四元数矩阵方程AX=B的实部半正定解(英文)

一个ｎ×ｎ实四元数矩阵称为实部半正定（或正定）矩阵，如果对于任意的非零ｎ维四元数列向量ｘ，有Ｒｅ［ｘＡｘ］≥０（或＞０）．本文给出了四元数矩阵方程ＡＸ＝Ｂ有实部半正定（或正定）矩阵解的充要条件及其通解的表达式，并给出了四元数分块阵为实部半正定（或正定）矩阵的一个判别法则     

半正定未必对称矩阵的Kronecker 乘积

一个ｎ×ｎ实矩阵Ａ称为半正定，如果对每个ｎ维非零实向量ｘ，均有xAx^T≥0．本文给出了两个半正定，未必对称实矩阵为半正定的充要条件．     

矩阵方程AX=B的实部正定解

本文主要讨论了矩阵方程ＡＸ＝Ｂ（其中Ａ，Ｂ∈Ｃ^ｍ×ｎ）的实部正定解的存在性，并在矩阵方程ＡＸ＝Ｂ有实部正定解时，给出了通解的表达式．     

关于实方阵的几个问题

本文讨论如下内容：１．把有关对称正定（半正定）的一些性质推广到广义正定（半正定）。２．给定ｘ∈Ｒｍ×ｍ，∧为对角阵，求ＡＸ＝ｘ∧在对称半正定矩阵类中解存在的充要条件及一般形式，并讨论了对任意给定的对称正定（半正定）矩阵Ａ，在上述解的集合中求得Ａ，使得     

体上的矩阵方程AXA=B

设Ｆ和Ω分别表示一个对合反自同构的体，一个加强Ｐ除环，本文定义了Ω上的亚（半）正定矩阵，给出了矩阵方程ＡＸＡ＾＊＝Ｂ在Ｆ上有（斜）自共轭矩阵解及在Ω上有亚（半）正定矩阵解的充要条件及其解集的显式表示。     

矩阵方程X+ATX-1A=I的正定解及反问题求解

本文得到矩阵方程Ｘ＋Ａ^TX^-1Ａ＝Ｉ的反问题题的充要条件及反问题解的一般形式，进而得到正定解的充要条件及一定条件下正解解的一般形式．     

矩阵方程A^TXB=C的正定和半正定解

给出了矩阵方程Ａ＾ＴＸＢ＝Ｃ在正定和半正定矩阵类中有解的充要条件及解的一般表达式。     

亚半正定阵左右逆特征值问题的进一步研究

１　引　言文［１］研究了亚半正定阵的左右逆特征值问题,它的更一般提法是问题Ｉ给定Ｘ、Ｚ使得其中Ｒｎ×ｍ表示全体ｎ×ｍ实阵的集合;即表示全体亚半正定阵集合［２］．文［１］得到了问题１有解的充要条件及解的通式,但从文［１］中主要定理给出的通式来看,子矩阵Ａ１３、Ａ１４及Ａ４３的表达式还没有得到,因此有必要对问题Ⅰ的通解作进一步的研究．本文将通过建立一个亚半正定阵的判定准则,圆满地解决以上问题． 为方便起见,本文用 及Ⅰ分别表示Ｒｎ×ｍ中秩为ｒ的矩阵集合、ｎ×正交矩阵集合及单位矩阵;而用　分别表示ｎ ×…     

关于四元数矩阵方程AX=B

本文定义了四元数体Ω上亚半正定矩阵，给出了Ω上矩阵方程ＡＸ＝Ｂ有亚（半）正定解和西矩阵解的充要条件及其解集结构．     

关于正定矩阵的几个问题

本文推广了文［１］的主要定理，给出了用低阶矩阵判定高阶矩阵正定的判定定理，同时给出了矩阵方程ＡＸ＝Ｂ的反问题在正定矩阵类中解存在的充要条件及解的一般形式．     

Affine-inscribed and affine-circumscribed polygons and polytopes

Five theorems on polygons and polytopes inscribed in (or circumscribed about) a convex compact set in the plane or space are proved by topological methods. In particular, it is proved that for every interior point O of a convex compact set in ℝ³, there exists a two-dimensional section through O circumscribed about an affine image of a regular octagon. It is also proved that every compact convex set in ℝ³ (except the cases listed below) is circumscribed about an affine image of a cube-octahedron (the convex hull of the midpoints of the edges of a cube). Possible exceptions are provided by the bodies containing a parallelogram P and contained in a cylinder with directrix P. Bibliography: 29 titles. Translated fromZapiski Nauchnykh Seminarov POMI, Vol. 231, 1995, pp. 286–298. Translated by B. M. Bekker.     

Partitions and pairwise sums and products

A seven cell partition of N is constructed with the property that no infinite set has all of its pairwise sums and products in any one cell. A related Ramsey Theory question is shown to have different answers for two and three cell partitions.     

Linear birth and death models and associated Laguerre and Meixner polynomials

We study birth and death processes with linear rates λ_n = n + α + c + 1, μ_{n + 1} = n + c, n 0 and μ₀ is either zero or c. The spectral measures of both processes are found using generating functions and the integral transforms of Laplace and Stieltjes. The corresponding orthogonal polynomials generalize Laguerre polynomials and the choice μ₀ = c generates the associated Laguerre polynomials of Askey and Wimp. We investigate the orthogonal polynomials in both cases and give alternate proofs of some of the results of Askey and Wimp on the associated Laguerre polynomials. We also identify the spectra of the associated Charlier and Meixner polynomials as zeros of certain transcendental equations.     

Distributive and Multiplication Modules and Rings

We study rings in which every ideal is a finitely generated multiplication right ideal.     

Beliefs and beyond: affect and the teaching and learning of mathematics

The importance of beliefs for the teaching and learning of mathematics is widely recognized among mathematics educators. In this special issue, we explicitly address what we call “beliefs and beyond” to indicate the larger field surrounding beliefs in mathematics education. This is done to broaden the discussion to related concepts (which may not originate in mathematics education) and to consider the interconnectedness of concepts. In particular, we present some new developments at the conceptual level, address different approaches to investigate beliefs, highlight the role of student beliefs in problem-solving activities, and discuss teacher beliefs and their significance for professional development. One specific intention is to consider expertise from colleagues in the fields of educational research and psychology, side by side with perspectives provided by researchers from mathematics education.