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In this paper, we formulate and prove the so-called $p$-adic non-commutative analytic subgroup theorem. This result is seen as the $p$-adic analogue of a recent theorem given by Yafaev.

Given $E \subseteq \mathbb{F}_q^d \times \mathbb{F}_q^d$, with the finite field $\mathbb{F}_q$ of order $q$ and the integer $d \ge 2$, we define the two-parameter distance set as $\Delta_{d, d}(E)=\left\{\left(\|x_1-y_1\|, \|x_2-y_2\|\right) : (x_1,x_2), (y_1,y_2) \in E \right\}$. Birklbauer and Iosevich (2017) proved that if $|E| \gg q^{\frac{3d+1}{2}}$, then $ |\Delta_{d, d}(E)| = q^2$. For the case of $d=2$, they showed that if $|E| \gg q^{\frac{10}{3}}$, then $ |\Delta_{2, 2}(E)| \gg q^2$. In this paper, we present extensions and improvements of these results.

Given $E \subseteq \mathbb{F}_q^d \times \mathbb{F}_q^d$, with the finite field $\mathbb{F}_q$ of order $q$ and the integer $d \ge 2$, we define the two-parameter distance set as $��_{d, d}(E)=\left\{\left(\|x_1-y_1\|, \|x_2-y_2\|\right) : (x_1,x_2), (y_1,y_2) \in E \right\}$. Birklbauer and Iosevich (2017) proved that if $|E| \gg q^{\frac{3d+1}{2}}$, then $ |��_{d, d}(E)| = q^2$. For the case of $d=2$, they showed that if $|E| \gg q^{\frac{10}{3}}$, then $ |��_{2, 2}(E)| \gg q^2$. In this paper, we present extensions and improvements of these results.

The purpose of this research aims to develop teaching methodology of pedagogical students through small-group teaching practice in group of 4-5 students. All activities that have been conducted by researching the lesson to advance the teaching method of students are: (1) setting goals: identify specific student needs and formulate curricular goals, (2) plans: develop lesson plans; devise data -collection strategies; rationalize the approach; anticipate students’ responses, (3) implementation: one or two members of the team teach the public lessons in high schools where students from University of Education have placement learning, while other members observe and collect data, such as video documentation and working samples, (4) debrief: analyze collected data; discuss about students’ learning, teachers’ teaching, relative pedagogical content learning. We used Kobo software and Maastricht-Peer Activity Rating Scale in order to observe and evaluate the teaching – learning activities in small group of students. The results show that using reflection thinking while teaching by small group would help students to improve their teaching methods more efficiently.

Let $\mathcal{E}$ be a set of points in $\mathbb{F}_q^d$. Bennett, Hart, Iosevich, Pakianathan, and Rudnev (2016) proved that if $|\mathcal{E}|\gg q^{d-\frac{d-1}{k+1}}$ then $\mathcal{E}$ determines a positive proportion of all $k$-simplices. In this paper, we give an improvement of this result in the case when $\mathcal{E}$ is the Cartesian product of sets. More precisely, we show that if $\mathcal{E}$ is the Cartesian product of sets and $q^{\frac{kd}{k+1-1/d}}=o(|\mathcal{E}|)$, the number of congruence classes of $k$-simplices determined by $\mathcal{E}$ is at least $(1-o(1))q^{\binom{k+1}{2}}$, and in some cases our result is sharp.

Let epsilon be a set of points in F-q(d). Bennett et al. (2016) proved that if \epsilon\ >> [GRAHICS] then epsilon determines a positive proportion of all k-simplices. In this paper, we give an improvement of this result in the case when epsilon is the Cartesian product of sets. Namely, we show that if kd epsilon is the Cartesian product of sets and [GRAHICS] = o(\epsilon\), the number of congruence classes of k-simplices determined by epsilon is at least (1 - omicron(1)) [GRAPHICS] , and in some cases our result is sharp. (C) 2017 Elsevier B.V. All rights reserved.