. P. Williams, 241–255. London: Ashgate). The participants were 20 Iranian university teachers. Data were collected using interviews, field notes, and observation and were analyzed through the lens of hermeneutic phenomenology. The results revealed that authenticity in teaching consisted of themes of being one’s own self, horizon of significance, and contestation resulted from the sense of responsibility, authentic relations, and de-constructive thinking which confirmed the dialogical nature of authenticity. The emotions connected to authenticity in teaching were Transition-Anger, love, and caring indicating that authenticity in teaching was a practice toward socially just teaching. 相似文献
88.
Reza Hashemian 《Journal of The Franklin Institute》1973,295(5):383-394
A class of matrices with 1, -1 and 0 entries, called the H-matrices, is introduced and properties of such matrices are investigated. It is shown that for an H-matrix K the matrix G = KDKT, where D is a diagonal matrix with nonnegative diagonal entries, has certain properties applicable to topological synthesis of networks. A technique for decomposing a particular symmetrical matrix G, called the Q-matrix, into KDKT, where K is an H-matrix and D is a diagonal matrix with positive diagonal entries, is also developed. 相似文献
89.
90.
F.M. Reza 《Journal of The Franklin Institute》1984,317(2):57-71
The scalar versions of Schwarz's Lemma have been extensively employed in the classical development of the synthesis of lumped RLC driving-point impedance function. A vector space generalization of Schwarz's Lemma, particularly suitable for application to linear passive n-port impedance functions, is derived in this paper. The concept of power dominant networks is introduced and a number of power inequalities derived. 相似文献