Relevant bibliographies by topics / Fundamental theorem of algebra

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Fundamental theorem of algebra'

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Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Fundamental theorem of algebra"

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Blecher, David P. "On Morita's fundamental theorem for $C^*$-algebras." MATHEMATICA SCANDINAVICA 88, no. 1 (March 1, 2001): 137. http://dx.doi.org/10.7146/math.scand.a-14319.

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We give a solution, via operator spaces, of an old problem in the Morita equivalence of $C^*$-algebras. Namely, we show that $C^*$-algebras are strongly Morita equivalent in the sense of Rieffel if and only if their categories of left operator modules are isomorphic via completely contractive functors. Moreover, any such functor is completely isometrically isomorphic to the Haagerup tensor product (= interior tensor product) with a strong Morita equivalence bimodule. An operator module over a $C^*$-algebra $\mathcal A$ is a closed subspace of some B(H) which is left invariant under multiplication by $\pi(\mathcal\ A)$, where $\pi$ is a*-representation of $\mathcal A$ on $H$. The category $_{\mathcal{AHMOD}}$ of *-representations of $\mathcal A$ on Hilbert space is a full subcategory of the category $_{\mathcal{AOMOD}}$ of operator modules. Our main result remains true with respect to subcategories of $OMOD$ which contain $HMOD$ and the $C^*$-algebra itself. It does not seem possible to remove the operator space framework; in the very simplest cases there may exist no bounded equivalence functors on categories with bounded module maps as morphisms (as opposed to completely bounded ones). Our proof involves operator space techniques, together with a $C^*$-algebra argument using compactness of the quasistate space of a $C^*$-algebra, and lowersemicontinuity in the enveloping von Neumann algebra.
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Hirschhorn, Michael D. "The Fundamental Theorem of Algebra." College Mathematics Journal 29, no. 4 (September 1998): 276. http://dx.doi.org/10.2307/2687681.

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Hirschhorn, Michael D. "The Fundamental Theorem of Algebra." College Mathematics Journal 29, no. 4 (September 1998): 276–77. http://dx.doi.org/10.1080/07468342.1998.11973954.

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Perrucci, Daniel, and Marie-Françoise Roy. "Quantitative fundamental theorem of algebra." Quarterly Journal of Mathematics 70, no. 3 (May 15, 2019): 1009–37. http://dx.doi.org/10.1093/qmath/haz008.

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Abstract Using subresultants, we modify a real-algebraic proof due to Eisermann of the fundamental theorem of Algebra (FTA) to obtain the following quantitative information: in order to prove the FTA for polynomials of degree d, the intermediate value theorem (IVT) is required to hold only for real polynomials of degree at most d2. We also explain that the classical proof due to Laplace requires IVT for real polynomials of exponential degree. These quantitative results highlight the difference in nature of these two proofs.
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Bowman, Chris, Stephen Doty, and Stuart Martin. "An integral second fundamental theorem of invariant theory for partition algebras." Representation Theory of the American Mathematical Society 26, no. 15 (April 1, 2022): 437–54. http://dx.doi.org/10.1090/ert/593.

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We prove that the kernel of the action of the group algebra of the Weyl group acting on tensor space (via restriction of the action from the general linear group) is a cell ideal with respect to the alternating Murphy basis. This provides an analogue of the second fundamental theory of invariant theory for the partition algebra over an arbitrary commutative ring and proves that the centraliser algebras of the partition algebra are cellular. We also prove similar results for the half partition algebras.
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Bolima, Jethro Elijah, and Katrina Belleza Fuentes. "First and Third Isomorphism Theorems for the Dual B-Algebra." European Journal of Pure and Applied Mathematics 16, no. 1 (January 29, 2023): 577–86. http://dx.doi.org/10.29020/nybg.ejpam.v16i1.4675.

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In this paper, some properties of the dual B-homomorphism are provided, along with the natural dual B-homomorphism and the fundamental theorem of dual B-homomorphisms for dual B-algebras. The first and third isomorphism theorems for the dual B algebra are also presented in the paper.
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Výborný, Rudolf. "A simple proof of the Fundamental Theorem of Algebra." Mathematica Bohemica 135, no. 1 (2010): 57–61. http://dx.doi.org/10.21136/mb.2010.140682.

