Relevant bibliographies by topics / Mathematical Relations

Contents

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

Academic literature on the topic 'Mathematical Relations'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Mathematical Relations"

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Wang, Yingxu. "On the Incremental Union of Relations." International Journal of Software Science and Computational Intelligence 7, no. 1 (January 2015): 39–61. http://dx.doi.org/10.4018/ijssci.2015010103.

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Relations are one of the most important conceptual models and mathematical entities in logic, discrete mathematics, computer science, software science, system science, and formal semantics. However, some fundamental and indispensable operations on formal relations were overlooked in traditional studies. This paper presents an extended relation theory with a set of novel algebraic operators on relations beyond classic operations. The algebraic operators on formal relations known as the incremental union and decremental disunion are formally elaborated. The property of relational gains is mathematically modeled, which explains the dynamic mechanism of relations generated by associations of static sets of objects in physical or abstract systems.
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Hackenberg, Amy J. "Mathematical Caring Relations in Action." Journal for Research in Mathematics Education 41, no. 3 (May 2010): 236–73. http://dx.doi.org/10.5951/jresematheduc.41.3.0236.

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In a small-scale, 8-month teaching experiment, the author aimed to establish and maintain mathematical caring relations (MCRs) (Hackenberg, 2005c) with 4 6th-grade students. From a teacher's perspective, establishing MCRs involves holding the work of orchestrating mathematical learning for students together with an orientation to monitor and respond to energetic fluctuations that may accompany student–teacher interactions. From a student's perspective, participating in an MCR involves some openness to the teacher's interventions in the student's mathematical activity and some willingness to pursue questions of interest. In this article, the author elucidates the nature of establishing MCRs with 2 of the 4 students in the study and examines what is mathematical about these caring relations. Analysis revealed that student–teacher interaction can be viewed as a linked chain of perturbations; in student–teacher interaction aimed toward the establishment of MCRs, the linked chain tends toward perturbations that are bearable (Tzur, 1995) for both students and teachers.
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刘, 柄灼. "Mathematical relations of natural constants." HANS Publication PrePrints 03, no. 01 (2018): 1–16. http://dx.doi.org/10.12677/hanspreprints.2018.31005.

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Brandt, Silke, Dietrich Albert, and Cord Hockemeyer. "Surmise relations between tests—mathematical considerations." Discrete Applied Mathematics 127, no. 2 (April 2003): 221–39. http://dx.doi.org/10.1016/s0166-218x(02)00207-x.

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Hackenberg, Amy. "Mathematical caring relations: A challenging case." Mathematics Education Research Journal 22, no. 3 (November 2010): 57–83. http://dx.doi.org/10.1007/bf03219778.

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Feijs, L. M. G., and R. C. van Ommering. "Relation partition algebra — mathematical aspects of uses and part-of relations." Science of Computer Programming 33, no. 2 (February 1999): 163–212. http://dx.doi.org/10.1016/s0167-6423(98)00007-0.

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Chan, Chuan-Tsung, A. Mironov, A. Morozov, and A. Sleptsov. "Orthogonal Polynomials in Mathematical Physics." Reviews in Mathematical Physics 30, no. 06 (July 2018): 1840005. http://dx.doi.org/10.1142/s0129055x18400056.

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This is a review of ([Formula: see text]-)hypergeometric orthogonal polynomials and their relation to representation theory of quantum groups, to matrix models, to integrable theory, and to knot theory. We discuss both continuous and discrete orthogonal polynomials, and consider their various generalizations. The review also includes the orthogonal polynomials into a generic framework of ([Formula: see text]-)hypergeometric functions and their integral representations. In particular, this gives rise to relations with conformal blocks of the Virasoro algebra. To the memory of Ludwig Dmitrievich Faddeev
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Medová, Janka, Kristína Ovary Bulková, and Soňa Čeretková. "Relations between Generalization, Reasoning and Combinatorial Thinking in Solving Mathematical Open-Ended Problems within Mathematical Contest." Mathematics 8, no. 12 (December 21, 2020): 2257. http://dx.doi.org/10.3390/math8122257.

