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The International Sirius Mathematics Center, located on the Black Sea coast, was founded in 2019 by the Talent and Success Foundation for organizing mathematical conferences and other events promoting the development of mathematics in Russia. In 2024, the Center has acquired its own Russian-language journal for publication of original research papers by participants of conferences held at the Center. The authors are invited to submit papers to the journal at https://ef.msp.org/submit/sirius [ABSTRACT FROM AUTHOR]

Example-generation tasks have been suggested as an effective way to both promote students’ learning of mathematics and assess students’ understanding of concepts. E-assessment offers the potential to use example-generation tasks with large groups of students, but there has been little research on this approach so far. Across two studies, we investigate students’ responses to a particular sequence of example-generation tasks, posed either on paper or through e-assessment. We identify a striking difference in students’ example-generation strategies and success, for e-assessment and paper-based versions of the same tasks. This suggests the use of example-generation tasks in e-assessment may not be straightforward, and we conclude by discussing the implications for teaching and research. [ABSTRACT FROM AUTHOR]

This note is devoted to developing Morrey regularity theory for the following system of Rivière \begin{equation*} -\Delta u=\Omega \cdot \nabla u+f \qquad \text {in }B^{2}, \end{equation*} under the assumption that f belongs to some Morrey space. Our results extend the L^p regularity theory of Sharp and Topping [Trans. Amer. Math. Soc. 365 (2013), pp. 2317–2339], and also generalize a Hölder continuity result of Wang [Calc. Var. Partial Differential Equations 56 (2017), Paper No. 23, 24] on harmonic mappings. Potential applications of our results are also possible in second order conformally invariant geometrical problems as that of Wang [Calc. Var. Partial Differential Equations 56 (2017), Paper No. 23, 24]. [ABSTRACT FROM AUTHOR]

In what way does a mathematical proof depend on the notation used in its presentation? This paper examines this question by analysing the computational differences, in the sense of Larkin and Simon's ‘Why a diagram is (sometimes) worth 10,000 words’, between diagrammatic and sentential notations as a means for presenting geometric proofs. Wittgenstein takes up the question of mathematical notation and proof in Section III of Remarks on the Foundations of Mathematics. After discussing his observations on a proof's ‘characteristic visual shape’ in Section III with respect to arithmetical proofs, the paper shows how the notion of a characteristic visual shape illuminates the special effectiveness of diagrammatic notation in geometry. [ABSTRACT FROM AUTHOR]

The aim of this paper is to transfer the restrictedness theory to Hom-Lie algebras. The concept of restricted Hom-Lie algebras, which is introduced in [S. Bouarroudj and A. Makhlouf, Hom-lie superalgebras in characteristic 2, Mathematics 11 2023, 24, Paper No. 4955], will be used in this paper. First, the existence and uniqueness of p-structures on a Hom-Lie algebra is studied. Then the definition of a restrictable Hom-Lie algebra is given and the equivalence relation between restrictable Hom-Lie algebras and restricted Hom-Lie algebras is constructed. Finally, the p-envelopes of a Hom-Lie algebra are defined and studied. [ABSTRACT FROM AUTHOR]

The aim of this paper is to introduce the new class of left and right B-Weyl operators, which naturally extends the conventional concepts of left and right Weyl operators. Our contributions encompass demonstrating the stability of the left (and right) B-Weyl operators under small perturbations. We further characterize the left (and right) B-Weyl operators as the direct sum of a closed left (and right) Drazin invertible operator and a finite rank operator. Additionally, we present some characterizations of the left and right B-Weyl spectra, utilizing the left and right Drazin spectra as essential components. Furthermore, our obtained results play a pivotal role in exploring the interrelations between the left and right B-Weyl spectra and other spectra integral to the realm of B-Fredholm theory. This paper seeks to enhance and extend the recent research explored in [F. Abdmouleh and T. Ben Lakhal, Left and right B-Fredholm operators, Ukrainian Math. J. 74 2023, 10, 1479–1489] to a larger class in the unbounded B-Fredholm operators theory. [ABSTRACT FROM AUTHOR]

This paper concerns the bubbling phenomena for the L2$L^2$‐critical half‐wave equation in dimension one. Given arbitrarily finitely many distinct singularities, we construct blow‐up solutions concentrating exactly at these singularities. This provides the first examples of multi‐bubble solutions for the half‐wave equation. In particular, the solutions exhibit the mass quantization property. Our proof strategy draws upon the modulation method in Krieger, Lenzmann and Raphaël [Arch. Ration. Mech. Anal. 209 (2013), no. 1, 61–129] for the single‐bubble case, and explores the localization techniques in Cao, Su and Zhang [Arch. Ration. Mech. Anal. 247 (2023), no. 1, Paper No. 4] and Röckner, Su and Zhang [Trans. Amer. Math. Soc., 377 (2024), no. 1, 517–588] for bubbling solutions to non‐linear Schrödinger equations (NLS). However, unlike the single‐bubble or NLS cases, different bubbles exhibit the strongest interactions in dimension one. In order to get sharp estimates to control these interactions, as well as non‐local effects on localization functions, we utilize the Carlderón estimate and the integration representation formula of the half‐wave operator, and find that there exists a narrow room between the orders |t|2+$|t|^{2+}$ and |t|3−$|t|^{3-}$ for the remainder in the geometrical decomposition. Based on this, a novel bootstrap scheme is introduced to address the multi‐bubble non‐local structure. [ABSTRACT FROM AUTHOR]

This paper presents a modular approach to motion planning with provable stability guarantees for robots that move through changing environments via periodic locomotion behaviors. We focus on dynamic walkers as a paradigm for such systems, although the tools developed in this paper can be used to support general compositional approaches to robot motion planning with dynamic movement primitives (DMPs). By formulating the planning process as a switching system with multiple equilibria (SSME), we prove that the system's evolution remains within explicitly characterized trapping regions in the state space under suitable constraints on the frequency of switching among the DMPs. These conditions encapsulate the low-level stability limitations in a form that can be easily communicated to the planner. Furthermore, we show how the available primitives can be safely composed online in a receding horizon manner to enable the robot to react to moving obstacles. The proposed framework can be applied in a wide class of 3D bipedal walking models, and offers a modular approach for integrating readily available low-level locomotion control and high-level planning methods. [ABSTRACT FROM AUTHOR]