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Loya, Paul. "Green's Theorem and the Fundamental Theorem of Algebra." American Mathematical Monthly 110, no. 10 (December 2003): 944. http://dx.doi.org/10.2307/3647967.

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Loya, Paul. "Green's Theorem and the Fundamental Theorem of Algebra." American Mathematical Monthly 110, no. 10 (December 2003): 944–46. http://dx.doi.org/10.1080/00029890.2003.11920036.

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Derksen, Harm. "The Fundamental Theorem of Algebra and Linear Algebra." American Mathematical Monthly 110, no. 7 (August 2003): 620. http://dx.doi.org/10.2307/3647746.

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Dissertations / Theses on the topic "Fundamental theorem of algebra"

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Shibalovich, Paul. "Fundamental theorem of algebra." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2203.

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The fundamental theorem of algebra (FTA) is an important theorem in algebra. This theorem asserts that the complex field is algebracially closed. This thesis will include historical research of proofs of the fundamental theorem of algebra and provide information about the first proof given by Gauss of the theorem and the time when it was proved.
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Bartolini, Gabriel. "On Poicarés Uniformization Theorem." Thesis, Linköping University, Department of Mathematics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7968.

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A compact Riemann surface can be realized as a quotient space $\mathcal{U}/\Gamma$, where $\mathcal{U}$ is the sphere $\Sigma$, the euclidian plane $\mathbb{C}$ or the hyperbolic plane $\mathcal{H}$ and $\Gamma$ is a discrete group of automorphisms. This induces a covering $p:\mathcal{U}\rightarrow\mathcal{U}/\Gamma$.

For each $\Gamma$ acting on $\mathcal{H}$ we have a polygon $P$ such that $\mathcal{H}$ is tesselated by $P$ under the actions of the elements of $\Gamma$. On the other hand if $P$ is a hyperbolic polygon with a side pairing satisfying certain conditions, then the group $\Gamma$ generated by the side pairing is discrete and $P$ tesselates $\mathcal{H}$ under $\Gamma$.

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CUNEO, Alejandro Javier. "Math for freedom. An original proof of the fundamental theorem of algebra within the ambit of real numbers." Doctoral thesis, Università degli studi di Bergamo, 2013. http://hdl.handle.net/10446/28645.

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At the beginning of my work there’s a description of a particular philosophy of mathematics, the mathematics for freedom, which is used to ultimately justify thoughts and positions about the didactics of mathematics. The main remark is that didactics of mathematics won’t be incisive by remaining on general considerations and thus avoiding the specific features of each topic to be learned. The origin of the didactic hints relative to specific topics can only derive from a profound mathematical study of these topics. The last observation is naturally followed by an explanation and a classification of what a profound mathematical study of a topic is. For many elementary topics in mathematics there is not enough mathematical research already performed at high levels of profundity, and this causes a serious didactic difficulty. For this reason, didactical concerns can motivate mathematical research. This is the case of the fundamental theorem of algebra in the ambit of real numbers. The existing proofs of this result make use of the complex numbers. The use of complex numbers causes that the fundamental ideas on which the proofs rely become very difficult to be identified. This motivates the development of an original proof of this result that avoids the use of complex numbers. As expected the proof I developed enlightens on the fundamental ideas on which the result rests. The zero-level curves that correspond to the remainder of the division between a generic even-degree polynomial and a quadratic polynomial present an interweaved pattern in a region far away enough from the origin, and this implies the existence of an intersection of these zero-level curves and therefore also the existence of a quadratic polynomial dividing the given even-degree polynomial. The proof makes extensive use of the recursive properties of the algebraic expression of the remainder and of continuity.
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Munoz, Susana L. "A Fundamental Unit of O_K." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/133.

