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We establish a quantisation of corner-degenerate symbols, here called Mellin-edge quantisation, on a manifold with second order singularities. The typical ingredients come from the "most singular" stratum of which is a second order edge where the infinite transversal cone has a base that is itself a manifold with smooth edge. The resulting operator-valued amplitude functions on the second order edge are formulated purely in terms of Mellin symbols taking values in the edge algebra over . In this respect our result is formally analogous to a quantisation rule of (Osaka J. Math. 37:221-260, 2000) for the simpler case of edge-degenerate symbols that corresponds to the singularity order 1. However, from the singularity order 2 on there appear new substantial difficulties for the first time, partly caused by the edge singularities of the cone over that tend to infinity.
We describe an iterative method to combine seismicity forecasts. With this method, we produce the next generation of a starting forecast by incorporating predictive skill from one or more input forecasts. For a single iteration, we use the differential probability gain of an input forecast relative to the starting forecast. At each point in space and time, the rate in the next-generation forecast is the product of the starting rate and the local differential probability gain. The main advantage of this method is that it can produce high forecast rates using all types of numerical forecast models, even those that are not rate-based. Naturally, a limitation of this method is that the input forecast must have some information not already contained in the starting forecast. We illustrate this method using the Every Earthquake a Precursor According to Scale (EEPAS) and Early Aftershocks Statistics (EAST) models, which are currently being evaluated at the US testing center of the Collaboratory for the Study of Earthquake Predictability. During a testing period from July 2009 to December 2011 (with 19 target earthquakes), the combined model we produce has better predictive performance - in terms of Molchan diagrams and likelihood - than the starting model (EEPAS) and the input model (EAST). Many of the target earthquakes occur in regions where the combined model has high forecast rates. Most importantly, the rates in these regions are substantially higher than if we had simply averaged the models.
The paper is devoted to asymptotic analysis of the Dirichlet problem for a second order partial differential equation containing a small parameter multiplying the highest order derivatives. It corresponds to a small perturbation of a dynamical system having a stationary solution in the domain. We focus on the case where the trajectories of the system go into the domain and the stationary solution is a proper node.
The International Project for the Evaluation of Educational Achievement (IEA) was formed in the 1950s (Postlethwaite, 1967). Since that time, the IEA has conducted many studies in the area of mathematics, such as the First International Mathematics Study (FIMS) in 1964, the Second International Mathematics Study (SIMS) in 1980-1982, and a series of studies beginning with the Third International Mathematics and Science Study (TIMSS) which has been conducted every 4 years since 1995. According to Stigler et al. (1999), in the FIMS and the SIMS, U.S. students achieved low scores in comparison with students in other countries (p. 1). The TIMSS 1995 “Videotape Classroom Study” was therefore a complement to the earlier studies conducted to learn “more about the instructional and cultural processes that are associated with achievement” (Stigler et al., 1999, p. 1). The TIMSS Videotape Classroom Study is known today as the TIMSS Video Study. From the findings of the TIMSS 1995 Video Study, Stigler and Hiebert (1999) likened teaching to “mountain ranges poking above the surface of the water,” whereby they implied that we might see the mountaintops, but we do not see the hidden parts underneath these mountain ranges (pp. 73-78). By watching the videotaped lessons from Germany, Japan, and the United States again and again, they discovered that “the systems of teaching within each country look similar from lesson to lesson. At least, there are certain recurring features [or patterns] that typify many of the lessons within a country and distinguish the lessons among countries” (pp. 77-78). They also discovered that “teaching is a cultural activity,” so the systems of teaching “must be understood in relation to the cultural beliefs and assumptions that surround them” (pp. 85, 88). From this viewpoint, one of the purposes of this dissertation was to study some cultural aspects of mathematics teaching and relate the results to mathematics teaching and learning in Vietnam. Another research purpose was to carry out a video study in Vietnam to find out the characteristics of Vietnamese mathematics teaching and compare these characteristics with those of other countries. In particular, this dissertation carried out the following research tasks: - Studying the characteristics of teaching and learning in different cultures and relating the results to mathematics teaching and learning in Vietnam - Introducing the TIMSS, the TIMSS Video Study and the advantages of using video study in investigating mathematics teaching and learning - Carrying out the video study in Vietnam to identify the image, scripts and patterns, and the lesson signature of eighth-grade mathematics teaching in Vietnam - Comparing some aspects of mathematics teaching in Vietnam and other countries and identifying the similarities and differences across countries - Studying the demands and challenges of innovating mathematics teaching methods in Vietnam – lessons from the video studies Hopefully, this dissertation will be a useful reference material for pre-service teachers at education universities to understand the nature of teaching and develop their teaching career.
In a recent paper, the Lefschetz number for endomorphisms (modulo trace class operators) of sequences of trace class curvature was introduced. We show that this is a well defined, canonical extension of the classical Lefschetz number and establish the homotopy invariance of this number. Moreover, we apply the results to show that the Lefschetz fixed point formula holds for geometric quasiendomorphisms of elliptic quasicomplexes.