Mathematical Analysis and Applications
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Asymptotic Properties of Biorthogonal Polynomials Systems Related to Hermite and Laguerre Polynomials
Asymptotic properties of biorthogonal polynomials systems related to Hermite and Laguerre polynomials Yan Xu School of Mathematics and Quantitative Economics, Center for Econometric analysis and Forecasting, Dongbei University of Finance and Economics, Liaoning, 116025, PR China Abstract In this paper, the structures to a family of biorthogonal polynomials that ap- proximate to the Hermite and Generalized Laguerre polynomials are discussed respectively. Therefore, the asymptotic relation between several orthogonal polynomials and combinatorial polynomials are derived from the systems, which in turn verify the Askey scheme of hypergeometric orthogonal polynomials. As the applications of these properties, the asymptotic representations of the gen- eralized Buchholz, Laguerre, Ultraspherical (Gegenbauer), Bernoulli, Euler, Meixner and Meixner-Pllaczekare polynomials are derived from the theorems di- rectly. The relationship between Bernoulli and Euler polynomials are shown as a special case of the characterization theorem of the Appell sequence generated by α scaling functions. Keywords: Hermite Polynomial, Laguerre Polynomial, Appell sequence, Askey Scheme, B-splines, Bernoulli Polynomial, Euler polynomials. 2010 MSC: 42C05, 33C45, 41A15, 11B68 arXiv:1503.05387v1 [math.CA] 3 Feb 2015 ✩This work is supported by the Natural Science Foundation of China (11301060), China Postdoctoral Science Foundation (2013M541234, 2014T70258) and Outstanding Scientific In- novation Talents Program of DUFE (DUFE2014R20). ∗Email: yan [email protected] Preprint submitted to Constructive Approximation June 2, 2021 1. Introduction The Hermite polynomials follow from the generating function 2 xz z ∞ Hm(x) m e − 2 = z , z C, x R (1.1) m! ∈ ∈ m=0 X which gives the Cauchy-type integral 2 m! xz z (m+1) H (x)= e − 2 z− dz. -
Social Choice Theory Christian List
1 Social Choice Theory Christian List Social choice theory is the study of collective decision procedures. It is not a single theory, but a cluster of models and results concerning the aggregation of individual inputs (e.g., votes, preferences, judgments, welfare) into collective outputs (e.g., collective decisions, preferences, judgments, welfare). Central questions are: How can a group of individuals choose a winning outcome (e.g., policy, electoral candidate) from a given set of options? What are the properties of different voting systems? When is a voting system democratic? How can a collective (e.g., electorate, legislature, collegial court, expert panel, or committee) arrive at coherent collective preferences or judgments on some issues, on the basis of its members’ individual preferences or judgments? How can we rank different social alternatives in an order of social welfare? Social choice theorists study these questions not just by looking at examples, but by developing general models and proving theorems. Pioneered in the 18th century by Nicolas de Condorcet and Jean-Charles de Borda and in the 19th century by Charles Dodgson (also known as Lewis Carroll), social choice theory took off in the 20th century with the works of Kenneth Arrow, Amartya Sen, and Duncan Black. Its influence extends across economics, political science, philosophy, mathematics, and recently computer science and biology. Apart from contributing to our understanding of collective decision procedures, social choice theory has applications in the areas of institutional design, welfare economics, and social epistemology. 1. History of social choice theory 1.1 Condorcet The two scholars most often associated with the development of social choice theory are the Frenchman Nicolas de Condorcet (1743-1794) and the American Kenneth Arrow (born 1921). -
Analysis of Functions of a Single Variable a Detailed Development
