On the Role Played by the Work of Ulisse Dini on Implicit Function
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Fabio Tonini –
Fabio Tonini Personal Data Date of Birth May 16, 1984 Citzenship Italy Current Position Since Researcher (RTDA) at University of Florence November 2018 Positions Held October 2018 Scholarship at Scuola Normale Superiore of Pisa October 2015 Post Doc at the Freie University of Berlin - September 2018 April 2013 - Post Doc at the Humboldt University of Berlin September 2015 January 2012 Scholarship at Scuola Normale Superiore of Pisa - January 2013 January 2009 Ph.D. student at Scuola Normale Superiore of Pisa under the supervision of - January Prof. Angelo Vistoli 2012 Italian National Scientific Habilitation (ASN) May 2021 - Professore II fascia May 2030 Education May 2013 Ph.D. at Scuola Normale Superiore of Pisa December Diploma at Scuola Normale Superiore of Pisa 2008 September Master’s Degree in Pure Mathematics, University of Pisa, with honors 2008 July 2006 Bachelor’s Degree in Pure Mathematics, University of Pisa, with honors Universitá degli Studi di Firenze, Dipartimento di Matematica e Informatica ’Ulisse Dini’, Viale Morgagni, 67/a, Firenze, 50134 Italy B fabio.tonini@unifi.it • Í people.dimai.unifi.it/tonini/ PhD’s Thesis Title Stacks of ramified Galois covers defended the 2 May 2013 pdf online link Advisor Angelo Vistoli Master’s Thesis Title Rivestimenti di Gorenstein (Gorenstein covers) pdf online link Advisor Angelo Vistoli Research Interests { Algebraic Geometry { Algebraic stacks, Moduli theory { Action of algebraic groups and Galois covers { Representation theory { Algebraic fundamental groups and gerbes Memberships { GNSAGA, INdAM, Gruppo Nazionale per le Strutture Algebriche, Geomet- riche e le loro Applicazioni Teaching Experience 2020/21 Course Title: Matematica e statistica, First year at “Scienze Farmaceutiche”, University of Florence 2020/21 Course Title: Matematica con elementi di Statistica, First year at “Scienze Naturali”, University of Florence. -
A Historical Outline of the Theorem of Implicit Nctions
Divulgaciones Matem acute-a t icas Vol period 10 No period 2 open parenthesis 2002 closing parenthesis commannoindent pp periodDivulgaciones 171 endash 180 Matem $ nacutefag $ t icas Vol . 10No . 2 ( 2002 ) , pp . 171 −− 180 A .... Historical .... Outline .... of the .... Theorem .... of nnoindentImplicit ..A F-un h nctions f i l l H i s t o r i c a l n h f i l l Outline n h f i l l o f the n h f i l l Theorem n h f i l l o f Un Bosquejo Hist acute-o rico del Teorema de las Funciones Impl dotlessi-acute citas n centerlineGiovanni Mingarif I m pScarpello l i c i t nquad open parenthesis$ F−u $ giovannimingari n c t i o n s g at l ibero period it closing parenthesis Daniele Ritelli dr itelli at e c onomia period unibo period it n centerlineDipartimentofUn di Matematica BosquejoDivulgaciones per Hist Matem le Scienzea´ $ tn icasacute Economiche Vol .f 10og No$ .e 2 Sociali( rico 2002 )delcomma , pp . Teorema 171 { 180 de las Funciones Impl $ nBolognaacutefn ItalyimathgA$ c Historical i t a s g Outline of the Theorem Abstract n centerline f Giovanniof Mingari Scarpello ( giovannimingari $ @ $ l ibero . it ) g In this article a historical outline ofImplicit the implicit functionsF theory− u nctions is presented startingUn from Bosquejo the wiewpoint Hist ofo´ Descartesrico del Teorema algebraic geometry de las Funciones Impl ´{ citas n centerline f Daniele Ritelli dr itelli $@$ e c onomia . unibo . it g open parenthesisGiovanni 1 637 closing Mingari parenthesis Scarpello and Leibniz ( giovannimingari open parenthesis 1 676@ l or ibero 1 677 closing . -
HOMOTECIA Nº 6-15 Junio 2017
