On a 3D-Hypersingular Equation of a Problem for a Crack

MSC 2010: 45DB05, 45E05, 78A45

Henselian Discrete Valued Fields Admitting One-Dimensional Local Class Field Theory

2000 Mathematics Subject Classification: 11S31 12E15 12F10 12J20.

An Invitation to Additive Prime Number Theory

2000 Mathematics Subject Classification: 11D75, 11D85, 11L20, 11N05, 11N35, 11N36, 11P05, 11P32, 11P55.

Dispersive Estimates of Solutions to the Wave Equation with a Potential in Dimensions Two and Three

2000 Mathematics Subject Classification: 35L15, 35B40, 47F05.

Branching Stochastic Processes: History, Theory, Applications

Косто В. Митов - Разклоняващите се стохастични процеси са модели на популационната динамика на обекти, които имат случайно време на живот и произвеждат потомци в съответствие с дадени вероятностни закони. Типични примери са ядрените реакции, клетъчната пролиферация, биологичното размножаване, някои химични реакции, икономически и финансови явления. В този обзор сме се опитали да представим съвсем накратко някои от най-важните моменти и факти от историята, теорията и приложенията на разклоняващите се процеси.

Financial Decisions via Methods of Guaranteed Control Theory

AMS subject classification: 93C95, 90A09.

An Invariant Theory of Surfaces in the Four-Dimensional Euclidean or Minkowski Space

2010 Mathematics Subject Classification: 53A07, 53A35, 53A10.

Interior Boundaries for Degenerate Elliptic Equations of Second Order Some Theory and Numerical Observations

2010 Mathematics Subject Classification: Primary 35J70; Secondary 35J15, 35D05.

Crack Theory with Singularities at the Boundary

2002 Mathematics Subject Classification: 35S15, 35J70, 35J40, 38J40

Probabilistic Models in Cryptography, Coding Theory and Tests for PRNG

2000 Mathematics Subject Classification: 94A29, 94B70

Methodology for Creating of Objective and Balanced Linear Tests Based on the Item Response Theory

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2014

Encouraging the intellectual craft of living research:tattoos, theory and time

This chapter contributes to the anthology on learning to research - researching to learn because it emphases a need to design curricula that enables living research, and on-going researcher development, rather than one that restricts student and staff activities, within a marketised approach towards time. In recent decades higher education (HE) has come to be valued for its contribution to the global economy. Referred to as the neo-liberal university, a strong prioritisation has been placed on meeting the needs of industry by providing a better workforce. This perspective emphasises the role of a degree in HE to secure future material affluence, rather than to study as an on-going investment in the self (Molesworth , Nixon & Scullion, 2009: 280). Students are treated primarily as consumers in this model, where through their tuition fees they purchase a product, rather than benefit from the transformative potential university education offers for the whole of life.Given that HE is now measured by the numbers of students it attracts, and later places into well-paid jobs, there is an intense pressure on time, which has led to a method where the learning experiences of students are broken down into discrete modules. Whilst this provides consistency, students can come to view research processes in a fragmented way within the modular system. Topics are presented chronologically, week-by-week and students simply complete a set of tasks to ‘have a degree’, rather than to ‘be learners’ (Molesworth , Nixon & Scullion, 2009: 277) who are living their research, in relation to their own past, present and future. The idea of living research in this context is my own adaptation of an approach suggested by C. Wright Mills (1959) in The Sociological Imagination. Mills advises that successful scholars do not split their work from the rest of their lives, but treat scholarship as a choice of how to live, as well as a choice of career. The marketised slant in HE thus creates a tension firstly, for students who are learning to research. Mills would encourage them to be creative, not instrumental, in their use of time, yet they are journeying through a system that is structured for a swift progression towards a high paid job, rather than crafted for reflexive inquiry, that transforms their understanding throughout life. Many universities are placing a strong focus on discrete skills for student employability, but I suggest that embedding the transformative skills emphasised by Mills empowers students and builds their confidence to help them make connections that aid their employability. Secondly, the marketised approach creates a problem for staff designing the curriculum, if students do not easily make links across time over their years of study and whole programmes. By researching to learn, staff can discover new methods to apply in their design of the curriculum, to help students make important and creative connections across their programmes of study.

Sobolev Type Decomposition of Paley-Wiener-Schwartz Space with Application to Sampling Theory

2000 Mathematics Subject Classification: 94A12, 94A20, 30D20, 41A05.

Resolvent and Scattering Matrix at the Maximum of the Potential

2000 Mathematics Subject Classification: 35P25, 81U20, 35S30, 47A10, 35B38.

On an ODE Relevant for the General Theory of the Hyperbolic Cauchy Problem

2000 Mathematics Subject Classification: 34E20, 35L80, 35L15.