Behavior of Stochastic Shear Beams Under Random Loading via Stochastic Variational Principles

In this study we derive, apparently for the first time in the literature, some exact solutions for the shear beams with stochastic flexibility, when these beams are acted upon by the random loading. The importance of these solutions lies in the fact that they can serve as benchmark solutions, to which the approximate solutions of various nature can be compared. Then we formulate stochastic variational principles, the first principle governs the behavior of the mean displacement, whereas the second principle is satisfied by the displacements covariance function. These variational principles allow us to formulate approximate techniques for the cases in which the exact solution is presently unavailable. In particular, we develop a stochastic version of the Rayleigh–Ritz method. Several examples are evaluated to shed more light on the probabilistic behavior of randomly excited structures possessing random flexibility.     

On second order conditions for quasiconvexity

The paper presents a sufficient condition for quasiconvexity in terms of Hessian, hereby extending an earlier result by Katzner in 1970, and (by a slight modification of the assumptions) a necessary and sufficient condition for quasiconvexity.     

量子光学中的非经典态

本文扼要地介绍了光子数态、热光场态、相干态、压缩态、相位态和中间态等。重点是介绍它们的物理性质。例如,指出相干态在谐振子座标表象中的表示就是带电谐振子在均匀电场中的基态波函数;它的时间演化波包的概率密度分布,形状不随时间变但中心位置随时间作周期振荡。文中对相干态和压缩态等提供了也许是一点新的看法：将相干态、压缩真空态、压缩相干态和相干压缩态等看作是一准玻色子的基态或相干态。而实现的手段可以是原来的幺正算符也可以是投影算符。这样的好处是：（１）对相干态和压缩态间的联系有更深的认识;（２）便于计算和进一步展开等等。文中还对各个态的压缩性、统计性等作了介绍,有的还用图表等演示了它们的非类经典特性。最后,文中还介绍了准概率分布函数、相空间技术以及它们的应用并给出了示例     

Quantifying exponential growth: Three conceptual shifts in coordinating multiplicative and additive growth

This article presents the results of a teaching experiment with middle school students who explored exponential growth by reasoning with the quantities height (y) and time (x) as they explored the growth of a plant. Three major conceptual shifts occurred during the course of the teaching experiment: (1) from repeated multiplication to initial coordination of multiplicative growth in y with additive growth in x; (2) from coordinating growth in y with growth in x to coordinated constant ratios (determining the ratio of f(x₂) to f(x₁) for corresponding intervals of time for (x₂ − x₁) ≥ 1), and (3) from coordinated constant ratios to within-units coordination for corresponding intervals of time for (x₂ − x₁) < 1. Each of the three shifts is explored along with a discussion of the ways in which students’ mathematical activity supported movement from one stage of understanding to the next. These findings suggest that emphasizing a coordination of multiplicative and additive growth for exponentiation may support students’ abilities to flexibly move between the covariation and correspondence views of function.