HOMOTECIA Nº 6 – Año 15 Martes, 1º de Junio de 2017 1 Entre las expectativas futuras que se tienen sobre un docente en formación, está el considerar como indicativo de que logrará realizarse como tal, cuando evidencia confianza en lo que hace, cuando cree en sí mismo y no deja que su tiempo transcurra sin pro pósitos y sin significado. Estos son los principios que deberán pautar el ejercicio de su magisterio si aspira tener éxito en su labor, lo cual mostrará mediante su afán por dar lo bueno dentro de sí, por hacer lo mejor posible, por comprometerse con el porvenir de quienes confiadamente pondrán en sus manos la misión de enseñarles. Pero la responsabilidad implícita en este proceso lo debería llevar a considerar seriamente algunos GIACINTO MORERA (1856 – 1907 ) aspectos. Obtener una acreditación para enseñar no es un pergamino para exhib ir con petulancia ante familiares y Nació el 18 de julio de 1856 en Novara, y murió el 8 de febrero de 1907, en Turín; amistades. En otras palabras, viviendo en el mundo educativo, es ambas localidades en Italia. asumir que se produjo un cambio significativo en la manera de Matemático que hizo contribuciones a la dinámica. participar en este: pasó de ser guiado para ahora guiar. No es que no necesite que se le orie nte como profesional de la docencia, esto es algo que sucederá obligatoriamente a nivel organizacional, Giacinto Morera , hijo de un acaudalado hombre de pero el hecho es que adquirirá una responsabilidad mucho mayor negocios, se graduó en ingeniería y matemáticas en la porque así como sus preceptores universitarios tuvieron el compromiso de formarlo y const ruirlo cultural y Universidad de Turín, Italia, habiendo asistido a los académicamente, él tendrá el mismo compromiso de hacerlo con cursos por Enrico D'Ovidio, Angelo Genocchi y sus discípulos, sea cual sea el nivel docente donde se desempeñe. -
Continuous Nowhere Differentiable Functions
2003:320 CIV MASTER’S THESIS Continuous Nowhere Differentiable Functions JOHAN THIM MASTER OF SCIENCE PROGRAMME Department of Mathematics 2003:320 CIV • ISSN: 1402 - 1617 • ISRN: LTU - EX - - 03/320 - - SE Continuous Nowhere Differentiable Functions Johan Thim December 2003 Master Thesis Supervisor: Lech Maligranda Department of Mathematics Abstract In the early nineteenth century, most mathematicians believed that a contin- uous function has derivative at a significant set of points. A. M. Amp`ereeven tried to give a theoretical justification for this (within the limitations of the definitions of his time) in his paper from 1806. In a presentation before the Berlin Academy on July 18, 1872 Karl Weierstrass shocked the mathematical community by proving this conjecture to be false. He presented a function which was continuous everywhere but differentiable nowhere. The function in question was defined by ∞ X W (x) = ak cos(bkπx), k=0 where a is a real number with 0 < a < 1, b is an odd integer and ab > 1+3π/2. This example was first published by du Bois-Reymond in 1875. Weierstrass also mentioned Riemann, who apparently had used a similar construction (which was unpublished) in his own lectures as early as 1861. However, neither Weierstrass’ nor Riemann’s function was the first such construction. The earliest known example is due to Czech mathematician Bernard Bolzano, who in the years around 1830 (published in 1922 after being discovered a few years earlier) exhibited a continuous function which was nowhere differen- tiable. Around 1860, the Swiss mathematician Charles Cell´erieralso discov- ered (independently) an example which unfortunately wasn’t published until 1890 (posthumously). -
HOMOTECIA Nº 11-15 Noviembre 2017
HOMOTECIA Nº 11 – Año 15 Miércoles, 1º de Noviembre de 2017 1 En una editorial anterior, comentamos sobre el consejo que le dio una profesora con años en el ejercicio del magisterio a un docente que se iniciaba en la docencia, siendo que ambos debían enseñar matemática: - Si quieres obtener buenos resultados en el aprendizaje de los alumnos que vas a atender, para que este aprendizaje trascienda debes cuidar el lenguaje, el hablado y el escrito, la ortografía, la redacción, la pertinencia. Desde la condición humana, promover la cordialidad y el respeto mutuo, el uso de la terminología correcta de nuestro idioma, que posibilite la claridad de lo que se quiere exponer, lo que se quiere explicar, lo que se quiere evaluar. Desde lo específico de la asignatura, ser lexicalmente correcto. El hecho de ser docente de matemática no significa que eso te da una licencia para atropellar el lenguaje. En consecuencia, cuando utilices los conceptos matemáticos y trabajes