升值之言该如何听

自今年6月中国暗示将松动人民币汇率以来,人民币升值幅度仅为0．4％,这大大低于华盛顿的期待,因此,中美两国的关系日益紧张起来。随着失业率的膨胀,以及选举年即将到来,美国国会再一次将人民币汇率摆上了议事日程：9月6日,华盛顿两位高官为缓和中美关系前往北京,就人民币及其他重要问题进行高峰会晤,以期达成共识。     

From A to B to Z

Semigroup Forum - The variety generated by the Brandt semigroup $$B_2$$ can be defined within the variety generated by the semigroup $$A_2$$ by the single identity $$x^2y^2\approx y^2x^2$$ . Edmond...     

How to distribute antidote to control epidemics

We give a rigorous analysis of variations of the contact process on a finite graph in which the cure rate is allowed to vary from one vertex to the next, and even to depend on the current state of the system. In particular, we study the epidemic threshold in the models where the cure rate is proportional to the degree of the node or when it is proportional to the number of its infected neighbors. © 2010 Wiley Periodicals, Inc. Random Struct. Alg., 2010     

Learning to represent,representing to learn

This study explores how students learn to create, discuss, and reason with representations to solve problems. A summer school algebra class for seventh and eighth graders provided opportunities for students to create and use representations as problem-solving tools. This case study follows the learning trajectories of three boys. Two of the three boys had been low-achievers in their previous math classes, and one was a high achiever. Analysis of all three boys’ written work reveals how their representations became more sophisticated over time. Their small group interactions while problem-solving also show changes in how they communicated and reasoned with representations. For these boys, representation functioned as a learning practice. Through constructing and reasoning with representations, the boys were able to engage in generalizing and justifying claims, discuss quadratic growth, and collaborate and persist in problem-solving. Negotiating different student-constructed representations of a problem also gave them opportunities to act with agency, as they made choices and judgments about the validity of the different perspectives. These findings have implications for the importance of giving all students access to mathematics through representations, with representational thinking serving as a central disciplinary practice and as a learning practice that supports further mathematics learning.     

Options to expand and to contract in combination

This work presents a real options approach to the valuation of multiple investment projects, focusing on the case of option to expand and/or to contract. Proper valuation formulas are obtained by solving Black–Scholes PDE and the impact of strategic interaction among multiple options is studied.     

Anstee的两个定理的订正

本文的目的有二个,其一是给出反例说明Anstee的两个定理是欠妥的,其二是订正这二个定理。为方便起见,我们沿用[2]中的有关记号和定义。 设R和S分别为m维和n维非负整数向量,P=(P_(ij))_(m×n)为每列至多有一个1的(0,1)-矩阵。令_p(R,S)是一切以R为行和向量、S为列和向量且覆盖(cover)P的(0,1)-矩阵组成的集合。一个列向量a若是_p(R,S)中某个矩阵的第k列,则称a为_p(R,S)的     

Boolean approaches to graph embeddings related to VLSI

This paper discusses the development of Boolean methods in some topics on graph embeddings which are related to VLSI. They are mainly the general theory of graph embeddability, the orientabilities of a graph and the rectilinear layout of an electronic circuit.     

When to rebuild or when to adjust scorecards

Data-based scorecards, such as those used in credit scoring, age with time and need to be rebuilt or readjusted. Unlike the huge literature on modelling the replacement and maintenance of equipment there have been hardly any models that deal with this problem for scorecards. This paper identifies an effective way of describing the predictive ability of the scorecard and from this describes a simple model for how its predictive ability will develop. Using a dynamic programming approach one is then able to find when it is optimal to rebuild and when to readjust a scorecard. Failing to readjust or rebuild a scorecard when they aged was one of the defects in credit scoring identified in the investigations into the sub-prime mortgage crisis.