Search or add a thesis

Advanced Search (Beta)
Home > Distinguishability Parameters in Graphs

Distinguishability Parameters in Graphs

Thesis Info

Access Option

External Link

Author

Murtaza, Muhammad

Program

PhD

Institute

Bahauddin Zakariya University

City

Multan

Province

KPK

Country

Pakistan

Thesis Completing Year

2019

Thesis Completion Status

Completed

Subject

Mathemaics

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/13365/1/Muhammad%20Murtaza%2c%20Ph.D.%20Maths%2c%202019%20bzu%20prr.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676725911851

Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

Join our Whatsapp Channel to get regular updates.

Similar


The idea of “distinguishing the vertices of a graph from one another” goes back to the work by Entringer and Gassman [36] and Sumner [81], where the authors posed a problem: which graphs have property that “there is one-to-one correspondence between vertices and their neighbourhoods”. The vertices of such graphs can be distinguished by their neighbourhoods. The idea has demonstrated its fundamental nature through a wide variety of applications associated to graphs in theory of networks, communication, robot navigation, programming a robot in manipulating objects to name a few. Later work on distinguishability parameters of graphs has used ideas different from the work of Sumner. The following approaches to the problem have found more attention than others. In the distance-based approach, each vertex of a connected graph Γ is distinguished from every other vertex of Γ by labeling a subset M of V (Γ) and using the distances between the vertices of Γ and those of M to construct a one-to-one function on V (Γ). The minimum cardinality of set M is called the metric dimension of Γ. In the symmetry breaking approach, we choose a set of vertices of Γ which has only the trivial automorphism in its stabilizer (only the trivial automorphism fixes the vertices in S). Another idea in symmetry breaking approach is that we choose a set D of vertices and color them with the minimum number of colors. In both of the ideas, the automorphism group of graph Γ is destroyed and we are assured that every vertex of graph can be distinguished. The minimum cardinality of set S is called the fixing number of Γ and the minimum number of colors required to color the vertices of set D is called the distinguishing number of Γ. In the location-domination approach, we choose a dominating set L of a graph Γ such that every vertex of Γ outside the dominating set is uniquely distinguished by its neighborhood within the dominating set. In the covering code approach, we find a set of vertices whose neighborhoods uniquely overlap at any vertex of graph Γ. The brief details of our contributions to this area are as follows: We define a new distinguishability parameter ‘fixed number’ of graphs that gives us the minimum number of vertices with random choice such that fixing those vertices destroys the automorphism group of the graph. We extend the study of weak total resolving set, weak total metric dimension and weak total resolving number of graphs. We also study well-known distinguishingability parameters locating-dominating sets for functigraphs and locating-dominating sets, identifying codes and distinguishing number for non-zero component graphs associated to finite vector space. A set of vertices S of a graph Γ is called a fixing set of Γ, if only the trivial automorphism of Γ fixes every vertex in S. The fixing number of a graph is the smallest cardinality of a fixing set. The fixed number of a graph Γ is the minimum number γ, such that every subset of vertices of Γ with cardinality γ is a fixing set of Γ. A graph Γ is called a γ-fixed graph, if its fixing number and fixed number are both γ. We study the fixed number of a graph and give a construction of a graph of higher fixed number from a graph of lower fixed number. We find bound on γ in terms of the diameter of a distance-transitive γ-fixed graph. A resolving set of vertices M ⊆ V (Γ) is called a weak total resolving set of Γ, if for each vertex σ ∈ M (symbols σ, ρ are used to represent the vertices of a graph) and for each ρ ∈ V (Γ) \ M, there is one element in M \ {σ} that resolves σ and ρ. The smallest cardinality of a weak total resolving set is called the weak total metric dimension of Γ. In this thesis, we extend the study of weak total resolving sets. We give some characterization and realization results on weak total metric dimension and weak total resolving number. We find weak total metric dimension of tree graph. We also define randomly weak total γ-dimensional graph and study its properties. We find weak total resolving sets and weak total metric dimension of functigraphs of some families of graphs. A subset L of the vertices of a graph Γ is called a locating-dominating set of Γ if for every two distinct vertices σ, ρ ∈ V (Γ) \ L, we have ∅ 6= NΓ(σ) ∩ L 6= NΓ(ρ) ∩ L 6= ∅. The location-domination number of Γ is the minimum cardinality of a locating-dominating set in Γ. Let Γ1 and Γ2 be the disjoint copies of a graph Γ and η : V (Γ1) → V (Γ2) be a function. A functigraph FΓ η consists of vertex set V (Γ1) ∪ V (Γ2) and edge set E(Γ1) ∪ E(Γ2) ∪ {σρ : ρ = η(σ)}. We study the variation of location-domination number in passing from Γ to FΓ η and find its sharp lower and upper bounds. We also study the location-domination number of functigraphs of complete graphs for all possible definitions of function η. We also obtain the location-domination number of functigraphs of a family of spanning subgraphs of complete graphs. We investigate the problem of covering the vertices of non-zero component graphs associated to finite vector spaces as introduced by Das [33], such that we can uniquely identify any vertex by examining the vertices that cover it. We use locating-dominating sets and identifying codes, which are closely related concepts for this purpose. We find the location-domination number and the identifying number of the graph and study the exchange property for locatingdominating sets and identifying codes. We extend the study of properties of automorphisms of non-zero component graphs associated to finite vector spaces. We prove that the symmetric group of basis vectors is isomorphic to the automorphism group of the graph. We find the distinguishing number of the graph for both of the cases, when number of field elements are 2 and more than 2.
Loading...
Loading...