The goal of this paper is to establish new Maximum Principles for parabolic equations in the framework of mixed local/nonlocal operators. In particular, these results apply to the case of mixed local/nonlocal Neumann boundary conditions, as introduced by Dipierro, Proietti Lippi, and Valdinoci [Ann. Inst. H. Poincaré C Anal. Non Linéaire 40 (2023), pp. 1093–1166]. Moreover, they play an important role in the analysis of population dynamics involving the so-called Allee effect, which is performed by Dipierro, Proietti Lippi, and Valdinoci [J. Math. Biol. 89 (2024), Paper No. 19]. This is particularly relevant when studying biological populations, since the Allee effect detects a critical density below which the population is severely endangered and at risk of extinction. [ABSTRACT FROM AUTHOR]

The paper investigates uniformly closed subspaces, sublattices, and ideals of finite codimension in Archimedean vector lattices. It is shown that every uniformly closed subspace (or sublattice) of finite codimension may be written as an intersection of uniformly closed subspaces (respectively, sublattices) of codimension one. Every uniformly closed sublattice of codimension n contains a uniformly closed ideal of codimension at most $ 2n $ 2 n. If the vector lattice is uniformly complete then every ideal of finite codimension is uniformly closed. Results of the paper extend (and are motivated by) results of Abramovich Y.A., Lipecki Z. [On ideals and sublattices in linear lattices and F-lattices. Math Proc Cambridge Philos Soc. 1990;108(1):79–87.; On lattices and algebras of simple functions. Comment Math Univ Carolin. 1990;31(4):627–635.], as well as Kakutani's characterization of closed sublattices of $ C(K) $ C (K) spaces. [ABSTRACT FROM AUTHOR]

In this paper, as an improvement of the paper (Ishige et al. in SIAM J Math Anal 49:2167–2190, 2017), we obtain the higher order asymptotic expansions of the large time behavior of the solution to the Cauchy problem for inhomogeneous fractional diffusion equations and nonlinear fractional diffusion equations. [ABSTRACT FROM AUTHOR]

In this paper, we will introduce and study the homological dimensions defined in the context of commutative rings with prime nilradical. So all rings considered in this paper are commutative with identity and with prime nilradical. We will introduce a new class of modules which are called ϕ -u-projective which generalizes the projectivity in the classical case and which is different from those introduced by the authors of [Y. Pu, M. Wang and W. Zhao, On nonnil-commutative diagrams and nonnil-projective modules, Commun. Algebra, doi:10.1080/00927872.2021.2021223; W. Zhao, On ϕ -exact sequence and ϕ -projective module, J. Korean Math. 58(6) (2021) 1513–1528]. Using the notion of ϕ -flatness introduced and studied by the authors of [G. H. Tang, F. G. Wang and W. Zhao, On ϕ -Von Neumann regular rings, J. Korean Math. Soc. 50(1) (2013) 219–229] and the nonnil-injectivity studied by the authors of [W. Qi and X. L. Zhang, Some Remarks on ϕ -Dedekind rings and ϕ -Prüfer rings, preprint (2022), arXiv:2103.08278v2 [math.AC]; X. Y. Yang, Generalized Noetherian Property of Rings and Modules (Northwest Normal University Library, Lanzhou, 2006); X. L. Zhang, Strongly ϕ -flat modules, strongly nonnil-injective modules and their homological dimensions, preprint (2022), https://arxiv.org/abs/2211.14681; X. L. Zhang and W. Zhao, On Nonnil-injective modules, J. Sichuan Normal Univ. 42(6) (2009) 808–815; W. Zhao, Homological theory over NP-rings and its applications (Sichuan Normal University, Chengdu, 2013)], we will introduce the ϕ -injective dimension, ϕ -projective dimension and ϕ -flat dimension for modules, and also the ϕ -(weak) global dimension of rings. Then, using these dimensions, we characterize several ϕ -rings (ϕ -Prüfer, ϕ -chained, ϕ -von Neumann, etc). Finally, we study the ϕ -(weak) global dimension of the trivial ring extensions defined by some conditions. [ABSTRACT FROM AUTHOR]

Research on fostering learning about percentages within intelligent tutoring systems (ITSs) is limited. Additionally, there is a lack of data‐driven approaches for improving the design of ITS to facilitate learning about percentages. To address these gaps, we first investigated whether students' understanding of basic mathematical skills (eg, arithmetic, measurement units and geometry) and fractions within an ITS predicts their understanding of percentages. We then applied a psychological network analysis to evaluate interdependencies within the data on 44 subtopics of basic mathematical concepts, fractions and percentages. We leveraged a large‐scale dataset consisting of 2798 students using the ITS bettermarks and working on approximately 4.1 million mathematical problems. We found that advanced arithmetic, measurement units, geometry and fraction understanding significantly predicted percentage understanding. Closer inspection indicated that percentage understanding was best predicted by problems sharing similar features, such as fraction word problems and fraction/natural number multiplication/division problems. Our findings suggest that practitioners and software developers may consider revising specific subtopics which share features with percentage problems for students struggling with percentages. More broadly, our study demonstrates how evaluating interdependencies between subtopics covered within an ITS as a data‐driven approach can provide practical insights for improving the design of ITSs. Practitioner notes What is already known about this topic Longitudinal studies showed that basic mathematical skills predict fraction understanding. There is only limited evidence on whether similar predictions can be observed for percentage understanding—in general and within intelligent tutoring systems. Process data from such intelligent tutoring systems can be leveraged to pursue both educational research questions and optimizing digital learning software. Problems involving percentages typically are word problems requiring multiplications and/or divisions. What this paper adds Similar to the case of fractions, students' performance on advanced arithmetic, measurement units and geometry significantly predicted performance with percentages. Students' performance with fractions also predicted performance with percentages significantly. A psychological network analysis was applied to evaluate specific interdependencies between a range of subtopics (eg, Multiplying and dividing fractions, Adding and subtracting fractions and Calculating with percentages). Fraction word problems and fraction problems involving multiplication/division turned out to be the best predictors of understanding percentages. Implications for practice and/or policy When facing difficulties with percentages, revision of previous mathematical concepts sharing similar features (eg, fraction word problems, fraction/natural number multiplication/division problems) may be advised. Software developers may consider implementing such data‐driven revision recommendations for students facing difficulties within intelligent tutor systems. Psychological network analysis can be utilized as a learning analytics method for easy‐to‐access visualizations illustrating relationships between a large range of different subtopics. What is already known about this topic Longitudinal studies showed that basic mathematical skills predict fraction understanding. There is only limited evidence on whether similar predictions can be observed for percentage understanding—in general and within intelligent tutoring systems. Process data from such intelligent tutoring systems can be leveraged to pursue both educational research questions and optimizing digital learning software. Problems involving percentages typically are word problems requiring multiplications and/or divisions. What this paper adds Similar to the case of fractions, students' performance on advanced arithmetic, measurement units and geometry significantly predicted performance with percentages. Students' performance with fractions also predicted performance with percentages significantly. A psychological network analysis was applied to evaluate specific interdependencies between a range of subtopics (eg, Multiplying and dividing fractions, Adding and subtracting fractions and Calculating with percentages). Fraction word problems and fraction problems involving multiplication/division turned out to be the best predictors of understanding percentages. Implications for practice and/or policy When facing difficulties with percentages, revision of previous mathematical concepts sharing similar features (eg, fraction word problems, fraction/natural number multiplication/division problems) may be advised. Software developers may consider implementing such data‐driven revision recommendations for students facing difficulties within intelligent tutor systems. Psychological network analysis can be utilized as a learning analytics method for easy‐to‐access visualizations illustrating relationships between a large range of different subtopics. [ABSTRACT FROM AUTHOR]