la operatividad correspondiente, utiliza los términos, definiciones, signos y símbolos que esta disciplina ha dispuesto para ellos. Debes esforzarte en hacerlo así, no importa que los alumnos te manifiesten que no entienden. Tu preocupación es que aprendan de manera correcta lo que se les enseña. Es una prevención para evitarles dificultades en el futuro . Traemos a colación lo de este consejo porque consideramos que es un tema que debe tratarse con mucha amplitud. El problema de hablar y escribir bien no es solamente característicos en los alumnos sino que también hay docentes que los presentan. Un alumno, por más que asista continuamente a la escuela, es afectado por el entorno cultural familiar en el que se desenvuelve. -
On History of Epsilontics
ANTIQUITATES MATHEMATICAE Vol. 10(1) 2016, p. xx–zz doi: 10.14708/am.v10i0.805 Galina Ivanovna Sinkevich∗ (St. Petersburg) On History of Epsilontics Abstract. This is a review of genesis of − δ language in works of mathematicians of the 19th century. It shows that although the sym- bols and δ were initially introduced in 1823 by Cauchy, no functional relationship for δ as a function of was ever ever specied by Cauchy. It was only in 1861 that the epsilon-delta method manifested itself to the full in Weierstrass denition of a limit. The article gives various interpretations of these issues later provided by mathematicians. This article presents the text [Sinkevich, 2012d] of the same author which is slightly redone and translated into English. 2010 Mathematics Subject Classication: 01A50; 01A55; 01A60. Key words and phrases: History of mathematics, analysis, continu- ity, Lagrange, Ampére, Cauchy, Bolzano, Heine, Cantor, Weierstrass, Lebesgue, Dini.. It is mere feedback-style ahistory to read Cauchy (and contemporaries such as Bernard Bolzano) as if they had read Weierstrass already. On the contrary, their own pre-Weierstrassian muddles need historical reconstruction. [Grattan-Guinness 2004, p. 176]. Since the early antiquity the concept of continuity was described throgh the notions of time, motion, divisibility, contact1 . The ideas about functional accuracy came with the extension of mathematical interpretation to natural-science observations. Physical and geometrical notions of continuity became insucient, ultimately ∗ Galina Ivanovna Sinkeviq 1The 'continuous' is a subdivision of the contiguous: things are called continuous when the touching limits of each become one and the same and are, as the word implies, contained in each other: continuity is impossible if these extremities are two. -
Sunti Delle Conferenze
Sunti delle Conferenze Analisi complessa a Pisa, 1860-1900 UMBERTO BOTTAZZINI (Università di Milano) Nel 1859 Enrico Betti inaugura gli studi di analisi complessa a Pisa (e di fatto in Italia) pubblicando la traduzione italiana della Inauguraldissertation (1851) di Riemann. L’incontro con il grande matematico conosciuto l’anno prima a Göttingen segna una svolta nella carriera scientifica di Betti, che fa dell’analisi complessa l’oggetto delle sue lezioni e delle sue pubblicazioni (1860/61 e 1862) che incontrano l’approvazione di Riemann, durante il suo soggiorno in Italia. Nella conferenza saranno discussi i contributi all’analisi complessa di Betti, Dini e Bianchi. Ulisse Dini raccolse l’eredità del maestro dapprima in articoli (1870/71, 1871/73, 1881) che suscitano l’interesse della comunità internazionale, e poi in lezioni litografate (1890) che hanno offerto a Luigi Bianchi il modello e il riferimento iniziale per le sue celebri lezioni sulla teoria delle funzioni di variabile complessa in due volumi, apparse prima in versione litografata (1898/99) e poi a stampa in diverse edizioni. Il periodo romano di Luigi Cremona: tra Statica Grafica e Geometria Algebrica, la Biblioteca Nazionale, i Lincei, il Senato ALDO BRIGAGLIA (Università di Palermo) Il periodo romano (1873 – 1903) è considerato il meno produttivo, dal punto di vista scientifico, della vita di Luigi Cremona. Un periodo quasi unicamente dedicato agli aspetti politico – istituzionali della sua attività. Senza voler capovolgere questo giudizio consolidato, anzi sottolineando -