ANALYSIS OF FUNCTIONS OF A SINGLE VARIABLE A DETAILED DEVELOPMENT LAWRENCE W. BAGGETT University of Colorado OCTOBER 29, 2006 2 For Christy My Light i PREFACE I have written this book primarily for serious and talented mathematics scholars , seniors or first-year graduate students, who by the time they finish their schooling should have had the opportunity to study in some detail the great discoveries of our subject. What did we know and how and when did we know it? I hope this book is useful toward that goal, especially when it comes to the great achievements of that part of mathematics known as analysis. I have tried to write a complete and thorough account of the elementary theories of functions of a single real variable and functions of a single complex variable. Separating these two subjects does not at all jive with their development historically, and to me it seems unnecessary and potentially confusing to do so. On the other hand, functions of several variables seems to me to be a very different kettle of fish, so I have decided to limit this book by concentrating on one variable at a time. Everyone is taught (told) in school that the area of a circle is given by the formula A = πr2: We are also told that the product of two negatives is a positive, that you cant trisect an angle, and that the square root of 2 is irrational. Students of natural sciences learn that eiπ = 1 and that sin2 + cos2 = 1: More sophisticated students are taught the Fundamental− Theorem of calculus and the Fundamental Theorem of Algebra. -
Number Theory
“mcs-ftl” — 2010/9/8 — 0:40 — page 81 — #87 4 Number Theory Number theory is the study of the integers. Why anyone would want to study the integers is not immediately obvious. First of all, what’s to know? There’s 0, there’s 1, 2, 3, and so on, and, oh yeah, -1, -2, . Which one don’t you understand? Sec- ond, what practical value is there in it? The mathematician G. H. Hardy expressed pleasure in its impracticality when he wrote: [Number theorists] may be justified in rejoicing that there is one sci- ence, at any rate, and that their own, whose very remoteness from or- dinary human activities should keep it gentle and clean. Hardy was specially concerned that number theory not be used in warfare; he was a pacifist. You may applaud his sentiments, but he got it wrong: Number Theory underlies modern cryptography, which is what makes secure online communication possible. Secure communication is of course crucial in war—which may leave poor Hardy spinning in his grave. It’s also central to online commerce. Every time you buy a book from Amazon, check your grades on WebSIS, or use a PayPal account, you are relying on number theoretic algorithms. Number theory also provides an excellent environment for us to practice and apply the proof techniques that we developed in Chapters 2 and 3. Since we’ll be focusing on properties of the integers, we’ll adopt the default convention in this chapter that variables range over the set of integers, Z. 4.1 Divisibility The nature of number theory emerges as soon as we consider the divides relation a divides b iff ak b for some k: D The notation, a b, is an abbreviation for “a divides b.” If a b, then we also j j say that b is a multiple of a. -
Mathematical Analysis of the Accordion Grating Illusion: a Differential Geometry Approach to Introduce the 3D Aperture Problem
Neural Networks 24 (2011) 1093–1101 Contents lists available at SciVerse ScienceDirect Neural Networks journal homepage: www.elsevier.com/locate/neunet Mathematical analysis of the Accordion Grating illusion: A differential geometry approach to introduce the 3D aperture problem Arash Yazdanbakhsh a,b,∗, Simone Gori c,d a Cognitive and Neural Systems Department, Boston University, MA, 02215, United States b Neurobiology Department, Harvard Medical School, Boston, MA, 02115, United States c Universita' degli studi di Padova, Dipartimento di Psicologia Generale, Via Venezia 8, 35131 Padova, Italy d Developmental Neuropsychology Unit, Scientific Institute ``E. Medea'', Bosisio Parini, Lecco, Italy article info a b s t r a c t Keywords: When an observer moves towards a square-wave grating display, a non-rigid distortion of the pattern Visual illusion occurs in which the stripes bulge and expand perpendicularly to their orientation; these effects reverse Motion when the observer moves away. Such distortions present a new problem beyond the classical aperture Projection line Line of sight problem faced by visual motion detectors, one we describe as a 3D aperture problem as it incorporates Accordion Grating depth signals. We applied differential geometry to obtain a closed form solution to characterize the fluid Aperture problem distortion of the stripes. Our solution replicates the perceptual distortions and enabled us to design a Differential geometry nulling experiment to distinguish our 3D aperture solution from other candidate mechanisms (see Gori et al. (in this issue)). We suggest that our approach may generalize to other motion illusions visible in 2D displays. ' 2011 Elsevier Ltd. All rights reserved. 1. Introduction need for line-ends or intersections along the lines to explain the illusion. -