Similar Books

Loading...

Similar Chapters

Loading...

Similar News

Loading...

Similar Articles

Loading...

Similar Article Headings

Loading...

یہ ہنر آزما کے دیکھتے ہیں

یہ ہنر آزما کے دیکھتے ہیں
اب کے اُن کو بھلا کے دیکھتے ہیں

رخ سے سرکے کبھی جو آنچل، ہم
معجزے اُس خدا کے دیکھتے ہیں

اب کے ہم بھی تو بے وفا ہو کر
جوش اُس کی وفا کے دیکھتے ہیں

کوئی اپنا نکل بھی سکتا ہے
ہاتھ سب سے ملا کے دیکھتے ہیں

درد میں آئے کچھ کمی شاید
آس کا گھر جلا کے دیکھتے ہیں

مل ہی جائے گا شعلۂ امید
گردِ اِیذا ہٹا کے دیکھتے ہیں

یاروں کی کھوجتے ہیں اب نیت
اپنا مقتل سجا کے دیکھتے ہیں

جو بھی ہوتا ہے خوش یہاں اُس کو
درد سے، منہ اُٹھا کے دیکھتے ہیں

جو بھی آتا ہے اُس گلی سے ہم
پاس اُس کو بٹھا کے دیکھتے ہیں

WAR ON TERROR, NATO WITHDRAWAL AND HUMAN RIGHT VIOLATIONS: A REALIST PARADIGM

This paper presents the usage of Information Communication Technology (ICT) tools in Islamabad High Court (IHC) and determine the applications of ICT tools in the court. ICT plays vital role in the court processes. It has been adopted all over the world to enhance the performance of judiciary. The analyses are based on the primary collected data through survey questionnaire from judges, lawyers, clients, IT operators and administrative staff. The findings of the study revealed that ICT tools have been uses, particularly, basic IT tools such as computers etc. Are most commonly uses in the courts, however, it needs to use advance tools. Most of the respondents agreed that overall ICT tools have been adopted in the court. It is suggested for the IHC court to increase the judge’s ratio in the courts and bring judicial reforms in the system. The new findings and recommendations would be helpful for IHC.

Role of a Head Teacher in Promoting the Use of Ict Among the Learning Area Coordinators: A Case Study

Exponential growth in information and communication technology (ICT) has put the school leaders in a situation where they are expected to use ICT for teaching and learning process. They are also expected to prepare the teaching staff, so that students would be prepared for the future. Literature suggests that school headteachers have a potential role to play in promoting the use of ICT in schools. It also suggests that for the promotion of ICT among teachers, a headteacher can play a role in developing teachers professionally. Moreover, s/he can develop a collaborative culture among the teachers so that they could learn from each other. However, the first condition for the promotion of ICT is the availability of ICT resources. Therefore, the headteachers are in a challenging situation to first acquire the resources and then manage them in such a way that their potential benefits could be achieved. Since ICT is a recent phenomenon in most of the schools, especially in Pakistan, it is difficult to work with all the stakeholders simultaneously. Also, due to the huge student population in most of the schools, a gap between users and the resources, which hampers the promotion of ICT use. Therefore, it is imperative to work with a group of teachers who are more inclined towards ICT or have leadership positions at the first stage, so that they could be prepared and who can help others learn to use ICT. For this purpose, the study explores the role of headteacher in promoting the use of ICT among learning area coordinators (LACs) who are subject teachers and lead small groups of subject teachers at the New Vision Secondary School (NVSS) in Karachi, Pakistan. The school was selected, because it belongs to the school system that I work for, and the headteacher seemed keen to promote the use of ICT among the LACs in the school. The study was carried out in a qualitative research paradigm. Data were collected through interviews, observations, informal discussion and document analysis. The empirical evidence showed that the roles played by the headteacher in the NVSS were not different from what has been found in the literature. The headteacher played the role of resource manager and a leader. Similarly, she made the efforts to provide opportunities of learning to the LACs. She has attempted to develop a learning environment through her own examples. This learning culture has helped the LACs,