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Algebraic thinking, combinatorial thinking and reasoning skills are considered as playing central roles within teaching and learning in the field of mathematics, particularly in solving complex open-ended mathematical problems Specific relations between these three abilities, manifested in the solving of an open-ended ill-structured problem aimed at mathematical modeling, were investigated. We analyzed solutions received from 33 groups totaling 131 students, who solved a complex assignment within the mathematical contest Mathematics B-day 2018. Such relations were more obvious when solving a complex problem, compared to more structured closed subtasks. Algebraic generalization is an important prerequisite to prove mathematically and to solve combinatorial problem at higher levels, i.e., using expressions and formulas, therefore a special focus should be put on this ability in upper-secondary mathematics education.
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Missall, Kristen, Robin L. Hojnoski, Grace I. L. Caskie, and Patrick Repasky. "Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills." Early Education and Development 26, no. 3 (October 30, 2014): 356–76. http://dx.doi.org/10.1080/10409289.2015.968243.

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Warwas, Jasmin, Gabriel Nagy, Rainer Watermann, and Marcus Hasselhorn. "The Relations of Vocational Interests and Mathematical Literacy." Journal of Career Assessment 17, no. 4 (September 25, 2009): 417–38. http://dx.doi.org/10.1177/1069072709339284.

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Dissertations / Theses on the topic "Mathematical Relations"

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Yu, Chaoran. "A study on relational databases through mathematical theories of relations and logic." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/539627.

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The purpose of this study is to explore that mathematics provides a convenient formalism for studying classical database management system problems. There are two main parts in this study, devoted respectively to using mathematical theory of relations and using logical theory to study database management systems. In the first part we focus on relational model and relational algebra. The second part deals with the application of mathematical logic to database management systems, where logic may be used both as a inference system and as a representation language. The features and logical mechanisms of Prolog programming language have been studied. A sample logical database model is developed and tested, using the logic programming language Prolog.
Department of Computer Science
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Milton, Kenneth G. "Students' understanding of the mathematical equality and inequality relations : a developmental approach." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10294.

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The motivation for this study was the desire to make the path to learning elementary algebra as 'generalised arithmetic' more clearly defined for both students and teachers.In the initial learning of algebra, algebraic expressions are transformed to equivalent other forms and techniques are developed for solving simple equations. Both facets require students to have a thorough understanding of arithmetic equality ' properties' if the developed procedures and techniques are to be adequately understood. The same can be claimed also with respect to arithmetic inequality and the solving of inequations.The specifics of the research described in this thesis entailed: (i) the identification of the properties of the equality and inequality relations considered to be the arithmetic roots from which algebraic procedures emanate; and (ii) consideration of what could constitute 'understanding' of the properties identified in (i).The research activity involved the design and development of an instrument referred to as the Mathematical Equality and Inequality Understanding Survey (the MEIUS). Specifically, the MEIUS has the following design features: (a) for the Equality Relation, the properties are exemplified using 'small numbers', 'larger numbers', and 'algebraic numbers; (b) for the Inequality Relation the properties are exemplified in 'small number' and algebraic numbers' only. The resulting Survey consists of three Stages for the Equality Relation and two Stages for the Inequality Relation.Through consideration of MEWS responses, levels were devised in order to determine 'understanding' of the relation properties. The levels were associated with the developed MEWS Thought Process Model. The MEWS has a tight protocol for administration designed to ascertain, in a valid and reliable manner, the 'thought processing' which a student employs when responding to an Item.The field ++
work of the research involved the administration of the MEIUS to two hundred and fifty seven (257) Grades 7 to 10 students in ten (10) Tasmanian High Schools. Overall the sample consisted of 137 females and 120 males.The experience revealed that the MEWS components can be conveniently administered within the school context. Subsequent analyses of responses, using an elaborate but readily comprehended response 'scoring' procedure, indicate that there is a great deal of potentially useful information concerning student understanding of the relation properties which could be obtained in a specific school setting. Such knowledge could be used to indicate the need for remediation, on the one hand, or to identify 'readiness' to proceed or apply, on the other.Comprehensive analyses of the data gathered have been made with 'implications for teaching' firmly in mind. Links between the various relation properties and procedures for 'simplifying' expressions and solving simple equations are pointed out, in juxtaposition to the information of the proportion of a teaching year group that has demonstrated the various MEWS Levels of Understanding of the properties. Thus, the analyses can be of assistance to teachers and curriculum designers in anticipating the degree of need for remediation, as well as deciding on expressions' and solving simple equations or inequations.In considering aspects of 'remediation' the Study proposes cognitively sound approaches to teaching a number of 'selected' properties of equality. The properties have been 'selected' for their significance to the algebra topics identified.In summary, this Study has two tangible products:1. The Mathematical Equality and Inequality Understanding Survey (the MEWS) with its sound cognitive and content bases, tight protocol for administration and elaborate response 'scoring', leading to the MEWS Thought Process Model ++
articulated in Levels;2. The identification and articulation of links between the analyses of responses in terms of the MEWS Thought Process Model and the application of the relation properties to aspects of elementary algebra, where algebra is considered as 'generalised arithmetic'.It is claimed that both these concrete products have the potential to make a valuable contribution to the teaching and learning of algebra.
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Musonda, John. "Orthogonal Polynomials, Operators and Commutation Relations." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35204.