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In the classical case we make use of Pells equation to compute units in the ring OF. Consider the parallel to the classical case and the quadratic field extension that creates the ring OK. We use the generalized Pell's equation to find the units in this ring since they are solutions. Through the use of continued fractions we may further characterize this ring and compute its units.
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Steggles, L. J. "Extensions of higher-order algebra : fundamental theory and case studies." Thesis, Swansea University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.639103.

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In this thesis we take as our starting point the existing theory of higher-order algebra developed by K. Meinke and B. Möller. We will both apply and extend this theory. To illustrate the use of higher-order algebra as a formalism for formal specification and verification we present two case studies. In the first case study we consider the formal specification of two systolic algorithms for convolution. We formally verify the correctness of these two algorithms using higher-order equational logic and investigate the metamathematics of our verification proofs. The second case study considers the correctness of a dataflow algorithm for computing the Hamming stream. We present a non-constructive higher-order Horn specification of the Hamming stream and develop a semantic proof to verify the correctness of the dataflow algorithm. This second case study illustrates the power of higher-order algebraic methods using non-constructive techniques to capture abstract properties of the Hamming stream. For specification in the large we need to be able to structure specifications in a modular fashion and allow for the reuse of specifications. To this end we present a theory of parameterised higher-order specifications. We take a standard theory of parameterised first-order specifications and extend it to the higher-order case. We demonstrate our theory by presenting a parameterised specification of convolution in which the stream space is a parameter. One of the limitations of higher-order algebra using only ? and → types is the difficulty in modelling objects which are parametric in type, such as polymorphic functions, generic data structures and infinite families of algorithms and architectures. We propose to overcome this limitation by extending the type system of higher-order algebra with limit types. We refer to the resulting theory as higher-order algebra with transfinite types. The idea is that a limit type contains all the types below it in a natural transfinite type hierarchy and thus provides a "universal" type in which all the lower types can be embedded.
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Rocha, Vitail José. "Números complexos e o teorema fundamental da álgebra." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/3683.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The objective of this work is to tell a little bit about the emergence and development of the Fundamental Theorem of Algebra, having as plot the historical context and the formalization of Complex Numbers, which mixes with this theorem. Considering the mathematical rigor in the construction of this subject, which o ered structure for the consolidation of this theorem. This work aims to achieve a more accessible demonstration, due to their necessary presence in high school, but in an axiomatic form.
O objetivo deste trabalho é contar um pouco sobre o surgimento e desenvolvimento do Teorema Fundamental da Álgebra, tendo como enredo o contexto histórico e formaliza ção dos Números Complexos, que se mistura com este teorema. Levando em consideração o rigor matemático na construção deste corpo, o qual ofereceu estrutura para a consolidação deste teorema. Este trabalho busca alcançar uma demonstração mais acessível, devido a sua presença necessária no Ensino Médio, mas de forma axiom ática .
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Mathew, Panakkal J. "Three Topics in Analysis: (I) The Fundamental Theorem of Calculus Implies that of Algebra, (II) Mini Sums for the Riesz Representing Measure, and (III) Holomorphic Domination and Complex Banach Manifolds Similar to Stein Manifolds." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/math_diss/2.

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We look at three distinct topics in analysis. In the first we give a direct and easy proof that the usual Newton-Leibniz rule implies the fundamental theorem of algebra that any nonconstant complex polynomial of one complex variable has a complex root. Next, we look at the Riesz representation theorem and show that the Riesz representing measure often can be given in the form of mini sums just like in the case of the usual Lebesgue measure on a cube. Lastly, we look at the idea of holomorphic domination and use it to define a class of complex Banach manifolds that is similar in nature and definition to the class of Stein manifolds.
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Costa, Allan Inocêncio de Souza. "Uma demonstração do teorema fundamental da álgebra." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8723.