Mathematics and Materials
IAS/PARK CITY MATHEMATICS SERIES Volume 23 Mathematics and Materials Mark J. Bowick David Kinderlehrer Govind Menon Charles Radin Editors American Mathematical Society Institute for Advanced Study Society for Industrial and Applied Mathematics 10.1090/pcms/023 Mathematics and Materials IAS/PARK CITY MATHEMATICS SERIES Volume 23 Mathematics and Materials Mark J. Bowick David Kinderlehrer Govind Menon Charles Radin Editors American Mathematical Society Institute for Advanced Study Society for Industrial and Applied Mathematics Rafe Mazzeo, Series Editor Mark J. Bowick, David Kinderlehrer, Govind Menon, and Charles Radin, Volume Editors. IAS/Park City Mathematics Institute runs mathematics education programs that bring together high school mathematics teachers, researchers in mathematics and mathematics education, undergraduate mathematics faculty, graduate students, and undergraduates to participate in distinct but overlapping programs of research and education. This volume contains the lecture notes from the Graduate Summer School program 2010 Mathematics Subject Classification. Primary 82B05, 35Q70, 82B26, 74N05, 51P05, 52C17, 52C23. Library of Congress Cataloging-in-Publication Data Names: Bowick, Mark J., editor. | Kinderlehrer, David, editor. | Menon, Govind, 1973– editor. | Radin, Charles, 1945– editor. | Institute for Advanced Study (Princeton, N.J.) | Society for Industrial and Applied Mathematics. Title: Mathematics and materials / Mark J. Bowick, David Kinderlehrer, Govind Menon, Charles Radin, editors. Description: [Providence] : American Mathematical Society, [2017] | Series: IAS/Park City math- ematics series ; volume 23 | “Institute for Advanced Study.” | “Society for Industrial and Applied Mathematics.” | “This volume contains lectures presented at the Park City summer school on Mathematics and Materials in July 2014.” – Introduction. | Includes bibliographical references. Identifiers: LCCN 2016030010 | ISBN 9781470429195 (alk. paper) Subjects: LCSH: Statistical mechanics–Congresses. -
Msc in Applied Mathematics
MSc in Applied Mathematics Title: Past, Present and Challenges in Yang-Mills Theory Author: José Luis Tejedor Advisor: Sebastià Xambó Descamps Department: Departament de Matemàtica Aplicada II Academic year: 2011-2012 PAST, PRESENT AND CHALLENGES IN YANG-MILLS THEORY Jos´eLuis Tejedor June 11, 2012 Abstract In electrodynamics the potentials are not uniquely defined. The electromagnetic field is un- changed by gauge transformations of the potential. The electromagnestism is a gauge theory with U(1) as gauge group. C. N. Yang and R. Mills extended in 1954 the concept of gauge theory for abelian groups to non-abelian groups to provide an explanation for strong interactions. The idea of Yang-Mills was criticized by Pauli, as the quanta of the Yang-Mills field must be massless in order to maintain gauge invariance. The idea was set aside until 1960, when the concept of particles acquiring mass through symmetry breaking in massless theories was put forward. This prompted a significant restart of Yang-Mills theory studies that proved succesful in the formula- tion of both electroweak unification and quantum electrodynamics (QCD). The Standard Model combines the strong interaction with the unified electroweak interaction through the symmetry group SU(3) ⊗ SU(2) ⊗ U(1). Modern gauge theory includes lattice gauge theory, supersymme- try, magnetic monopoles, supergravity, instantons, etc. Concerning the mathematics, the field of Yang-Mills theories was included in the Clay Mathematics Institute's list of \Millenium Prize Problems". This prize-problem focuses, especially, on a proof of the conjecture that the lowest excitations of a pure four-dimensional Yang-Mills theory (i.e. -