Bianchi, Luigi.Pdf 141KB
Centro Archivistico BIANCHI, LUIGI Elenco sommario del fondo 1 Indice generale Introduzione.....................................................................................................................................................2 Carteggio (1880-1923)......................................................................................................................................2 Carteggio Saverio Bianchi (1936 – 1954; 1975)................................................................................................4 Manoscritti didattico scientifici........................................................................................................................5 Fascicoli............................................................................................................................................................6 Introduzione Il fondo è pervenuto alla Biblioteca della Scuola Normale Superiore di Pisa per donazione degli eredi nel 1994-1995; si tratta probabilmente solo di una parte della documentazione raccolta da Bianchi negli anni di ricerca e insegnamento. Il fondo era corredato di un elenco dattiloscritto a cura di Paola Piazza, in cui venivano indicati sommariamente i contenuti delle cartelle. Il materiale è stato ordinato e descritto da Sara Moscardini e Manuel Rossi nel giugno 2014. Carteggio (1880-1923) La corrispondenza presenta oltre 100 lettere indirizzate a L. B. dal 1880 al 1923, da illustri studiosi del XIX-XX secolo come Eugenio Beltrami, Enrico Betti, A. von Brill, Francesco Brioschi, -
Ph. D. Programme in Mathematics
Ph.D School in Mathematics Department of Mathematics, Pisa University, Pisa, Italy Coordinator: Sergio Spagnolo History In Italy, before the year 1980 there was only one university degree awarded, namely, the "laurea". After a study of four years, the students had to write a dessertation consisting of an original work, the "tesi di laurea": which required about an year of work, and there were no postgraduate studies as such, except for the “Perfezionamento” of the Scuola Normale Superiore of Pisa and the courses of the "Alta Matematica" at Rome. At the beginning of the 80's the “Dottorato di Ricerca” was officially established by law. About ten Ph.D. programmes in Mathematics were set up, mainly at some of the major Italian Universities (Roma I, Roma II, Milano, Torino, Bologna, Padova, Pisa, Firenze, Trento, Messina, Napoli). Some of the “peripherical” universities joined with these major centers to co-sponsor the Ph. D. degree as associate Universities. In addition, one should also consider the somewhat special Ph. D. programmes of the Scuola Normale, the Institute of Alta Matematica, and the SISSA at Trieste. The Ph. D. programme in Mathematics of Pisa, which included also the Universities of Bari, Parma, Lecce and Ferrara as associated Universities, was established in the year 1983. The institutional structure of all the programmes was partially centralized, for instance all the theses had to be defended before a national panel of examiners, in Rome, while organization of courses and periodical evaluations were left to the single universities. At the end of nineties, a new national legislation under the title “Autonomy of the Universities” was introduced, which allowed, in particular, each University to institute and manage financially its own Ph. -
Levi-Civita,Tullio Francesco Dell’Isola, Emilio Barchiesi, Luca Placidi
Levi-Civita,Tullio Francesco Dell’Isola, Emilio Barchiesi, Luca Placidi To cite this version: Francesco Dell’Isola, Emilio Barchiesi, Luca Placidi. Levi-Civita,Tullio. Encyclopedia of Continuum Mechanics, 2019, 11 p. hal-02099661 HAL Id: hal-02099661 https://hal.archives-ouvertes.fr/hal-02099661 Submitted on 15 Apr 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. 