Sentence examples for equivalence problem from inspiring English sources

Using a functional analytic approach, we give several surprising equivalent formulations for the equivalence problem, which reveal a deep connection to several fundamental problems in the integral geometry of the Grassmann manifold.

(d) We say that a machine (M') polynomially reduces (resp. is polynomially equivalent) to a machine M if the configuration equivalence problem of (M') polynomially reduces (resp. is polynomiall equivalent) to the configuration equivalence problem for M.  .

We say that a machine (M') polynomially reduces (resp. is polynomially equivalent) to a machine M if the configuration equivalence problem of (M') polynomially reduces (resp. is polynomiall equivalent) to the configuration equivalence problem for M. A deterministic machine M is called universally halting if it does not have infinitely long computations (see [8]).

However, due to the equivalence problem, the result obtained with these methods may be not unique.

Our results suggest a natural analogue of the Shift Equivalence Problem in the context of C⁎-correspondences.

The controller design problem is formulated as a system dynamics equivalence problem, either based on a physical or an identified model, and is solved exactly.

Findings showed that the gesture group solved more equivalence problems correctly in the post-instruction test compared to peers who were instructed not to gesture.

Students in the Intervention First group were able to maintain their scores on the test of equivalence problems 4 weeks after the conclusion of the intervention.

This result may be due to the relatively weak psychometric properties of the relational thinking measure used, but could also be attributed to the complex nature of relational thinking relative to what is involved in solving mathematical equivalence problems.

Using two intact seventh-grade classes and a staggered treatment design, students were assessed at three time points on their (a) ability to solve equivalence problems, and (b) reasoning abilities about true false number sentences.

Moreover, for the Intervention First group, the level of performance on equivalence problems persisted for 4 weeks after the intervention ended, but the students' relational thinking was not maintained.