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Orthogonal polynomials, operators and commutation relations appear in many areas of mathematics, physics and engineering where they play a vital role. For instance, orthogonal functions in general are central to the development of Fourier series and wavelets which are essential to signal processing. In particular, as demonstrated in this thesis, orthogonal polynomials can be used to establish the L2-boundedness of singular integral operators which is a fundamental problem in harmonic analysis and a subject of extensive investigations. The Lp-convergence of Fourier series is closely related to the Lp-boundedness of singular integral operators. Many important relations in physical sciences are represented by operators satisfying various commutation relations. Such commutation relations play key roles in such areas as quantum mechanics, wavelet analysis, representation theory, spectral theory, and many others. This thesis consists of three main parts. The first part presents a new system of orthogonal polynomials, and establishes its relation to the previously studied systems in the class of Meixner–­Pollaczek polynomials. Boundedness properties of two singular integral operators of convolution type are investigated in the Hilbert spaces related to the relevant orthogonal polynomials. Orthogonal polynomials are used to prove boundedness in the weighted spaces and Fourier analysis is used to prove boundedness in the translation invariant case. It is proved in both cases that the two operators are bounded on L2-spaces, and estimates of the norms are obtained. The second part extends the investigation of the boundedness properties of the two singular integral operators to Lp-spaces on the real line, both in the weighted and unweighted spaces. It is proved that both operators are bounded on these spaces and estimates of the norms are obtained. This is achieved by first proving boundedness for L2 and weak boundedness for L1, and then using interpolation to obtain boundedness for the intermediate spaces. To obtain boundedness for the remaining spaces, duality is used in the translation invariant case, while the weighted case is partly based on the methods developed by M. Riesz in his paper of 1928 for the conjugate function operator. The third and final part derives simple and explicit formulas for reordering elements in an algebra with three generators and Lie type relations. Centralizers and centers are computed as an example of an application of the formulas.
Ortogonala polynom, operatorer och kommutationsrelationer förekommer i många områden av matematik, fysik och teknik där de spelar en viktig roll. Till exempel ortogonala funktioner i allmänhet är centrala för utvecklingen av Fourierserier och wavelets som är väsentliga för signalbehandling. I synnerhet, såsom visats i denna avhandling, kan ortogonala polynom användas för att fastställa L2-begränsning av singulära integraloperatorer vilket är ett fundamentalt problem i harmonisk analys och föremål för omfattande forskning. Lp-konvergensen av Fourierserien är nära relaterad till Lp-begränsning av singulära integraloperatorer. Många viktiga relationer i fysik representeras av operatorer som uppfyller olika kommutationsrelationer. Sådana kommutationsrelationer spelar nyckelroller i områden som kvantmekanik, waveletanalys, representationsteori, spektralteori och många andra. Denna avhandling består av tre huvuddelar. Den första delen presenterar ett nytt system av ortogonala polynom, och etablerar dess förhållande till de tidigare studerade systemen i klassen Meixner–Pollaczek-polynom. Begränsningsegenskaper hos två singulära integraloperatorer av faltningstyp utreds i Hilbertrum relaterade till de relevanta ortogonala polynomen. Ortogonala polynom används för att bevisa begränsning i viktade rum och Fourieranalys används för att bevisa begränsning i det translationsinvarianta fallet. Det bevisas i båda fallen att de två operatorerna är begränsade på L2-rummen, och uppskattningar av normerna tas fram. Den andra delen utvidgar till Lp-rum på reella tallinjen undersökningen av begränsnings­egenskaperna hos de två singulära integral­operatorerna, både på viktade och oviktade rum. Det bevisas att de båda operatorerna är begränsade på dessa rum och uppskattningar av normerna erhålls. Detta uppnås genom att först bevisa begränsning för L2 och svag begränsning för L1, och sedan använda interpolation att erhålla begränsning för de mellanliggande rummen. För att erhålla begränsning för övriga Lp-rum används dualitet i det translationsinvarianta fallet, medan detta i det viktade fallet delvis bygger på en metod av M. Riesz i hans artikel från 1928 om konjugatfunktions­operatorn. Den tredje och sista delen härleder enkla och explicita formler för omkastning av element i en algebra med tre generatorer och relationer av Lie-typ. Som ett exempel på en tillämpning av formlerna beräknas centralisatorer och centra.
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Radovic, Sendra Darinka. "Girls and school mathematics in Chile : social influences in differential attainment and mathematical identities." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/girls-and-school-mathematics-in-chile-social-influences-in-differential-attainment-and-mathematical-identities(e7394296-7994-40b2-b37c-d3d0a85198a0).html.