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Não recebi financiamento
In this work we explain an elegant and accessible proof of the Fundamental Theorem of Algebra using the Lagrange Multipliers method. We believe this will be a valuable resource not only to Mathematics students, but also to students in related areas, as the Lagrange Multipliers method that lies at the heart of the proof is widely taught.
Neste trabalho expomos uma demonstração acessível e elegante do Teorema Fundamental da Álgebra utilizando o método dos multiplicadores de Lagrange. Acreditamos que este trabalho seria uma fonte valiosa não são para estudantes de Matemática, mas também para estudantes de áreas relacionadas, uma vez que o método dos multiplicadores de Lagrange é amplamente ensinado em cursos de exatas.
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Costa, Antônio Geraldo Lacerda da. "Números complexos: um pouco de história, ensino e aplicações." Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/7509.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
We present the main properties related to complex numbers. We justify as the history of mathematics can contribute to learning that content. Then we describe briefly the history of complex numbers. We also show where the complex numbers can be applied both within mathematics itself, and beyond.
Neste trabalho apresentamos as principais propriedades referentes aos números complexos. Justificamos como a História da Matemática pode contribuir para a aprendizagem desse conteúdo. Em seguida descreveremos de forma sucinta a história dos números complexos. Mostramos também onde os números complexos podem ser aplicados, tanto dentro da própria Matemática, como fora dela.
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Toledo, André Ferraz de. "Teorema fundamental da álgebra : uma abordagem visual para o Ensino Médio." reponame:Repositório Institucional da UFABC, 2016.

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Orientadora: Profa. Dra. Ana Carolina Boero
Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Mestrado Profissional em Matemática em Rede Nacional, 2016.
O Teorema Fundamental da Álgebra é um tópico de grande relevância para a Matemática, com o qual o aluno toma contato na 3a série do Ensino Médio. Talvez porque todas as demonstrações conhecidas desse resultado utilizem argumentos que não podem ser apresentados de modo preciso nessa etapa de ensino, sua abordagem em diversos livros didáticos resume-se, basicamente, a destacar algumas de suas consequências e aplicações. O propósito deste trabalho é fornecer um material que possa ser utilizado por professores da Educação Básica no intuito de explorar esse fascinante resultado. Para atingirmos esse objetivo, apresentamos uma breve contextualizaçãohistória do Teorema Fundamental da Álgebra, que serve tanto para apontar sua utilidade em outros ramos da Matemática como também para observar a evolução de certos conceitos matemáticos. Em seguida, apresentamos uma prova rigorosa desse resultado, com o menor nível de complexidade possível, além de duas abordagens alternativas com apelo visual que podem ser utilizadas para apresentar uma justificativa de sua validade aos alunos do Ensino Médio.
The Fundamental Theorem of Algebra is a topic of great relevance to Mathematics, with which the student makes contact in the 3rd grade of High School. Perhaps because all known demonstrations of this result use arguments that can not be accurately presented at this stage of teaching, its approach in several textbooks basically boils down to highlighting some of its consequences and applications. The purpose of this work is to provide a material that can be used by teachers of Basic Education in order to explore this fascinating result. To reach this goal, we present a brief history of the Fundamental Theorem of Algebra, which serves both to point out its usefulness in other branches of mathematics and also to observe the evolution of certain mathematical concepts. Next, we present a rigorous proof of this result, with the lowest level of complexity possible, as well as two alternative approaches with visual appeal that can be used to present a justification of its validity to high school students.
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Books on the topic "Fundamental theorem of algebra"

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Benjamin, Fine. The fundamental theorem of algebra. New York: Springer, 1997.

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Fine, Benjamin, and Gerhard Rosenberger. The Fundamental Theorem of Algebra. New York, NY: Springer New York, 1997. http://dx.doi.org/10.1007/978-1-4612-1928-6.

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Benjamin, Fine. To themeliōdes theōrēma tēs algevras. Athēna: Ekdoseis Leader Books, 2001.

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Bardy, Nicole. Systèmes de racines infinis. [Paris, France]: Société mathématique de France, 1996.

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The optimal version of Hua's fundamental theorem of geometry of rectangular matrices. Providence, Rhode Island: American Mathematical Society, 2014.

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Levy, Leon S. Fundamental concepts of computer science: Mathematical foundations of programming. New York, N.Y: Dorset House, 1988.

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Kadison, Richard V. Fundamentals of the theory of operator algebras. Providence, R.I: American Mathematical Society, 1997.

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R, Ringrose John, ed. Fundamentals of the theory of operator algebras. Providence,RI: American Mathematical Society, 1999.

