Generalization of a Conjecture in the Geometry of Polynomials

In this paper we survey work on and around the following conjecture, which was first stated about 45 years ago: If all the zeros of an algebraic polynomial p (of degree n ≥ 2) lie in a disk with radius r, then, for each zero z1 of p, the disk with center z1 and radius r contains at least one zero of the derivative p′ . Until now, this conjecture has been proved for n ≤ 8 only. We also put the conjecture in a more general framework involving higher order derivatives and sets defined by the zeros of the polynomials.

Geometry of Warped Product Semi-Invariant Submanifolds of a Locally Riemannian Product Manifold

2000 Mathematics Subject Classification: 53C42, 53C15.

Smale's Conjecture on Mean Values of Polynomials and Electrostatics

2000 Mathematics Subject Classification: Primary 30C10, 30C15, 31B35.

Percent in a Nutshell …

Ironically, the “learning of percent” is one of the most problematic aspects of school mathematics. In our view, these difficulties are not associated with the arithmetic aspects of the “percent problems”, but mostly with two methodological issues: firstly, providing students with a simple and accurate understanding of the rationale behind the use of percent, and secondly - overcoming the psychological complexities of the fluent and comprehensive understanding by the students of the sometimes specific wordings of “percent problems”. Before we talk about percent, it is necessary to acquaint students with a much more fundamental and important (regrettably, not covered by the school syllabus) classical concepts of quantitative and qualitative comparison of values, to give students the opportunity to learn the relevant standard terminology and become accustomed to conventional turns of speech. Further, it makes sense to briefly touch on the issue (important in its own right) of different representations of numbers. Percent is just one of the technical, but common forms of data representation: p% = p × % = p × 0.01 = p × 1/100 = p/100 = p × 10-2 "Percent problems” are involved in just two cases: I. The ratio of a variation m to the standard M II. The relative deviation of a variation m from the standard M The hardest and most essential in each specific "percent problem” is not the routine arithmetic actions involved, but the ability to figure out, to clearly understand which of the variables involved in the problem instructions is the standard and which is the variation. And in the first place, this is what teachers need to patiently and persistently teach their students. As a matter of fact, most primary school pupils are not yet quite ready for the lexical specificity of “percent problems”. ....Math teachers should closely, hand in hand with their students, carry out a linguistic analysis of the wording of each problem ... Schoolchildren must firmly understand that a comparison of objects is only meaningful when we speak about properties which can be objectively expressed in terms of actual numerical characteristics. In our opinion, an adequate acquisition of the teaching unit on percent cannot be achieved in primary school due to objective psychological specificities related to this age and because of the level of general training of students. Yet, if we want to make this topic truly accessible and practically useful, it should be taught in high school. A final question to the reader (quickly, please): What is greater: % of e or e% of Pi

Natural Connections with Totally Skew-Symmetric Torsion on Manifolds with Norden-Type Metrics

This paper is a survey of results obtained by the authors on the geometry of connections with totally skew-symmetric torsion on the following manifolds: almost complex manifolds with Norden metric, almost contact manifolds with B-metric and almost hypercomplex manifolds with Hermitian and anti-Hermitian metric.

PC Points and their Application to Vector Optimization

AMS subject classification: 90C29, 90C48