Very recently, Pushpa and Vasuki (Arab. J. Math. 11, 355–378, 2022) have proved Eisenstein series identities of level 5 of weight 2 due to Ramanujan and some new Eisenstein identities for level 7 by the elementary way. In their paper, they introduced seven restricted color partition functions, namely P ∗ (n) , M (n) , T ∗ (n) , L (n) , K (n) , A (n) , and B(n), and proved a few congruence properties of these functions. The main aim of this paper is to obtain several new infinite families of congruences modulo 2 a · 5 ℓ for P ∗ (n) , modulo 2 3 for M(n) and T ∗ (n) , where a = 3 , 4 and ℓ ≥ 1 . For instance, we prove that for n ≥ 0 , P ∗ (5 ℓ (4 n + 3) + 5 ℓ - 1) ≡ 0 (mod 2 3 · 5 ℓ). In addition, we prove witness identities for the following congruences due to Pushpa and Vasuki: M (5 n + 4) ≡ 0 (mod 5) , T ∗ (5 n + 3) ≡ 0 (mod 5). [ABSTRACT FROM AUTHOR]

In this paper, we employ the techniques in [C. Cavaterra, S. Dipierro, Z. Gao and E. Valdinoci, Global gradient estimates for a general type of nonlinear parabolic equations, J. Geom. Anal. 32 2022, 2, Paper No. 65] and the approach in [H. T. Dung and N. T. Dung, Sharp gradient estimates for a heat equation in Riemannian manifolds, Proc. Amer. Math. Soc. 147 2019, 12, 5329–5338] to derive sharp gradient estimates for a positive solution to the heat equation u t = Δ ⁢ u + a ⁢ u ⁢ log ⁡ u in a complete noncompact Riemannian manifold (where a is a real constant). This is an extension of the gradient estimates of Dung and Dung. [ABSTRACT FROM AUTHOR]

This paper studies the inhomogeneous defocusing coupled Schrödinger system i ⁢ u ˙ j + Δ ⁢ u j = | x | - ρ ⁢ (∑ 1 ≤ k ≤ m a j ⁢ k ⁢ | u k | p ) ⁢ | u j | p - 2 ⁢ u j , ρ > 0 , j ∈ [ 1 , m ] . The goal of this work is to prove the scattering of energy global solutions in the conformal space made up of f ∈ H 1 ⁢ (ℝ N) such that x ⁢ f ∈ L 2 ⁢ (ℝ N) . The present paper is a complement of the previous work by the first author and Ghanmi [T. Saanouni and R. Ghanmi, Inhomogeneous coupled non-linear Schrödinger systems, J. Math. Phys. 62 2021, 10, Paper No. 101508]. Indeed, the supplementary assumption x ⁢ u 0 ∈ L 2 enables us to get the scattering in the mass-sub-critical regime p 0 < p ≤ 2 - ρ N + 1 , where p 0 is the Strauss exponent. The proof is based on the decay of global solutions coupled with some non-linear estimates of the source term in Strichartz norms and some standard conformal transformations. Precisely, one gets | t | α ⁢ ∥ u ⁢ (t) ∥ L r ⁢ (ℝ N) ≲ 1 for some α > 0 and a range of Lebesgue norms. The decay rate in the mass super-critical regime is the same one as of e i ⋅ Δ ⁢ u 0 . This rate is different in the mass sub-critical regime, which requires some extra assumptions. The novelty here is the scattering of global solutions in the weighted conformal space for the class of source terms p 0 < p < 2 - ρ N - 2 + 1 . This helps to better understand the asymptotic behavior of the energy solutions. Indeed, the source term has a negligible effect for large time and the above non-linear Schrödinger problem behaves like the associated linear one. In order to avoid a singular source term, one assumes that p ≥ 2 , which restricts the space dimensions to N ≤ 3 . In a paper in progress, the authors treat the same problem in the complementary case ρ < 0 . [ABSTRACT FROM AUTHOR]

Developing mathematical connections for pupils continues to be at the forefront of educational policies worldwide. One strategy suggested to support the connections pupils make is the idea of developing "coherence". Research regarding coherence has increased within mathematics education, however, the term is used widely. It therefore becomes necessary for coherence to be further conceptualised. In this systematic scoping review, five databases were searched for literature on the topic of coherence in school-based mathematics education. A total of 11,587 pieces of literature were extracted. Following further screening, 35 papers were reviewed. The findings suggest that there is limited consensus regarding the conceptualisation of coherence, leading to fragmented perceptions across the literature. This paper presents a framework for coherence based on the TIMSS curriculum model to support international comparisons of coherence and provide clarity for mathematics education researchers and school colleagues when considering which aspect of coherence they are addressing. [ABSTRACT FROM AUTHOR]