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1974-, Nelson Sam, ed. Quandles: An introduction to the algebra of knots. Providence, Rhode Island: American Mathematical Society, 2015.

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Universal algebra: Fundamentals and selected topics. Boca Raton: CRC Press, 2011.

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Book chapters on the topic "Fundamental theorem of algebra"

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Dubinsky, Ed, and Uri Leron. "The Fundamental Homomorphism Theorem." In Learning Abstract Algebra with ISETL, 119–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-662-25454-7_4.

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Dubinsky, Ed, and Uri Leron. "The Fundamental Homomorphism Theorem." In Learning Abstract Algebra with ISETL, 119–51. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-2602-4_4.

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Dubinsky, Ed, and Uri Leron. "The Fundamental Homomorphism Theorem." In Learning Abstract Algebra with ISETL, 119–51. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-2620-8_4.

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Childs, Lindsay N. "The Fundamental Theorem of Algebra." In A Concrete Introduction to Higher Algebra, 253–76. New York, NY: Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4419-8702-0_16.

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Dawson, John W. "The Fundamental Theorem of Algebra." In Why Prove it Again?, 59–91. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17368-9_8.

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Aigner, Martin, and Günter M. Ziegler. "The fundamental theorem of algebra." In Proofs from THE BOOK, 151–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-57265-8_21.

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Stewart, Ian. "The ‘fundamental theorem of algebra’." In Galois Theory, 185–89. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-0839-0_19.

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Aigner, Martin, and Günter M. Ziegler. "The fundamental theorem of algebra." In Proofs from THE BOOK, 147–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44205-0_21.

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Agarwal, Ravi P., Kanishka Perera, and Sandra Pinelas. "The Fundamental Theorem of Algebra." In An Introduction to Complex Analysis, 125–31. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-1-4614-0195-7_19.

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Anglin, W. S., and J. Lambek. "The Fundamental Theorem of Algebra." In The Heritage of Thales, 199–201. New York, NY: Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4612-0803-7_39.

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Conference papers on the topic "Fundamental theorem of algebra"

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Falkensteiner, Sebastian, Cristhian Garay-López, Mercedes Haiech, Marc Paul Noordman, Zeinab Toghani, and François Boulier. "The fundamental theorem of tropical partial differential algebraic geometry." In ISSAC '20: International Symposium on Symbolic and Algebraic Computation. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3373207.3404040.

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Nalbach, Jasper, Erika Ábrahám, and Gereon Kremer. "Extending the Fundamental Theorem of Linear Programming for Strict Inequalities." In ISSAC '21: International Symposium on Symbolic and Algebraic Computation. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3452143.3465538.

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Miller, Scott M. "Kinematics of Meshing Surfaces Using Geometric Algebra." In ASME 2003 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/detc2003/ptg-48086.

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As is well known, analysis of two surfaces in mesh plays a fundamental role in gear theory. In the past, special coordinate systems, vector algebra, or screw theory was used to analyze the kinematics of meshing. The approach here instead relies on geometric algebra, an extension of conventional vector algebra. The elegance of geometric algebra for theoretical developments is demonstrated by examining the so-called “equation of meshing,” which requires that the relative velocity of two bodies at a point of contact be perpendicular to the common surface normal vector. With surprisingly little effort, several alternative forms of the equation of meshing are generated and, subsequently, interpreted geometrically. Via straightforward algebraic manipulations, the results of screw theory and vector algebra are unified. Due to the simplicity with which complex geometric concepts are expressed and manipulated, the effort required to grasp the general three-dimensional meshing of surfaces is minimized.
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Urrutia, Luis F. "Towards a loop representation of connection theories defined over a super Lie algebra." In Workshops on particles and fields and phenomenology of fundamental interactions. AIP, 1996. http://dx.doi.org/10.1063/1.49736.

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Coquereaux, R. "Classical and quantum polyhedra: A fusion graph algebra point of view." In NEW DEVELOPMENTS IN FUNDAMENTAL INTERACTION THEORIES: 37th Karpacz Winter School of Theoretical Physics. AIP, 2001. http://dx.doi.org/10.1063/1.1419325.