SHEET 14: LINEAR ALGEBRA 14.1 Vector Spaces
SHEET 14: LINEAR ALGEBRA Throughout this sheet, let F be a field. In examples, you need only consider the field F = R. 14.1 Vector spaces Definition 14.1. A vector space over F is a set V with two operations, V × V ! V :(x; y) 7! x + y (vector addition) and F × V ! V :(λ, x) 7! λx (scalar multiplication); that satisfy the following axioms. 1. Addition is commutative: x + y = y + x for all x; y 2 V . 2. Addition is associative: x + (y + z) = (x + y) + z for all x; y; z 2 V . 3. There is an additive identity 0 2 V satisfying x + 0 = x for all x 2 V . 4. For each x 2 V , there is an additive inverse −x 2 V satisfying x + (−x) = 0. 5. Scalar multiplication by 1 fixes vectors: 1x = x for all x 2 V . 6. Scalar multiplication is compatible with F :(λµ)x = λ(µx) for all λ, µ 2 F and x 2 V . 7. Scalar multiplication distributes over vector addition and over scalar addition: λ(x + y) = λx + λy and (λ + µ)x = λx + µx for all λ, µ 2 F and x; y 2 V . In this context, elements of F are called scalars and elements of V are called vectors. Definition 14.2. Let n be a nonnegative integer. The coordinate space F n = F × · · · × F is the set of all n-tuples of elements of F , conventionally regarded as column vectors. Addition and scalar multiplication are defined componentwise; that is, 2 3 2 3 2 3 2 3 x1 y1 x1 + y1 λx1 6x 7 6y 7 6x + y 7 6λx 7 6 27 6 27 6 2 2 7 6 27 if x = 6 . -
Two Fundamental Theorems About the Definite Integral
Two Fundamental Theorems about the Definite Integral These lecture notes develop the theorem Stewart calls The Fundamental Theorem of Calculus in section 5.3. The approach I use is slightly different than that used by Stewart, but is based on the same fundamental ideas. 1 The definite integral Recall that the expression b f(x) dx ∫a is called the definite integral of f(x) over the interval [a,b] and stands for the area underneath the curve y = f(x) over the interval [a,b] (with the understanding that areas above the x-axis are considered positive and the areas beneath the axis are considered negative). In today's lecture I am going to prove an important connection between the definite integral and the derivative and use that connection to compute the definite integral. The result that I am eventually going to prove sits at the end of a chain of earlier definitions and intermediate results. 2 Some important facts about continuous functions The first intermediate result we are going to have to prove along the way depends on some definitions and theorems concerning continuous functions. Here are those definitions and theorems. The definition of continuity A function f(x) is continuous at a point x = a if the following hold 1. f(a) exists 2. lim f(x) exists xœa 3. lim f(x) = f(a) xœa 1 A function f(x) is continuous in an interval [a,b] if it is continuous at every point in that interval. The extreme value theorem Let f(x) be a continuous function in an interval [a,b]. -
New Bell–Sheffer Polynomial Sets
axioms Article New Bell–Sheffer Polynomial Sets Pierpaolo Natalini 1,* and Paolo Emilio Ricci 2 1 Dipartimento di Matematica e Fisica, Università degli Studi Roma Tre, Largo San Leonardo Murialdo, 1, 00146 Roma, Italy 2 Sezione di Matematica, International Telematic University UniNettuno, Corso Vittorio Emanuele II, 39, 00186 Roma, Italy; [email protected] * Correspondence: [email protected] Received: 20 July 2018; Accepted: 2 October 2018; Published: 8 October 2018 Abstract: In recent papers, new sets of Sheffer and Brenke polynomials based on higher order Bell numbers, and several integer sequences related to them, have been studied. The method used in previous articles, and even in the present one, traces back to preceding results by Dattoli and Ben Cheikh on the monomiality principle, showing the possibility to derive explicitly the main properties of Sheffer polynomial families starting from the basic elements of their generating functions. The introduction of iterated exponential and logarithmic functions allows to construct new sets of Bell–Sheffer polynomials which exhibit an iterative character of the obtained shift operators