Integrating socioscientific issues (SSI) into education is gaining widespread adoption in classrooms due to its positive impact on student's critical thinking, environmental awareness, holistic knowledge and/or the idea of combining science and mathematics. This paper explores the idea of using comics as appropriate media for elementary school students to engage with SSI content. Because of the difficulties in integrating SSI into classrooms, SSI-based learning is more commonly applied in high school and higher education settings, with limited implementation in earlier education. To answer this gap, we developed comics that have SSI content for elementary schools. Comics are chosen as reliable tools for visualising and simplifying complex concepts and making SSI content more accessible and engaging. This paper describes our comics on earthquake-related issues in Indonesia and the principles that guided its design. SSI inherently involves multiple perspectives, so the integration brings together science, and mathematics within the one comic. In integrating different disciplines of comic content, we utilised the rule-of-five framework, widely employed to merge five representational models (experiential, verbal, numerical, visual, and symbolic) commonly used in developing content combining two or more different academic disciplines. [ABSTRACT FROM AUTHOR]

Background: Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and boost game‐based learning, yet this approach remains unexplored. Objectives: We investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes. Methods: Two classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (nStudy 1 = 227, nStudy 2 = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game Decimal Point), story‐enriched active control, or mindfulness‐enriched condition. Trait mindfulness, learning gains, and in‐game problem‐solving (including problem‐solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention. Results: Findings showed no significant differences in learning gains, problem‐solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness‐enriched game led to more correct answers after errors than jokes in the story‐enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions. Conclusions: Mindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game‐based instruction. We highlight barriers and future directions for fostering mindfulness through computer‐based instruction in classrooms. Lay Description: What is currently known about this topic?: Researchers focus on digital games as productive learning environments for math, with potential for higher learning gains compared with traditional methods. However, results are mixed, and not all games lead to improved math outcomes.Executive function (EF) skills are crucial for math learning, and mindfulness‐based interventions show promise in enhancing EF skills in school‐aged students.Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and, in turn, boost EF skills and game‐based learning, yet this approach remains unexplored What does this paper add?: This paper presents the results of two randomized control trials investigating the feasibility and benefits of incorporating mindfulness exercises into a digital math game designed for middle school students. Benefits are compared to those of a story‐enriched and regular version of the same digital math learning game.The paper also explores variations in the effects of the mindfulness‐enriched game based on students' initial trait mindfulness levels.We observe that listening to mindfulness inductions at the beginning of game sessions do not induce mindfulness, and therefore does not benefit math learning.We find that mindfulness prompts received after recurrent errors can be beneficial for students' problem solving. Implications of study findings for practitioners: Our study provides important information on how digital learning game designers should attempt to induce mindfulness in a digital game to promote learning.Digital learning game designers should consider incorporating mindfulness exercises into their games strategically. Presenting mindfulness inductions in audio format at the beginning of game sessions may not induce mindfulness or benefit math learning. Instead, designers should focus on integrating mindfulness prompts at moments when students encounter frustration within the learning game.Beyond embedding audio mindfulness exercises in the game, learning designers should also consider alternative technological and game features to induce mindfulness within a learning game. [ABSTRACT FROM AUTHOR]

Background: With the growing integration of technology in education, the adoption of blended learning (b‐learning) has gained attention. B‐learning combines traditional classroom teaching with online components, holding potential to enhance student outcomes and educational efficiency. Yet, current research predominantly concentrates on higher education institutions in urban areas, creating a void in understanding its impact on K‐12 education, particularly in rural settings. Objectives: This qualitative study aims to propose recommendations for successful implementation of blended learning in rural K‐12 areas by addressing the key stakeholders influencing its adoption and identifying the main factors affecting its success. Methods: We performed a content analysis of grey literature documents detailing the implementation of b‐learning in K‐12 education. Additionally, interviews with crucial stakeholders such as teachers, principals, and experts in rural schools in South America provide insights into the challenges and prospects of b‐learning adoption in these contexts. Results and Conclusions: The study identifies pivotal stakeholders for effective b‐learning implementation, outlining their roles and addressing challenges inherent in rural settings. Recommendations for enhancing b‐learning's implementation in developing countries are also proposed. The research underscores the significance of involving diverse stakeholders such as governmental bodies, school leaders, educators, students, and families to ensure a holistic and efficient approach to blended learning. Lay Description: What is currently known about this topic: Blended Learning Definition and Benefits: Blended learning combines face‐to‐face and online instruction, enhancing student engagement and personalization by providing diverse learning pathways.Growth in K‐12 Implementation: Blended learning gained traction in K‐12 education, boosting academic outcomes, driven by recognition of learner diversity and potential in meeting students' needs.Contextual Challenges: Implementation challenges arise in low‐income households and rural areas, including limited access to technology and internet connectivity, impacting student engagement and success. What does this paper add: Focusing on Rural Dynamics: This study helps to fill a gap by investigating blended learning in rural K‐12 settings, spotlighting key players and success drivers in these unique contexts.Recommendations from Various Sources: By combining interviews and grey literature, this research generates comprehensive, practical recommendations grounded in both empirical insights and real‐world perspectives.Insights into Rural Hurdles: This paper extends the discussion on blended learning by addressing specific rural barriers, proposing family involvement, private sector partnerships for training, and tailored pedagogical strategies. Implications for practice or policy: Leadership and Collaboration: Effective school leadership and collaboration with local governments are pivotal for fruitful blended learning implementation, ensuring defined roles, responsibility, and accountability.Adaptable Curriculum Design: An adaptable, centralized curriculum aligns with recommendations, fostering efficient tracking of student progress and enabling customized learning.Engagement‐Centric Pedagogies: Recommendations spotlight interactive, student‐centered teaching methods, tailored to diverse student needs, nurturing active participation and elevated learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Evidence‐based practice is the principle governing a range of healthcare practices and beyond. However, it has suffered from a lack of philosophical rigour. This paper sets out to analyse the epistemological basis of evidence‐based practice. Method: The paper uses a conceptual analysis. First, it describes the implicit epistemology at work in evidence‐based practice. Second, it evaluates the implicit epistemological basis. Results: The analysis indicates that evidence‐based practice lacks an explicit epistemological basis. It shows, moreover, that the implicit epistemological basis is untenable. Conclusion: There is a need to re‐think the epistemological basis for evidence‐based practice. Evidence‐based practice is out of touch with developments within philosophy of science. [ABSTRACT FROM AUTHOR]

This paper revisits Wittgenstein’s heavily criticized claims about the admissibility of inconsistencies in mathematics. It argues from the perspective of mathematics as a tool and combines material from the history and practice of engineering that makes Wittgenstein’s claims about contradiction and inconsistency look much more plausible. Against this background, the paper interprets passages from Wittgenstein, including his exchange with Alan Turing where he highlights that basic laws of thought are at issue and that reflecting on them would be “the most important thing” he has talked about. [ABSTRACT FROM AUTHOR]

