The deformation and fracture of balloons

Inflation of balloons provides a straightforward way of achieving large biaxial deformations. Previous studies have shown that when a balloon bursts, crack propagation occurs at very high speed – much higher than would be expected from the low strain modulus and elastic wave velocity of the rubber. The present paper is concerned with studies of the deformation and fracture of cylindrical balloons. On inflation, the deformations of such a balloon pass through an unstable region but subsequently increase monotonically with pressure. In this relatively high pressure region, the ratio of the longitudinal and circumferential extension ratios is broadly in accord with expectations from high-strain elasticity theory when the ratio of the corresponding stresses is taken into account. On bursting, crack speeds up to around 300 m/s in this region. It is shown that these speeds are in accord with large increase in incremental moduli for the highly-strained rubber. Marked changes in crack tip profile observed at very high crack speeds are consistent with control of the rate of growth by inertia rather than by the viscoelastic properties of the rubber (as is believed to be the case at lower speeds). Consistent with this, various elastomers having different glass transition temperatures show similar crack growth behaviour in the very high speed region.     

Probabilism,entropies and strictly proper scoring rules

Accuracy arguments are the en vogue route in epistemic justifications of probabilism and further norms governing rational belief. These arguments often depend on the fact that the employed inaccuracy measure is strictly proper. I argue controversially that it is ill-advised to assume that the employed inaccuracy measures are strictly proper and that strictly proper statistical scoring rules are a more natural class of measures of inaccuracy. Building on work in belief elicitation I show how strictly proper statistical scoring rules can be used to give an epistemic justification of probabilism.An agent's evidence does not play any role in these justifications of probabilism. Principles demanding the maximisation of a generalised entropy depend on the agent's evidence. In the second part of the paper I show how to simultaneously justify probabilism and such a principle. I also investigate scoring rules which have traditionally been linked with entropies.     

Sobolev Stability of Plane Wave Solutions to the Nonlinear Schrödinger Equation

This article explores the questions of long time orbital stability in high order Sobolev norms of plane wave solutions to the NLSE in the defocusing case.     

Semilinear wave models with friction and viscoelastic damping

In this paper, we study the global (in time) existence of small data solutions to the Cauchy problem for the semilinear wave equation with friction, viscoelastic damping, and a power nonlinearity. We are interested in the connection between regularity assumptions for the data and the admissible range of exponents p in the power nonlinearity.     

基于化学学科认知障碍突破的中考复习教学实践* ——以“二氧化碳的性质”为例

分析学生对二氧化碳的3个典型学科认知障碍,以“二氧化碳的捕捉”为情境,通过“尝试捕捉二氧化碳”“谁在捕捉二氧化碳”“捕捉背后的原理”等3个主要环节,实现对学科认知障碍的突破,展示了一种新的中考复习教学思路。     

Convergence of solutions for the fractional Cahn–Hilliard system

This paper deals with the Cauchy–Dirichlet problem for the fractional Cahn–Hilliard equation. The main results consist of global (in time) existence of weak solutions, characterization of parabolic smoothing effects (implying under proper condition eventual boundedness of trajectories), and convergence of each solution to a (single) equilibrium. In particular, to prove the convergence result, a variant of the so-called ?ojasiewicz–Simon inequality is provided for the fractional Dirichlet Laplacian and (possibly) non-analytic (but $C^1$) nonlinearities.     

Potts models with magnetic field: Arithmetic,geometry, and computation

We give a sheaf theoretic interpretation of Potts models with external magnetic field, in terms of constructible sheaves and their Euler characteristics. We show that the polynomial countability question for the hypersurfaces defined by the vanishing of the partition function is affected by changes in the magnetic field: elementary examples suffice to see non-polynomially countable cases that become polynomially countable after a perturbation of the magnetic field. The same recursive formula for the Grothendieck classes, under edge-doubling operations, holds as in the case without magnetic field, but the closed formulae for specific examples like banana graphs differ in the presence of magnetic field. We give examples of computation of the Euler characteristic with compact support, for the set of real zeros, and find a similar exponential growth with the size of the graph. This can be viewed as a measure of topological and algorithmic complexity. We also consider the computational complexity question for evaluations of the polynomial, and show both tractable and NP-hard examples, using dynamic programming.     

Academic maturity of students in an extended programme in mathematics

ABSTRACT

This paper focuses on the students who are registered in the University of Pretoria’s academic development programme, named the Four-year Programme (FYP). The programme was introduced as a gateway for students who are underprepared but have the potential to succeed and then continue their studies into the mainstream science programmes. Our research focuses on measuring the change in the academic maturity of these students. In the theoretical framework that we developed, academic maturity is subdivided into two components namely non-subject based maturity and subject based maturity (mathematical maturity). This paper focuses on measuring non-subject based academic maturity. The survey used for this purpose is called the Student Academic Readiness Survey (STARS), taken at the beginning of the year and after the first semester respectively. The results of the surveys are compared to measure the change in students’ views. Results show that in all constructs there is a surprising decline in students’ perceptions regarding their own abilities over the first semester at university. We use the Dunning–Kruger effect to explain this unexpected decline, in that students seem to develop a more realistic view of their own maturity, which in itself can be seen as a growth in academic maturity.