نتایج جستجو برای: the f zariski topology
تعداد نتایج: 16100876 فیلتر نتایج به سال:
Our aim in this very short note is to show that the proof of the following well-known fundamental lemma of Zariski follows from an argument similar to the proof of the fact that the rational field $mathbb{Q}$ is not a finitely generated $mathbb{Z}$-algebra.
Let M be a reductive monoid with unit group G. Let denote the idempotent cross-section of the G × G-orbits on M . If W is the Weyl group of G and e, f ∈ with e ≤ f , we introduce a projection map from WeW to WfW. We use these projection maps to obtain a new description of the Bruhat-Chevalley order on the Renner monoid of M . For the canonical compactification X of a semisimple group G0 with Bo...
In this paper we prove that there exists a Zariski dense open subset U defined over Q in the parameter space of one-variable rational functions with prescribed l poles with fixed orders, such that for every geometric point f in U(Q), the L-function of exponential sum of f at p has Newton polygon approaches the Hodge polygon as p approaches infinity. This result generalizes some result in [13] a...
Let G = PSL2(F) where F = R,C, and consider the space Z = (Γ1 × Γ2)\(G × G) where Γ1 < G is a co-compact lattice and Γ2 < G is a finitely generated discrete Zariski dense subgroup. The work of Benoist-Quint [2] gives a classification of all ergodic invariant Radon measures on Z for the diagonal G-action. In this paper, for a horospherical subgroup N of G, we classify all ergodic, conservative, ...
this study investigated the impact of explicit instruction of morphemic analysis and synthesis on the vocabulary development of the students. the participants were 90 junior high school students divided into two experimental groups and one control group. morphological awareness techniques (analysis/synthesis) and conventional techniques were used to teach vocabulary in the experimental groups a...
in the area of vocabulary teaching and learning although much research has been done, only some of it has led to effective techniques of vocabulary teaching and many language learners still have problem learning vocabulary. the urge behind this study was to investigate three methods of teaching words. the first one was teaching words in context based on a traditional method of teaching that is,...
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