Recent rank-based attacks have reduced the security of Rainbow, which is one of the multi-layer UOV signatures, below the NIST security requirements by speeding up iterative kernel-finding operations using classical mathematics techniques. If quantum algorithms are applied to perform these iterative operations, the rank-based attacks may be more threatening to multi-layer UOV, including Rainbow. In this paper, we propose a quantum rectangular MinRank attack called the Q-rMinRank attack, the first quantum approach to key recovery attacks on multi-layer UOV signatures. Our attack is a general model applicable to multi-layer UOV signature schemes, and in this paper, we provide examples of its application to Rainbow and the Korean TTA standard, HiMQ. We design two quantum oracle circuits to find the kernel in consideration of the depth-width trade-off of quantum circuits. One is to reduce the width of the quantum circuits using qubits as a minimum, and the other is to reduce the depth using parallelization instead of using a lot of qubits. By designing quantum circuits to find kernels with fewer quantum resources and complexity by adding mathematical techniques, we achieve quadratic speedup for the MinRank attack to recover the private keys of multi-layer UOV signatures. We also estimate quantum resources for the designed quantum circuits and analyze quantum complexity based on them. The width-optimized circuit recovers the private keys of Rainbow parameter set V with only 1089 logical qubits. The depth-optimized circuit recovers the private keys of Rainbow parameter set V with a quantum complexity of 2 174 , which is lower than the complexity of 2 221 recovering the secret key of AES-192, which provides the same security level as parameter set III. [ABSTRACT FROM AUTHOR]

A binary operation # on Z + is said to be an associative arithmetic if both # and its iteration — the binary operation ∗ defined recursively by: x∗1 = x and x∗y = [x ∗ (y −1)]#x — are associative. E. Rosinger [6] showed that under reasonable conditions an associative arithmetic must be ordinary addition. However, in the general case, there are associative arithmetics that are not ordinary addition. This paper gives examples of these as well as results towards a structure theorem for associative arithmetics. The paper also describes the role that this particular math problem has played in my mathematical life. [ABSTRACT FROM AUTHOR]

We access most of our most cherished beliefs via testimony. Philosophy is no exception. We treat spoken and written philosophical testimony as evidence for philosophical claims. Nonetheless, this paper argues that philosophical testimony is unable to justify philosophical beliefs. If testimony is the only evidence we have to justify philosophical beliefs, this entails skepticism about philosophy. Call this the testimony challenge. First, the paper argues that philosophical testimony does not meet the conditions under which evidence can justify our beliefs. Second, it shows that philosophical testimony cannot provide preemptive epistemic reasons as science and mathematics do. Finally, it answers the self‐defeat objection and a set of objections aiming to block the thesis that philosophical testimony does not justify philosophical beliefs. The paper aims to rethink the role of philosophical testimony in philosophy and reinforce the skeptical worries raised by methodological and disagreement challenges. [ABSTRACT FROM AUTHOR]

Peer review has never been a uniform practice but is now more diverse than ever. Despite a vast literature, little is known of how different disciplines organize peer review. This paper draws on ninety-five qualitative interviews with editors and publishers and several hundred written reports to analyze the organization of peer review in pure mathematics. This article focuses on the practice of "quick opinions" at top journals in mathematics: asking (senior) experts about a paper's importance, and only after positive evaluation sending the paper for a full review (which most importantly means checking the paper's correctness). Quick opinions constitute a form of "importance only" peer review and are thus the opposite of the "soundness only" approach at mega-journals such as PLOS ONE. Quick opinions emerged in response to increasing submissions and the fact that checking correctness in mathematics is particularly time-consuming. Quick opinions are informal and are often only addressed to editors. They trade on, indeed reinforce, a journal hierarchy, where journal names are often used as a "members' measurement system" to characterize importance. Finally, quick opinions highlight that a key function of the peer-reviewed journal today, apart from validation and filtration, is "designation"—giving authors items on their CV. [ABSTRACT FROM AUTHOR]

The paper dwells on the contributions of APOS theory to the development of teaching and learning of mathematics in school. APOS is an acronym for action, process, object, and schema. The theory emerges as an extension to constructivism but with a more focused and robust learner-centered approach to the teaching and learning of mathematics. Proponents of the theory believed that learning occurs initially as an action or activity in learners' cognitive settings, independent of learners' environment, triggered by cognitive coherence, then it is transformed to process, where learner now waits for internalization of the earlier activity, preparatory to the occurrence of learning. At object level, learner now considers what has been learnt earlier to have been fully internalized into mathematical object(s). Lastly, at schema level, the object learnt is assumed to have been embedded in the learners' schema-a cognitive structure formed as a result of accumulated learning experience, and a complete mental image of what has been learnt is said to have been formed. Against the backdrop of this, the paper looks at how this theory had changed the narrative about teaching and learning of mathematics vis-à-vis the bearing of the theory to other cognitive abilities of the learner such as intelligence and creativity. In the end, the paper suggests the application of APOS theory in teaching and learning mathematics at all levels of learning in Nigeria and beyond. [ABSTRACT FROM AUTHOR]

ISO 15189 requires laboratories to estimate the uncertainty of their quantitative measurements and to maintain them within relevant performance specifications. Furthermore, it refers to ISO TS 20914 for instructions on how to estimate the uncertainty and what to take into consideration when communicating uncertainty of measurement with requesting clinicians. These instructions include the responsibility of laboratories to verify that bias is not larger than medically significant. If estimated to be larger than acceptable, such bias first needs to be eliminated or (temporarily) corrected for. In the latter case, the uncertainty of such correction becomes part of the estimation of the total measurement uncertainty. If small enough to be acceptable, bias becomes part of the long term within laboratory random variation. Sources of possible bias are (not limited to) changes in reagent or calibrator lot variation or calibration itself. In this paper we clarify how the rationale and mathematics from an EFLM WG ISO/A position paper on allowable between reagent lot variation can be applied to calculate whether bias can be accepted to become part of long-term imprecision. The central point of this rationale is to prevent the risk that requesting clinicians confuse changes in bias with changes in the steady state of their patients. [ABSTRACT FROM AUTHOR]