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Girls' relationship with mathematics has been an extensive and contested area of investigation during the last 40 years, mainly in developed countries. This contrasts with the small amount of research from developing countries, where the topic has been largely neglected but may present different challenges. In Chile, such lack of empirical evidence is surprising, particularly because of several national reports describing attainment differences in the national assessment test (SIMCE), where girls are consistently outperformed by boys. Currently, there are no studies which systematically explore gender differences in attainment in Chile. In addition, only a small number of studies have tried to explain why these differences, as well as others in engagement, attitudes and enrolment in mathematics, arise in this country. The main goal of this thesis is to critically examine these issues by investigating how girls relate to mathematics during early adolescence in Chile, and how such relationships are influenced/mediated by certain social variables (e.g. social class, classroom cultures and peer group identities).In order to do this, this thesis has adopted a mixed methods approach, thus linking analysis and results from studies that use both quantitative and qualitative methodologies. Firstly, I investigate the size and distribution of the gender attainment gap in Mathematics in Chile using a Multilevel approach to analyse data from the national census of educational quality (SIMCE). Here, I analyse the naturalization of gender differences based on results, and conclude that differences found in attainment between boys and girls are small and dependent on socioeconomic status. I then explore how girls' subjective relationships with mathematics are constructed, and how different social influences mediate this process. Using the concept of Mathematical Identities [MIs] as a main tool I explore the influence of social variables on the construction of girls' MIs in Chilean classrooms and I also consider how teaching practices and peer social relations in the classroom mediate these identities. A key finding here is the positive relationship between students' perceptions of their teaching as student-centred and more positive MI, which is in fact the same for girls and boys. A second key finding is that both representational and enacted aspects of girls' MI are mediated by their relationship with peers and peer groups. This mediation process can be described as a negotiation of different forms of belonging to social groups, which involved also the negotiation of different MIs inside the classroom. The main conclusion of this thesis is that in order to understand the role of gender in mediating girls' relationships with mathematics, we need to acknowledge the profoundly situated nature of this relationship in the cultural practices of the classroom, including mathematical practices, but also peer group practices. This argues against discourses that essentialise and naturalize 'gendered relationships with mathematics' which appear to be pre-dominant in the collation of national assessment data (like SIMCE) where categories such as gender, class, ethnicity etc. are viewed as causal or explanatory rather than produced 'in practice'.
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Tobias, Scott A. Rudy Duane Ispa Jean. "Relations between videogame play and 8th-graders' mathematics achievement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6878.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jean Ispa and Dr. Duane Rudy. Vita. Includes bibliographical references.
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Souhail, Sliman. "Relations entre differentes notions d'ensembles pluripolaires complets dans c**(n)." Toulouse 3, 1987. http://www.theses.fr/1987TOU30014.

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Apres avoir dans un premier chapitre rappele quelques definitions et resultats classiques, sur les fonctions plurisousharmoniques, ensembles pluripolaires. On prouve dans le deuxieme chapitre que tout ensemble c**(n)-pluripolaire complet, de type fsigma est l-pluripolaire complet. Si en plus cet ensemble est ferme, on peut meme trouver une fonction de la classe l, continue sur son complementaire, qui definit exactement ce dernier. Dans le dernier chapitre, on montre que les ensembles pluripolaires complets au sens de sadullaev sont l-pluripolaires complets. Finalement, on demontre que tout cone, c**(n)-pluripolaire complet, de type fsigma est h-pluripolaire complet
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Hassler, Ryan Scott. "Mathematical comprehension facilitated by situation models: Learning opportunities for inverse relations in elementary school." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/410935.