and differential equations. In this context, it is possible, for every integer r, to define polynomials of higher type, which are linked to the higher order Bell-exponential and logarithmic numbers introduced in preceding papers. Connections with integer sequences appearing in Combinatorial analysis are also mentioned. Naturally, the considered technique can also be used in similar frameworks, where the iteration of exponential and logarithmic functions appear. Keywords: Sheffer polynomials; generating functions; monomiality principle; shift operators; combinatorial analysis 1. Introduction In recent articles [1,2], new sets of Sheffer [3] and Brenke [4] polynomials, based on higher order Bell numbers [2,5–7], have been studied. -
Video Lessons for Illustrative Mathematics: Grades 6-8 and Algebra I
Video Lessons for Illustrative Mathematics: Grades 6-8 and Algebra I The Department, in partnership with Louisiana Public Broadcasting (LPB), Illustrative Math (IM), and SchoolKit selected 20 of the critical lessons in each grade level to broadcast on LPB in July of 2020. These lessons along with a few others are still available on demand on the SchoolKit website. To ensure accessibility for students with disabilities, all recorded on-demand videos are available with closed captioning and audio description. Updated on August 6, 2020 Video Lessons for Illustrative Math Grades 6-8 and Algebra I Background Information: Lessons were identified using the following criteria: 1. the most critical content of the grade level 2. content that many students missed due to school closures in the 2019-20 school year These lessons constitute only a portion of the critical lessons in each grade level. These lessons are available at the links below: • Grade 6: http://schoolkitgroup.com/video-grade-6/ • Grade 7: http://schoolkitgroup.com/video-grade-7/ • Grade 8: http://schoolkitgroup.com/video-grade-8/ • Algebra I: http://schoolkitgroup.com/video-algebra/ The tables below contain information on each of the lessons available for on-demand viewing with links to individual lessons embedded for each grade level. • Grade 6 Video Lesson List • Grade 7 Video Lesson List • Grade 8 Video Lesson List • Algebra I Video Lesson List Video Lessons for Illustrative Math Grades 6-8 and Algebra I Grade 6 Video Lesson List 6th Grade Illustrative Mathematics Units 2, 3, -
History of Mathematics
History of Mathematics James Tattersall, Providence College (Chair) Janet Beery, University of Redlands Robert E. Bradley, Adelphi University V. Frederick Rickey, United States Military Academy Lawrence Shirley, Towson University Introduction. There are many excellent reasons to study the history of mathematics. It helps students develop a deeper understanding of the mathematics they have already studied by seeing how it was developed over time and in various places. It encourages creative and flexible thinking by allowing students to see historical evidence that there are different and perfectly valid ways to view concepts and to carry out computations. Ideally, a History of Mathematics course should be a part of every mathematics major program. A course taught at the sophomore-level allows mathematics students to see the great wealth of mathematics that lies before them and encourages them to continue studying the subject. A one- or two-semester course taught at the senior level can dig deeper into the history of mathematics, incorporating many ideas from the 19th and 20th centuries that could only be approached with difficulty by less prepared students. Such a senior-level course might be a capstone experience taught in a seminar format. It would be wonderful for students, especially those planning to become middle school or high school mathematics teachers, to have the opportunity to take advantage of both options. We also encourage History of Mathematics courses taught to entering students interested in mathematics, perhaps as First Year or Honors Seminars; to general education students at any level; and to junior and senior mathematics majors and minors. Ideally, mathematics history would be incorporated seamlessly into all courses in the undergraduate mathematics curriculum in addition to being addressed in a few courses of the type we have listed.