The application of STEM (Science, Technology, Engineering, and Math) education in solving real-world problems is challenging. To tackle this challenge, a project-based learning approach that integrates robots with cost-effective self-made toys to problem-solving was adopted to assist rural primary school students to apply STEM skills. The purpose of this study was to evaluate the effects of the project-based learning approach which includes lecturing and hands-on activities on primary school students' STEM learning outcomes and attitudes. An experiment was conducted with 25 primary school students who voluntarily participated in a STEM summer-camp programme. Students were asked to assemble a paper house equipped with an IoT control module and LED light switches, and write and edit robot scripts to produce a robot-based storytelling narrative using the paper house they made as a context. The results show that the project-based learning approach was an effective approach for cultivating primary school students' STEM knowledge and skills as evidenced from the post-written test. The relationships between the students' STEM learning outcomes and attitudes were also confirmed by a clustering analysis. Students who had higher learning attitudes also achieved higher STEM learning outcomes; the findings are also supported by the feedback from the open-ended questionnaire items. This study suggests that integrating low-cost self-made toys and robots in project-based learning activities is an effective and practical approach to enhance primary school students' learning outcomes and learning attitudes in STEM education. [ABSTRACT FROM AUTHOR]

This article introduces some efficient generalized class of factor-type exponential imputation techniques and their corresponding estimators using auxiliary information. Generalized ratio, product, and dual to ratio type exponential estimators are the special cases of our suggested imputation techniques. Biases and mean squared error expressions are derived up to the first order of large sample approximations. The proposed imputation techniques can be viewed as efficient extensions of the work of Singh and Horn [Compromised imputation in survey sampling. Metrika. 2000;51(3):267–276. doi: 10.1007/s001840000054], Singh and Deo [Imputation by power transformation. Statist Papers. 2003;44(4):555–579. doi: 10.1007/BF02926010], Toutenburg and Srivastava [Amputation versus imputation of missing values through ratio method in sample surveys. Statist Papers. 2008;49(2):237–247. doi: 10.1007/s00362-006-0009-4], Kadilar and Cingi [Estimators for the population mean in the case of missing data. Commun Stat Theory Methods. 2008;37(14):2226–2236. doi: 10.1080/03610920701855020], Singh [A new method of imputation in survey sampling. Statistics. 2009;43(5):499–511. doi: 10.1080/02331880802605114], Gira [Estimation of population mean with a new imputation methods. Appl Math Sci. 2015;9(34):1663–1672] and Singh et al. [An improved alternative method of imputation for missing data in survey sampling. J Stat Appl Probab. 2022;11(2):535–543. doi: 10.18576/jsap]. Our proposed estimators are compared with these estimators, including the mean, ratio, and regression imputation techniques. Thereafter, a numerical illustration and simulation study are conducted for a comparative study using real and simulated data sets, and the demonstration shows that our suggested estimators are the most efficient estimators. [ABSTRACT FROM AUTHOR]

We study locally maximal attractors of expanding dynamical systems. Our main result is a representation of these attractors with the help of topological Markov chains corresponding to the Markov partitions of these attractors, which allows us to describe the dynamics of system on them. Ya. G. Sinai was the first who constructed and used Markov partitions for Anosov's diffeomorphisms [Funk. Anal. Prilozh., 2, No 1, 64; No 3, 70 (1968); English translation:Funct. Anal. Appl., 2, No 1, 61; No 3, 245 (1968)]. Expanding endomorphisms regarded as the simplest representatives of endomorphisms were first studied by M. Shub [Amer. J. Math., 91, No 1, 175 (1969)]. To construct Markov partitions for expanding endomorphisms, we update Sinai's approach in the proper way. A more detailed historical overview can be found in the work by O. M. Sharkovsky [Ukr. Mat. Zh., 74, No. 12, 1709 (2023); English translation:Ukr. Math. J., 74, No. 12, 1950 (2023)]. In this work, Sharkovsky indicated that the methods used to prove the main results presented in [Dokl. Akad. Nauk SSSR, 170, No. 6, 1276 (1966); English translation:Sov. Math. Dokl., 7, No. 5, 1384 (1966)] were, in fact, published in the collection of papers "Dynamical systems and the problems of stability of solutions of differential equations" (1973) issued by the Institute of Mathematics of the Academy of Sciences of Ukraine. This collection is difficultly accessible and was never translated into English. Note that, in the indicated paper, these methods were applied to somewhat different objects. To the best of our knowledge, there is no information about publications of similar results. In view of the outlined history and importance of the described approach (based on Markov partitions and topological Markov chains) for the description of construction of the attractors, it seems reasonable to publish these results anew. [ABSTRACT FROM AUTHOR]

Encryption and decryption are the two processes in the cryptosystem that ensure the safe transfer of data or sensitive information. Apart from classical mathematics, graph theory techniques are employed nowadays to construct a strong cryptosystem. This paper uses graph techniques such as decomposition and labelling to encrypt and decrypt an alphanumeric string of length 8. The novelty of this paper is the introduction of (S9,C3)-multi-decomposition and a new labelling technique - anti-magic decomposed labelling, which is applied in the cryptosystem. [ABSTRACT FROM AUTHOR]

The chord log-Minkowski problem asks for necessary and sufficient conditions for a finite Borel measure on the unit sphere so that it is the cone-chord measure of a convex body. The chord log-Minkowski problem has been extensively studied by Guo, Xi, and Zhao [Math. Ann. (2023), DOI 10.1007/s00208-023-02721-8]; Lutwak, Xi, Yang, and Zhang [Commun. Pure Appl. Math. (2023), DOI 10.1002/cpa.22190]; Qin [Adv. Math. 427 (2023), Paper No. 109132]. In this paper, we solve the chord log-Minkowski problem when q\in (0,1), without symmetry assumptions. [ABSTRACT FROM AUTHOR]

