Growth Theorem and the Radius of Starlikeness of Close-to-Spirallike Functions

AMS Subj. Classification: 30C45

SO(2,1)-Invariant Double Integral Transforms and Formulas for the Whittaker Functions

MSC 2010: 33C15, 33C05, 33C45, 65R10, 20C40

Subclasses of Starlike Functions of Complex Order Involving Generalized Hypergeometric Functions

MSC2010: 30C45, 33C45

On the Approximation by Convolution Operators in Homogeneous Banach Spaces of Periodic Functions

AMS Subject Classification 2010: 41A25, 41A27, 41A35, 41A36, 41A40, 42Al6, 42A85.

New Coefficient Conditions for Functions Starlike with Respect to Symmetric Points

2000 Mathematics Subject Classification: Primary 30C45, secondary 30C80.

Dunkl-Schrödinger Equations with and without Quadratic Potentials

2000 Mathematics Subject Classification: Primary 42A38. Secondary 42B10.

Weighted composition followed by differentiation between weighted Banach spaces of holomorphic functions

2010 Mathematics Subject Classification: 47B33, 47B38.

Teacher’s Presence and Immediacy in e-Learning Classes

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2016

Game-based Approach in e-Learning

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2016

Collaborative Learning and Assessment in e-Learning

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2016

Cooperation in an HMMS-type supply chain: A management application of cooperative game theory = Kooperáció egy HMMS-típusú ellátási láncban: A kooperatív játékelmélet egy menedzsment alkalmazása

We apply cooperative game theory concepts to analyze a Holt-Modigliani-Muth-Simon (HMMS) supply chain. The bullwhip effect in a two-stage supply chain (supplier-manufacturer) in the framework of the HMMS-model with quadratic cost functions is considered. It is assumed that both firms minimize their relevant costs, and two cases are examined: the supplier and the manufacturer minimize their relevant costs in a decentralized and in a centralized (cooperative) way. The question of how to share the savings of the decreased bullwhip effect in the centralized (cooperative) model is answered by the weighted Shapley value, by a transferable utility cooperative game theory tool, where the weights are for the exogenously given “bargaining powers” of the participants of the supply chain. = A cikkben a kooperatív játékelmélet fogalmait alkalmazzuk egy Holt-Mogigliani-Muth-Simon-típusú ellátási lánc esetében. Az ostorcsapás-hatás elemeit egy beszállító-termelő ellátási láncban ragadjuk meg egy kvadratikus készletezési és termelési költség mellett. Feltételezzük, hogy mindkét vállalat minimalizálja a releváns költségeit. Két működési rendszert hasonlítunk össze: egy hierarchikus döntéshozatali rendszert, amikor először a termelő, majd a beszállító optimalizálja helyzetét, majd egy centralizált (kooperatív) modellt, amikor a vállalatok az együttes költségüket minimalizálják. A kérdés úgy merül fel, hogy a csökkentett ostorcsapás-hatás esetén hogyan osszák meg a részvevők ebben a transzferálható hasznosságú kooperatív játékban a költség megtakarítást, exogén módon adott tárgyalási pozíció mellett.

A fizikai matematika legújabb eredményei mint a közgazdaság-tudomány lehetséges vizsgálati eszközei (The newest results of physical mathematics as the possible investigation tools of economics)

A közgazdaság-tudomány számos problémája a fizika analóg modelljeinek segítségével nyert megoldást. A közgazdászok körében erőteljesen megoszlanak a vélemények, hogy a közgazdasági modellek mennyire redukálhatók a fizika, vagy más természettudományok eredményeire. Vannak,akik pontosan ezzel magyarázzák,hogy a mai mainstream közgazdasági elmélet átalakult alkalmazott matematikává,ami a gazdasági kérdéseket csak a társadalom-tudományi vonatkozásaitól eltekintve képes vizsgálni. Mások, e tanulmányszerzője is, viszont úgy vélekednek, hogy a közgazdasági problémák egy része, ahol lehetőség van a mérésre, jól modellezhetők a természettudományok technikai arzenáljával. A másik része, amelyekben nem lehet mérni,s tipikusan ilyenek a társadalomtudományi kérdések, ott sokkal komplexebb technikákra lesz szükség. Etanulmány célkitűzése, hogy felvázolja a fizika legújabb, az irreverzibilis dinamika, a relativitáselmélet és a kvantummechanika sztochasztikus matematikai összefüggéseit, amelyekből a közgazdászok választhatnak egy-egy probléma megfogalmazásában és megoldásában. Például az időoperátorok pontos értelmezése jelentős fordulatot hozhat a makroökonómiai elméletekben; vagy az eddigi statikus egyensúlyi referencia pontokat felválthatják a dinamikus,időben változó sztochasztikus egyensúlyi referenciafüggvények, ami forradalmian új megvilágításba helyezhet számos társadalomtudományi, s főleg nemegyensúlyi közgazdasági kérdést.A termodinamika és a biológiai evolúció fogalmait és definícióit Paul A. Samuelson (1947) már adaptálta a közgazdaságtanban, viszont a kvantummechanika legújabb eredményeit, az időoperátorokat stb. nem érintette. E cikk azokat a legújabb fizikai, kémiai és biológiai matematikai összefüggéseket foglalja össze,amelyek hasznosak lehetnek a közgazdasági modellek komplexebb megfogalmazásához. ___________________ The aim of this paper is to out line the newest results of physics,i.e.,the stochastic mathematical relations of relativity theory and quantum mechanics as well as irreversible dynamics which can be applied for some economic problems.For example,the correct interpretation of time operators using for the macroeconomic theories may provide a serious improvement in approach to the reality.The stochastic dynamic equilibrium reference functions will take over the role of recent static equilibrium reference points,which may also reveal some nonequilibrium questions of macroeconomics.The concepts and definitions of thermodynamics and biological evolution have been adopted in economics by Paul A. Samuelson, but he did not concern the newest results of quantum mechanics, e.g., the time operators. Now we do it.In addition, following Samuelson,we show that von Neumann growth model cannot be explained as a peculiar extension of thermodynamic irreversibility.