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Math & Science Education
Ph.D.
The Common Core State Standards call for more rigorous, focused, and coherent curriculum and instruction, has resulted in students being faced with more cognitively high-demanding tasks which involve forming connections within and between fundamental mathematical concepts. Because mathematical comprehension generally relates back to one’s ability to form connections to prior knowledge, this study sought to examine the extent to which current learning environments expose students to connection-making opportunities that may help facilitate mathematical understanding of elementary multiplicative inverses. As part of an embedded mixed-methods design, I analyzed curriculum materials, classroom instruction, and student assessments from four elementary mathematics teachers’ classrooms. A situation model perspective of comprehension was used for analysis. The aim of this study was thus to determine how instructional tasks, representations, and deep questions are used for connection-making, which is the foundation of a situation model that can be used for inference-making. Results suggest that student comprehension depends more on connection-making opportunities afforded by classroom teachers, rather than on learning opportunities found solely within a curriculum. This included instruction that focused on deeply unpacking side-by-side comparison type examples, situated examples in personal concrete contexts, used semi-concrete representations to illustrate structural relationships, promoted efficiency through the sequence of presented representations, and posed deep questions which supported students’ sense-making and emphasized the interconnectedness of mathematics. By analyzing these key aspects, this study contributes to research on mathematical understanding and provides a foundation for helping students facilitate transfer of prior knowledge into novel mathematical situation.
Temple University--Theses
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Dahl, Heidi. "Cantor minimal systems and AF-equivalence relations." Doctoral thesis, Norwegian University of Science and Technology, Faculty of Information Technology, Mathematics and Electrical Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-1897.

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Lodree, Emmett. "Mathematical models for minimizing customer response time in two echelon supply chain systems /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036843.

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Deknatel, William Brockway. "USE OF THE SOLUTION MODELS TO CALCULATE THE ACTIVITY COMPOSITION RELATIONS OF MAGNESIAN CALCITES (SOLID, CARBONATES)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/291512.

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Books on the topic "Mathematical Relations"

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Bandyopadhyaya, Jayantanuja. International relations and global equilibrium: Some mathematical models. Calcutta: Published for School of International Relations and Strategic Studies, Jadavpur University by K.P. Bagchi & Co., 1992.

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Greenberg, Harvey J. Modeling by Object-Driven Linear Elemental Relations: A User's Guide for MODLER(c). Boston, MA: Springer US, 1993.

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Logical and mathematical psychology: Dialectical interpretation of their relations. Cluj-Napoca (Romania): Editura Presa Universitară Clujeană, 1997.

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Fejer, Peter A. Mathematical Foundations of Computer Science: Sets, Relations, and Induction. New York, NY: Springer New York, 1991.

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May, Leo. Empirical relations between some irrational transcendental mathematical universal constants. Regensburg: Roderer, 1997.

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Vengayil, Padmaraj. Similarity relations of wind waves in finite depth. Woods Hole, Mass: Woods Hole Oceanographic Institution, 1988.

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Taylor, Alan D. Simple games: Desirability relations, trading, pseudoweightings. Princeton, N.J: Princeton University Press, 1999.

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Inman, Ernest J. Flood-frequency relations for urban streams in Georgia. Doraville, Ga: Dept. of the Interior, U.S. Geological Survey, 1988.

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Inman, Ernest J. Flood-frequency relations for urban streams in Georgia. Doraville, Ga: Dept. of the Interior, U.S. Geological Survey, 1988.

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Inman, Ernest J. Flood-frequency relations for urban streams in Georgia. Doraville, Ga: Dept. of the Interior, U.S. Geological Survey, 1988.

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Book chapters on the topic "Mathematical Relations"

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Kossak, Roman. "Relations." In Mathematical Logic, 83–95. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97298-5_7.

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Jost, Jürgen. "Relations." In Mathematical Concepts, 69–87. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20436-9_3.

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Jost, Jürgen. "Spaces of Relations." In Mathematical Concepts, 177–219. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20436-9_6.

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Hager, Paul J. "Relations in Mathematical Philosophy." In Continuity and Change in the Development of Russell’s Philosophy, 67–79. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-0844-7_5.

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Schwartz, Richard. "Recurrence relations." In Mathematical Surveys and Monographs, 127–30. Providence, Rhode Island: American Mathematical Society, 2014. http://dx.doi.org/10.1090/surv/197/18.

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Ruefer, Herbert. "Input–Output Relations." In Living Without Mathematical Statistics, 53–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99632-5_3.