The level of difficulty of mathematical test items is a critical aspect for evaluating test quality and educational outcomes. Accurately predicting item difficulty during test creation is thus significantly important for producing effective test papers. This study used more than ten years of content and score data from China's Henan Provincial College Entrance Examination in Mathematics as an evaluation criterion for test difficulty, and all data were obtained from the Henan Provincial Department of Education. Based on the framework established by the National Center for Education Statistics (NCES) for test item assessment methodology, this paper proposes a new framework containing eight features considering the uniqueness of mathematics. Next, this paper proposes an XGBoost-based SHAP model for analyzing the difficulty of mathematics tests. By coupling the XGBoost method with the SHAP method, the model not only evaluates the difficulty of mathematics tests but also analyzes the contribution of specific features to item difficulty, thereby increasing transparency and mitigating the "black box" nature of machine learning models. The model has a high prediction accuracy of 0.99 for the training set and 0.806 for the test set. With the model, we found that parameter-level features and reasoning-level features are significant factors influencing the difficulty of subjective items in the exam. In addition, we divided senior secondary mathematics knowledge into nine units based on Chinese curriculum standards and found significant differences in the distribution of the eight features across these different knowledge units, which can help teachers place different emphasis on different units during the teaching process. In summary, our proposed approach significantly improves the accuracy of item difficulty prediction, which is crucial for intelligent educational applications such as knowledge tracking, automatic test item generation, and intelligent paper generation. These results provide tools that are better aligned with and responsive to students' learning needs, thus effectively informing educational practice. [ABSTRACT FROM AUTHOR]

In the paper 'Composition operators on weighted Bergman spaces of Dirichlet series. J Math Anal Appl. 2015;426:340–363', Bailleul completely characterized the boundedness of composition operators on weighted Bergman spaces of Dirichlet series for the case of symbols with $ c_0\ge 1 $ c 0 ≥ 1. But the sufficient conditions for the other case $ c_0=0 $ c 0 = 0 were unsolved. In this paper, we follow this line and study the boundedness of composition operators on weighted Bergman spaces of Dirichlet series for the case $ c_0=0 $ c 0 = 0. Moreover, we also obtain the compact characterizations of composition operators with $ c_0\geq 1 $ c 0 ≥ 1. [ABSTRACT FROM AUTHOR]

In the first part of the paper, we propose a different viewpoint on the theory of higher Airy structures (or Airy ideals), which may shed light on its origin. We define Airy ideals in the ħ -adic completion of the Rees Weyl algebra and show that Airy ideals are defined exactly such that they are always related to the canonical left ideal generated by derivatives by automorphisms of the Rees Weyl algebra of a simple type, which we call transvections. The standard existence and uniqueness result in the theory of Airy structures then follow immediately. In the second part of the paper, we construct Airy ideals generated by the nonnegative modes of the strong generators of the principal W -algebra of sp 2 N at level - N - 1 / 2 , following the approach developed in Borot et al. (Mem Am Math Soc, 2021). This provides an example of an Airy ideal in the Heisenberg algebra that requires realizing the zero modes as derivatives instead of variables, which leads to an interesting interpretation for the resulting partition function. [ABSTRACT FROM AUTHOR]

The Borodin–Kostochka conjecture says that for a graph G , if Δ (G) ≥ 9 , then χ (G) ≤ max { Δ (G) − 1 , ω (G) }. Cranston and Rabern in [SIAM J. Discrete. Math. 27 (2013) 534–549] proved the conjecture holding for K 1 , 3 -free graphs. In this paper, we prove that the conjecture holds for K 1 , 3 ¯ -free graphs, where K 1 , 3 ¯ denotes the complement of K 1 , 3. [ABSTRACT FROM AUTHOR]

This paper presents a semester-long bottle design project for an undergraduate Numerical Analysis course. Students implement numerical methods in MATLAB to design and 3D print a bottle. Employing mathematical methods to compute features of their designs enhances students' understanding of numerical techniques in design applications. Student feedback highlights the project's efficacy in demonstrating the intersection of mathematics and design, fostering creativity, and instilling a deeper appreciation for mathematical principles in real-world contexts. [ABSTRACT FROM AUTHOR]

AbstractIn this paper, we will consider parallel summable operators on Hilbert space. Operators A and B are said to be parallel summable if and . We will prove that the parallel sum can be represented as A: B = A(A + B)† B without additional assumption of the closedness of the range of the operator A + B. Furthermore, we will derive the equalities C (A : B) = C A : C B and (A : B) : C = A : (B : C ) under weaker conditions than the ones represented in [X. Tian, S. Wang, C. Deng, On parallel sum of operators, Linear Algebra Appl. 603 (2020) 57–83] and [W. Luo, C. Song, Q. Xu, The parallel sum for adjointable operators on Hilbert C* -modules, Acta Math. Sin. 62 (2019) 541–552]. Finally, we will extend some recent result for Hermitian positive semi-definite matrices to bounded linear operators. [ABSTRACT FROM AUTHOR]

In this paper, we investigate a two-species reaction–diffusion competition model with Gompertz growth, where the intrinsic growth rates and carrying capacities of environments are heterogeneous. At firstly, assuming two competing species only admit different diffusive rates, we show that 'slower diffuser prevails', which is consistent with the well-known result in Dockery J, Hutson V, Mischaikow K, Pernarowski M. [The evolution of slow dispersal rates: a reaction–diffusion model. J Math Biol. 1998;37(1):61–83; Hastings A. Can spatial variation alone lead to selection for dispersal? Theor Popul Biol. 1983;24:244–251]. Then, for the "weak competition" case, we establish a prior estimate, which combined with the theory of monotone dynamical system and spectral analysis implies that the model admits a unique coexistence steady state, which is globally asymptotically stable. Finally, for the "strong–weak competition" case, we give the expression of critical competition intensity and the weak competitor will be wiped out. [ABSTRACT FROM AUTHOR]

Even prior to COVID-19, there had been an increase in the use of technology in undergraduate mathematics education to support the development of mathematical understanding and skill, and to enhance the student learning environment. Technology-enhanced resources can be used to provide formative assessment which can help students identify gaps in their knowledge and point towards appropriate action. In this paper, we report on the evaluations of a number of technology-enhanced resources that used formative assessment techniques and were provided for students attending non-specialist first-year undergraduate mathematics modules in Ireland. Analysis of the evaluations and consultation with literature identified 12 decisive factors that encourage students' successful engagement with the resources, covering aspects such as the educational context, affordances and types of technology, technological communication and formative assessment. These factors constitute important knowledge for practitioners as they can use them in the planning, design, and development of technology-enhanced resources for use in their modules. The measures observed during the evaluations indicated both positive and negative engagement providing a link between observations and resultant student engagement, which was found lacking in previous studies on student engagement. [ABSTRACT FROM AUTHOR]