The effect of the use of computer assisted instruction (CAI) on attitudes and computational scores of developmental mathematics students at two inner city schools with predominantly Black enrollment

This study examined the effects of computer assisted instruction (CAI) 1 hour per week for 18 weeks on changes in computational scores and attitudes of developmental mathematics students at schools with predominantly Black enrollment. Comparisons were made between students using CAI with differing software--PLATO, CSR or both together--and students using traditional instruction (TI) only.^ This study was conducted in the Dade County Public School System from February through June 1991, at two senior high schools. The dependent variables, the State Student Assessment Test (SSAT), and the School Subjects Attitude Scales (SSAS), measured students' computational scores and attitudes toward mathematics in 3 categories: interest, usefulness, and difficulty, respectively.^ Univariate analyses of variance were performed on the least squares mean differences from pretest to posttest for testing main effects and interactions. A t-test measured significant main effects and interactions. Results were interpreted at the.01 level of significance.^ Null hypotheses 1, 2, and 3 compared versions of CAI with the control group, for changes in mathematical computation scores measured with the SSAT. It could not be concluded that changes in standardized mathematics test scores of students using CAI with differing software 1 hour per week for 18 class hours combined with TI were significantly higher than changes in test scores for students receiving TI only.^ Null hypotheses 4, 5, and 6 tested the effects of CAI for attitudes toward mathematics for experimental groups against control groups measured with the SSAS. Changes in attitudes toward mathematics of students using CAI with differing software 1 hour per week for 18 class hours combined with TI were not significantly higher than attitude changes for students receiving TI only.^ Teacher effect on students' computational scores was a more influential variable than CAI. No interaction was found between gender and learning method on standardized mathematics test scores (null hypothesis 7). ^

The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college

This study examined the effectiveness of intelligent tutoring system instruction, grounded in John Anderson's ACT theory of cognition, on the achievement and attitude of developmental mathematics students in the community college setting. The quasi-experimental research used a pretest-posttest control group design. The dependent variables were problem solving achievement, overall achievement, and attitude towards mathematics. The independent variable was instructional method.^ Four intact classes and two instructors participated in the study for one semester. Two classes (n = 35) served as experimental groups; they received six lessons with real-world problems using intelligent tutoring system instruction. The other two classes (n = 24) served as control groups; they received six lessons with real-world problems using traditional instruction including graphing calculator support. It was hypothesized that students taught problem solving using the intelligent tutoring system would achieve more on the dependent variables than students taught without the intelligent tutoring system.^ Posttest mean scores for one teacher produced a significant difference in overall achievement for the experimental group. The same teacher had higher means, not significantly, for the experimental group in problem solving achievement. The study did not indicate a significant difference in attitude mean scores.^ It was concluded that using an intelligent tutoring system in problem solving instruction may impact student's overall mathematics achievement and problem solving achievement. Other factors must be considered, such as the teacher's classroom experience, the teacher's experience with the intelligent tutoring system, trained technical support, and trained student support; as well as student learning styles, motivation, and overall mathematics ability. ^

The effect of an enriched learning community on success and retention in chemistry courses

Since the mid-1990s, the United States has experienced a shortage of scientists and engineers, declining numbers of students choosing these fields as majors, and low student success and retention rates in these disciplines. Learning theorists, educational researchers, and practitioners believe that learning environments can be created so that an improvement in the numbers of students who complete courses successfully could be attained (Astin, 1993; Magolda & Terenzini, n.d.; O'Banion, 1997). Learning communities do this by providing high expectations, academic and social support, feedback during the entire educational process, and involvement with faculty, other students, and the institution (Ketcheson & Levine, 1999). ^ A program evaluation of an existing learning community of science, mathematics, and engineering majors was conducted to determine the extent to which the program met its goals and was effective from faculty and student perspectives. The program provided laptop computers, peer tutors, supplemental instruction with and without computer software, small class size, opportunities for contact with specialists in selected career fields, a resource library, and Peer-Led Team Learning. During the two years the project has existed, success, retention, and next-course continuation rates were higher than in traditional courses. Faculty and student interviews indicated there were many affective accomplishments as well. ^ Success and retention rates for one learning community class ( n = 27) and one traditional class (n = 61) in chemistry were collected and compared using Pearson chi square procedures ( p = .05). No statistically significant difference was found between the two groups. Data from an open-ended student survey about how specific elements of their course experiences contributed to success and persistence were analyzed by coding the responses and comparing the learning community and traditional classes. Substantial differences were found in their perceptions about the lecture, the lab, other supports used for the course, contact with other students, helping them reach their potential, and their recommendation about the course to others. Because of the limitation of small sample size, these differences are reported in descriptive terms. ^