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McKeown, G. P., and V. J. Rayward-Smith. "Functions and Relations." In Mathematical Foundations for Computing, 91–216. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-10719-3_2.

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Faddeev, L., and O. Yakubovskiĭ. "Heisenberg uncertainty relations." In The Student Mathematical Library, 36–38. Providence, Rhode Island: American Mathematical Society, 2009. http://dx.doi.org/10.1090/stml/047/07.

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Sydsæter, Knut, Arne Strøm, and Peter Berck. "Set Theory. Relations. Functions." In Economists’ Mathematical Manual, 1–6. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-28518-2_1.

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Sydsæter, Knut, Arne Strøm, and Peter Berck. "Set Theory. Relations. Functions." In Economists’ Mathematical Manual, 1–6. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/978-3-662-03995-3_1.

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Conference papers on the topic "Mathematical Relations"

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Kracht, Marcus. "Mathematical aspects of command relations." In the sixth conference. Morristown, NJ, USA: Association for Computational Linguistics, 1993. http://dx.doi.org/10.3115/976744.976773.

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Avila, Regina Fonseca, and Marcio Jose Menon. "Derivative Dispersion Relations." In Fourth International Winter Conference on Mathematical Methods in Physics. Trieste, Italy: Sissa Medialab, 2004. http://dx.doi.org/10.22323/1.013.0043.

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Simistira, Fotini, Vassilis Papavassiliou, Vassilis Katsouros, and George Carayannis. "Recognition of Spatial Relations in Mathematical Formulas." In 2014 14th International Conference on Frontiers in Handwriting Recognition (ICFHR). IEEE, 2014. http://dx.doi.org/10.1109/icfhr.2014.35.

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Shum, K. P., X. J. Guo, and X. M. Ren. "(l)-Green's Relations and Perfect rpp Semigroups." In Third Asian Mathematical Conference 2000. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812777461_0055.

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ZHENG, HONGBO, XUJIA QIN, and YEXUN ZHONG. "MATHEMATICAL DEFINITION OF CARTOGRAPHICAL SYMBOLS AND THEIR RELATIONS." In Proceedings of the International Computer Conference 2006. World Scientific Publishing Company, 2006. http://dx.doi.org/10.1142/9789812772763_0103.

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Singh, Rashmi. "On symmetric relations on IX." In ADVANCEMENT IN MATHEMATICAL SCIENCES: Proceedings of the 2nd International Conference on Recent Advances in Mathematical Sciences and its Applications (RAMSA-2017). Author(s), 2017. http://dx.doi.org/10.1063/1.5008717.

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Khanna, Faqir. "Ward-Takahashi Relations: Longitudinal and Transverse." In Fifth International Conference on Mathematical Methods in Physics. Trieste, Italy: Sissa Medialab, 2007. http://dx.doi.org/10.22323/1.031.0003.

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Finch, William W. "An Overview of Inference Mechanisms for Quantified Relations." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5666.

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Abstract:
Abstract This paper temporarily sheds formal mathematical treatment and presents a more intuitive overview of inference mechanisms for quantified relations. These predicate logic expressions are a new class of design constraint among sets of variations affecting the design and performance of engineering systems. Simple examples illustrate the use of quantified relations to infer constraints on the membership of feasible sets. A small design problem from the electronics domain joins the mathematical tools with engineering concepts. A brief comparison demonstrates the advantages of this approach over conventional interval mathematics. This paper’s objective is to illustrate the application of quantified relations and their associated methods to engineering design problems.
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Camacho, A. "Deformed dispersion relations and Sagnac interferometr." In GRAVITATION AND COSMOLOGY: 2nd Mexican Meeting on Mathematical and Experimental Physics. AIP, 2005. http://dx.doi.org/10.1063/1.1900509.

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Zamali, T., M. Norfazillah, M. T. Abu Osman, and M. A. Lazim. "New fuzzy preference relations for group decision-making." In INTERNATIONAL CONFERENCE ON MATHEMATICAL SCIENCES AND STATISTICS 2013 (ICMSS2013): Proceedings of the International Conference on Mathematical Sciences and Statistics 2013. AIP, 2013. http://dx.doi.org/10.1063/1.4823877.

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Reports on the topic "Mathematical Relations"

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Nisbet, Roger M., Russell J. Schmitt, and William G. Wilson. Mathematical Models Relating Effects of Xenobiotic Substances on Individuals and Populations. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada635054.

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