We consider a C 0 -semigroup on a Banach space such that the resolvent is uniformly bounded on the right half-plane. In this paper we provide a condition on the resolvent which is sufficient and necessary for the uniform exponential stability of such a semigroup. As a consequence, we give an alternative proof of Gearhart's theorem (Trans. Amer. Math. Soc. 236, 385–394 (1978)). The approach lies on a complex inversion formula and tempered distributions. [ABSTRACT FROM AUTHOR]

This paper presents a comprehensive study of a model called the (2 + 1) q -deformed tanh-Gordon model. This model is particularly useful for studying physical systems with violated symmetries, as it provides insights into their behavior. To solve the (2 + 1) q -deformed equation for specific parameter values, the (H + G ′ G 2) -expansion approach is employed. This technique generates analytical solutions that reveal valuable information about the system's dynamics and behavior. These solutions offer insights into the underlying mathematics and deepen the understanding of the system's properties. To validate the accuracy of the analytical solutions, the finite difference technique is also used to find a numerical solution to the q -deformed equation. This numerical approach ensures the correctness of the solutions and enhances the reliability of the results. Tables and graphics are presented in the publication to aid comprehension and comparison. These visuals improve the clarity and interpretability of the data, allowing readers to better understand the similarities and differences between the analytical and numerical solutions. [ABSTRACT FROM AUTHOR]

In the paper, we consider a system of thermoelasticity of type I with viscoelastic damping and nonlinear sources. By using the Galerkin method and the Banach fixed point theorem, we first prove the local existence and uniqueness of weak solution. Secondly, by extending the potential well method, we prove that the local solution exists globally if its initial position starts inside a family of "potential wells." In particular, we also establish an explicit and optimal decay rate of energy driven by the decay rate of the relaxation function which includes exponential, algebraic, and logarithmic decay rates. Finally, by using the continuation theorem and the concavity arguments due to Levine (Trans Am Math Soc 192:1–21, 1974), we show that the local solution blows up at finite time in the sense of Ball (Q J Math Oxf 28(4): 473–486, 1977) if its initial position starts outside the "potential wells." Further, an upper bound for the blow-up time is also given explicitly. Notice that our results imply a sharp result on the global existence and blow-up of the local weak solution and they also allow a relatively large class of relaxation functions that generalize the existing results in the literature. [ABSTRACT FROM AUTHOR]

We prove the almost sure invariance principle (ASIP) with close to optimal error rates for nonuniformly hyperbolic maps. We do not assume exponential contraction along stable leaves, therefore our result covers in particular slowly mixing invertible dynamical systems as Bunimovich flowers, billiards with flat points as in Chernov and Zhang (Stoch Dyn 5:535–553, 2005a, Nonlinearity 18:1527–1553, 2005b) and Wojtkowski' (Commun Math Phys 126:507–533, 1990) system of two falling balls.For these examples, the ASIP is a new result, not covered by prior works for various reasons, notably because in absence of exponential contraction along stable leaves, it is challenging to employ the so-called Sinai's trick (Sinai in Russ Math Surv 27:21–70, 1972; Bowen, Lecture Notes in Math vol. 470 (1975)) of reducing a nonuniformly hyperbolic system to a nonuniformly expanding one. Our strategy follows our previous papers on the ASIP for nonuniformly expanding maps, where we build a semiconjugacy to a specific renewal Markov shift and adapt the argument of Berkes et al. (Ann Probab 42:794–817, 2014). The main difference is that now the Markov shift is two-sided, the observables depend on the full trajectory, both the future and the past. [ABSTRACT FROM AUTHOR]

The question of when a vertex algebra is a quantization of the arc space of its associated scheme has recently received a lot of attention in both the mathematics and physics literature. This property was first studied by Tomoyuki Arakawa and Anne Moreau (see their paper in the references), and was given the name \lq\lq classical freeness" by Jethro van Ekeren and Reimundo Heluani [Comm. Math. Phys. 386 (2021), no. 1, pp. 495-550] in their work on chiral homology. Later, it was extended to vertex superalgebras by Hao Li [Eur. J. Math. 7 (2021), pp. 1689–1728]. In this note, we prove the classical freeness of the simple affine vertex superalgebra L_n(\mathfrak {o}\mathfrak {s}\mathfrak {p}_{m|2r}) for all positive integers m,n,r satisfying -\frac {m}{2} + r +n+1 > 0. In particular, it holds for the rational vertex superalgebras L_n(\mathfrak {o}\mathfrak {s}\mathfrak {p}_{1|2r}) for all positive integers r,n. [ABSTRACT FROM AUTHOR]

In this paper we show that the geodesic flow of a Finsler metric is Anosov if and only if there exists a C^2 open neighborhood of Finsler metrics all of whose closed geodesics are hyperbolic. For surfaces this result holds also for Riemannian metrics. This follows from a recent result of Contreras and Mazzucchelli [Duke Math. J. 173 (2024), pp. 347–390]. Furthermore, geodesic flows of Riemannian or Finsler metrics on surfaces are C^2 stably ergodic if and only if they are Anosov. [ABSTRACT FROM AUTHOR]

Let a be an ideal of a given commutative Noetherian ring R which satisfies the condition of the first problem of R. Hartshorne in [Affine duality and cofiniteness, Invent. Math. 9 (1970), 145–164]. In this paper, we prove that a also satisfies the condition of his second problem in the same article. We also provide an example to show that the converse statement does not hold in general. [ABSTRACT FROM AUTHOR]

This survey introduces 101 new publications on applications of Clifford's geometric algebras (GAs) newly published during 2022 (until mid‐January 2023). The selection of papers is based on a comprehensive search with Dimensions.ai, followed by detailed screening and clustering. Readers will learn about the use of GA for mathematics, computation, surface representations, geometry, image, and signal processing, computing and software, quantum computing, data processing, neural networks, medical science, physics, electric engineering, control and robotics. [ABSTRACT FROM AUTHOR]

This paper is concerned with the well-posedness and long-time dynamics of a class of beam/plate equations with rotational inertia and nonlinear energy damping. The model is derived from nonlocal dissipative energy models for flight structures, as proposed by Balakrishnan-Taylor (Proceedings Damping 89, Flight Dynamics Lab and Air Force Wright Aeronautical Labs, WPAFB, 1989). Our main results address the existence of compact global attractors. The work complements the degenerate coefficient case left open by Sun and Yang (J. Math. Anal. Appl., Volume 512, Issue 2, 2022). [ABSTRACT FROM AUTHOR]