2 Levi-Civita, Tullio dating back to the fourteenth century. Giacomo the publication of one of his best known results Levi-Civita had also been a counselor of the in the field of analytical mechanics. We refer to municipality of Padua from 1877, the mayor of the Memoir “On the transformations of dynamic Padua between 1904 and 1910, and a senator equations” which, due to the importance of the of the Kingdom of Italy since 1908. A bust of results and the originality of the proceedings, as him by the Paduan sculptor Augusto Sanavio well as to its possible further developments, has has been placed in the council chamber of the remained a classical paper. In 1897, being only municipality of Padua after his death. According 24, Levi-Civita became in Padua full professor to Ugo Amaldi, Tullio Levi-Civita drew from in rational mechanics, a discipline to which he his father firmness of character, tenacity, and his made important scientific original contributions. -
Science and Fascism
Science and Fascism Scientific Research Under a Totalitarian Regime Michele Benzi Department of Mathematics and Computer Science Emory University Outline 1. Timeline 2. The ascent of Italian mathematics (1860-1920) 3. The Italian Jewish community 4. The other sciences (mostly Physics) 5. Enter Mussolini 6. The Oath 7. The Godfathers of Italian science in the Thirties 8. Day of infamy 9. Fascist rethoric in science: some samples 10. The effect of Nazism on German science 11. The aftermath: amnesty or amnesia? 12. Concluding remarks Timeline • 1861 Italy achieves independence and is unified under the Savoy monarchy. Venice joins the new Kingdom in 1866, Rome in 1870. • 1863 The Politecnico di Milano is founded by a mathe- matician, Francesco Brioschi. • 1871 The capital is moved from Florence to Rome. • 1880s Colonial period begins (Somalia, Eritrea, Lybia and Dodecanese). • 1908 IV International Congress of Mathematicians held in Rome, presided by Vito Volterra. Timeline (cont.) • 1913 Emigration reaches highest point (more than 872,000 leave Italy). About 75% of the Italian popu- lation is illiterate and employed in agriculture. • 1914 Benito Mussolini is expelled from Socialist Party. • 1915 May: Italy enters WWI on the side of the Entente against the Central Powers. More than 650,000 Italian soldiers are killed (1915-1918). Economy is devastated, peace treaty disappointing. • 1921 January: Italian Communist Party founded in Livorno by Antonio Gramsci and other former Socialists. November: National Fascist Party founded in Rome by Mussolini. Strikes and social unrest lead to political in- stability. Timeline (cont.) • 1922 October: March on Rome. Mussolini named Prime Minister by the King. -
Atlas on Our Shoulders
BOOKS & ARTS NATURE|Vol 449|27 September 2007 Atlas on our shoulders The Body has a Mind of its Own: How They may therefore be part of the neural basis Body Maps in Your Brain HelpYou Do of intention, promoting learning by imitation. (Almost) Everything Better The authors explain how mirror neurons could by Sandra Blakeslee and Matthew participate in a wide range of primate brain Blakeslee functions, for example in shared perception Random House: 2007. 240 pp. $24.95 and empathy, cultural transmission of knowl- edge, and language. At present we have few, if any, clues as to how mirror neurons compute or Edvard I. Moser how they interact with other types of neuron, Like an atlas, the brain contains maps of the but the Blakeslees draw our attention to social internal and external world, each for a dis- neuroscience as an emerging discipline. tinct purpose. These maps faithfully inform It is important to keep in mind that the map the brain about the structure of its inputs. The concept is not explanatory. We need to define JOPLING/WHITE CUBE & J. OF THE ARTIST COURTESY body surface, for example, is mapped in terms what a map is to understand how perception of its spatial organization, with the same neural and cognition are influenced by the spatial arrangement flashed through successive levels arrangement of neural representations. The of processing — from the sensory receptors in classical maps of the sensory cortices are topo- the periphery to the thalamus and cortex in graphical, with neighbouring groups of neurons the brain. Meticulous mapping also takes into Sculptor Antony Gormley also explores how the representing neighbouring parts of the sensory account the hat on your head and the golf club body relates to surrounding space.