Modular Properties of Theta-Functions and Representation of Numbers by Positive Quadratic Forms

By means of the theory of modular forms the formulas for a number of representations of positive integers by two positive quaternary quadratic forms of steps 36 and 60 and by all positive diagonal quadratic forms with seven variables of step 8 are obtain.     

C*-丛中的Morita等价定理

给定C^*-丛(E，P，G)．首先证明了E上循环*表示由Ea决定；然后证明了：C^*(E)与E0强Morita等价．     

A characterization of finite symplectic polar spaces of odd prime order

A sufficient condition for the representation group for a nonabelian representation (Definition 1.1) of a finite partial linear space to be a finite p-group is given (Theorem 2.9). We characterize finite symplectic polar spaces of rank r at least two and of odd prime order p as the only finite polar spaces of rank at least two and of prime order admitting nonabelian representations. The representation group of such a polar space is an extraspecial p-group of order p1+2r and of exponent p (Theorems 1.5 and 1.6).     

On the Canonical Decomposition of Quiver Representations

Kac introduced the notion of the canonical decomposition for a dimension vector of a quiver. Here we will give an efficient algorithm to compute the canonical decomposition. Our study of the canonical decomposition for quivers with three vertices gives us fractal-like pictures.     

Graph theoretical duality perspective on conjugate structures and its applications

The paper shows that representing structures, beams and frames by mathematical models based on graph theory enables to provide new perspective on known conjugate structure theorems in mechanics. It is shown that the latter theorems can be derived from the graph theoretical duality principle applied upon the graph representations of the structures. The results reported indicate upon theoretical value of the approach, as the established mathematical foundation can be employed in a variety of mechanical disciplines.     

相依误差广义线性模型的M估计的Bahadur表示

考虑如下广义线性模型y_i=h(x~T_i,β)+e_i=1,2,…,n,其中e_i=G(…,ε_(i-1),ε_i),h是一个连续可导函数,ε_i是独立同分布的随机变量,并且它的期望为0,方差σ~2有限.本文给出了参数β的M估计,并且得到了该估计的Bahadur表示,该结论推广了线性模型的相关结论.应用M估计的Bahadur表示,得到了相依误差的线性回归模型,poisson模型,logistic模型和独立误差的广义线性模型等模型的渐近性质.     

Controlled blocks of the finite quasisimple groups for odd primes

We classify controlled blocks, introduced by Alperin and Broué in 1979 for all quasisimple groups G for odd primes. The results imply that every nilpotent block of G has abelian defect groups, which in turn is one of the main results proved in An and Eaton (2011) [6]. We also give an explicit characterization of non-controlled blocks of all quasisimple groups G for odd primes. This implies the block theoretic analogue of Glauberman?s ZJ-theorem for G proved by Kessar, Linckelmann and Robinson (2002) [18].     

Bounds on the largest Kronecker and induced multiplicities of finite groups

We give new bounds and asymptotic estimates on the largest Kronecker and induced multiplicities of finite groups. The results apply to large simple groups of Lie type and other groups with few conjugacy classes.     

High school students' use of representations in physics problem solving

Findings from physics education research strongly point to the critical need for teachers’ use of multiple representations in their instructional practices such as pictures, diagrams, written explanations, and mathematical expressions to enhance students' problem‐solving ability. In this study, we explored use of problem‐solving tasks for generating multiple representations as a scaffolding strategy in a high school modeling physics class. Through problem‐solving cognitive interviews with students, we investigated how a group of students responded to the tasks and how their use of such strategies affected their problem‐solving performance and use of representations as compared to students who did not receive explicit, scaffolded guidance to generate representations in solving similar problems. Aggregated data on students' problem‐solving performance and use of representations were collected from a set of 14 mechanics problems and triangulated with cognitive interviews. A higher percentage of students from the scaffolding group constructed visual representations in their problem‐solving solutions, while their use of other representations and problem‐solving performance did not differ with that of the comparison group. In addition, interviews revealed that students did not think that writing down physics concepts was necessary despite being encouraged to do so as a support strategy.