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Ge, Q. J. "On the Matrix Algebra Realization of the Theory of Biquaternions." In ASME 1994 Design Technical Conferences collocated with the ASME 1994 International Computers in Engineering Conference and Exhibition and the ASME 1994 8th Annual Database Symposium. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/detc1994-0221.

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Abstract This paper describes a matrix algebra presentation of Clifford’s theory of biquaternions. We examine 4 × 4 skew-symmetric matrices and use their exponentials to relate quaternions to equal-angle double rotations in Euclidean four-space E4. We show how double rotations in E4 expressed in terms of plane coordinates lead to elliptic biquaternions in both Plücker and Study forms and present the fundamental Plücker and Study conditions that govern the biquaternions. Finally, we show that a spatial displacement in E3 in terms of parabolic biquaternions (or dual quaternions) is a limiting case of a double rotation in E4 in terms of elliptic biquaternions.
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Gouttefarde, Marc. "Characterizations of Fully Constrained Poses of Parallel Cable-Driven Robots: A Review." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49467.

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The pose of the mobile platform of a parallel cable-driven robot is said to be fully constrained if any wrench can be created at the platform by pulling on it with the cables. A fully constrained pose is also known as a force-closure pose. In this paper, a review of three useful characterizations of a force-closure pose is proposed. These characterizations are stated in the form of theorems for which proofs are presented. Tools from linear algebra allow to derive some of these proofs while the others are more difficult and can hardly be obtained in this manner. Therefore, polyhedral cones, which are special cases of convex cones, are introduced along with some of their well-known fundamental properties. Then, it is shown how the aforementioned difficult proofs can be obtained as direct consequences of these properties.
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Hossain, Awlad. "Teaching an Undergraduate Introductory Finite Element Analysis Course: Successful Implementation for Students Learning." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50091.

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In our institution, we offer a one-quarter long finite element analysis (FEA) class for Mechanical Engineering curriculum. This course teaches computational methods to solve engineering problems using the state of art FEA software ANSYS. The coursework involves teaching fundamental mathematical theories to build the concept, analyzing simple structural problems using matrix algebra, and then solving a wide variety of engineering problems dealing with statics, dynamics, heat transfer and others. Students enrolled in this class solve varieties of problem by analytical approach, finite element approach using matrix algebra, using APDL (ANSYS Parametric Design Language) and ANSYS Workbench. As we are in quarter system, it is challenging to solve additional multidisciplinary complex engineering problems in regular class lectures. Therefore, students enrolled in this class are required to conduct a project solvable by student version of ANSYS within very short time. The project must have adequate engineering complexity conveying interesting knowledge or technical concepts to the entire class. Students have to prepare a brief written report, and share what they have learned with the entire class giving an oral presentation. While a course in FEA could be a common offering in many universities, the author of this paper presents the pedagogical approaches undertaken to successfully implement the course objectives to the undergraduate engineering students. The topics and techniques applied to teach different concepts of FEA to enhance students learning outcomes are addressed in this paper.
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Bertozzini, Paolo. "Categorical Operator Algebraic Foundations of Relational Quantum Theory." In Frontiers of Fundamental Physics 14. Trieste, Italy: Sissa Medialab, 2016. http://dx.doi.org/10.22323/1.224.0206.

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Hou, Bo, Zilong Zhang, and Bingling Cai. "The Fundamental Theorem of Entwined Modules." In 2009 International Conference on Computational Intelligence and Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/cise.2009.5365484.

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Reports on the topic "Fundamental theorem of algebra"

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Goldman, Terrance J. Fundamental length from algebra. Office of Scientific and Technical Information (OSTI), October 2019. http://dx.doi.org/10.2172/1571586.

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L��pez Fern��ndez, Jorge M., and Omar A. Hern��ndez Rodr��guez. Teaching the Fundamental Theorem of Calculus: A Historical Reflection. Washington, DC: The MAA Mathematical Sciences Digital Library, January 2012. http://dx.doi.org/10.4169/loci003803.

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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.

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The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.
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