Bk Singh Maths Book Class 10 Pdf Download
Matt Dreher
I am a PhD student at KCL supervised by Peter Jossen and aligned with the LSGNT. I like any kind of maths as long as I understand it but I am particularly interested in algebraic geometry and all flavours of number theory. Before starting my PhD, I did my master's project on decidability problems related to matrices. Outside of maths, I'm a big basketball fan, I can get pretty obsessed with board games, and I'm an aspiring triathlete.
My main interest lies in algebraic number theory. I especially enjoy studying anything that can be useful for solving Diophantine equations. Before coming to the LSGNT I studied in Utrecht, where my master's thesis was concerned with deriving lower bounds for class numbers of hyperelliptic function fields using elliptic curve ideal class pairings. Besides mathematics, I like playing (table) tennis, playing music, reading, and exploring London.
As a guy of eclectic tastes, I like virtually anything that is of an algebraic nature, especially group theory, algebraic number theory and (although I don't know any) algebraic geometry. Before joining the LSGNT, I completed an integrated masters at Imperial where my final dissertation was on the Iwasawa main conjecture. Outside of struggling with maths, I enjoy any sport with a racquet or a bat, hiking, and spending time with friends and family.
I'm broadly interested in number theory, arithmetic algebraic geometry and other algebra related stuffs. I love seeing the interactions between subjects, and wish to investigate them in the future. I did my undergraduate in Tsinghua and Master in Imperial related to Etale Cohomology. During spare time I usually play with probability, computer related stuff, electronics and think about problems about nature.
My current maths interests are in algebraic geometry in all of its flavours. At some point it was algebra, and before that physics. I am also very curious to learn more about the interaction between algebraic geometry and number theory. I did an MSc at KCL completing projects on Dedekind domains and DuVal singularities. Outside of maths I have a variety of (often crafty) hobbies.
I am a PhD student at UCL, supervised by Dr Ed Segal and aligned with the LSGNT. I am interested in algebraic geometry, and particularly concepts with links to theoretical physics. Previously, I completed an integrated master's degree in maths and computer science at Imperial College London, where my thesis was on Berkovich spaces. Outside of maths, I like cooking, programming and penny-boarding.
I am a geometer. At the moment I am interested in learning more about enumerative geometry, moduli problems and gauge theory. I studied in Beijing and Zürich before coming to London. Outside math, I really enjoy reading (classics, short stories, genre fictions, etc).
In this paper relations between T(r, f) and T(r, f(k)) are established for a class of meromorphic functions f(z), where T(r, f) and T(r, f(k)) are the Nevanlinna characteristic functions f(z) and f(k)(z) respectively. An example is provided to show that a result of Singh is not true. The conclusions obtained here correct and generalise the result of Singh.
There are tentative indications that physical activity (PA) during school time can be beneficial for children's academic performance. So far, most studies have focused on the effects of moderate-to-vigorous PA, for example, in the form of energizers or extra physical education lessons. Little is known about the effects of physically active learning, in which PA is integrated with the academic content of the lessons, especially in preadolescent children. Moreover, there is a lack of knowledge regarding the enjoyment of physically active learning in this age group. Therefore, the aim of the current study was to assess the effects of integrating juggling with math practice in primary school children, on (1) multiplication memorization performance and (2) enjoyment during the math lessons. We conducted a cluster randomized controlled trial, in which 312 children (mean age 10.4 years) from nine Dutch primary schools participated. Fourteen classes were randomly assigned to either a group that learned juggling whilst practicing multiplication tables (intervention group), or to a group that practiced the same multiplication tables while sedentary (control group). Both interventions had a duration of 5 weeks and consisted of 20 short lessons (4 lessons per week, 5 to 8 min). We used mixed-model analyses to examine the effect of the intervention on multiplication memorization performance. Group (control or intervention) was used as the fixed factor, and class and school as random intercepts. Analyses were adjusted for pretest multiplication performance, age, gender, general motor skill level, physical activity behavior (PAQ-C), and academic math performance. No significant intervention effect on multiplication performance were observed. However, the math-juggling program significantly increased enjoyment of children during the math lessons. We can conclude that the intervention did not improve, but neither deteriorated children's math performance. The increased enjoyment in the math-juggling group can serve as an important starting point for structurally incorporating physical activities in the classroom setting.
N2 - There are tentative indications that physical activity (PA) during school time can be beneficial for children's academic performance. So far, most studies have focused on the effects of moderate-to-vigorous PA, for example, in the form of energizers or extra physical education lessons. Little is known about the effects of physically active learning, in which PA is integrated with the academic content of the lessons, especially in preadolescent children. Moreover, there is a lack of knowledge regarding the enjoyment of physically active learning in this age group. Therefore, the aim of the current study was to assess the effects of integrating juggling with math practice in primary school children, on (1) multiplication memorization performance and (2) enjoyment during the math lessons. We conducted a cluster randomized controlled trial, in which 312 children (mean age 10.4 years) from nine Dutch primary schools participated. Fourteen classes were randomly assigned to either a group that learned juggling whilst practicing multiplication tables (intervention group), or to a group that practiced the same multiplication tables while sedentary (control group). Both interventions had a duration of 5 weeks and consisted of 20 short lessons (4 lessons per week, 5 to 8 min). We used mixed-model analyses to examine the effect of the intervention on multiplication memorization performance. Group (control or intervention) was used as the fixed factor, and class and school as random intercepts. Analyses were adjusted for pretest multiplication performance, age, gender, general motor skill level, physical activity behavior (PAQ-C), and academic math performance. No significant intervention effect on multiplication performance were observed. However, the math-juggling program significantly increased enjoyment of children during the math lessons. We can conclude that the intervention did not improve, but neither deteriorated children's math performance. The increased enjoyment in the math-juggling group can serve as an important starting point for structurally incorporating physical activities in the classroom setting.
AB - There are tentative indications that physical activity (PA) during school time can be beneficial for children's academic performance. So far, most studies have focused on the effects of moderate-to-vigorous PA, for example, in the form of energizers or extra physical education lessons. Little is known about the effects of physically active learning, in which PA is integrated with the academic content of the lessons, especially in preadolescent children. Moreover, there is a lack of knowledge regarding the enjoyment of physically active learning in this age group. Therefore, the aim of the current study was to assess the effects of integrating juggling with math practice in primary school children, on (1) multiplication memorization performance and (2) enjoyment during the math lessons. We conducted a cluster randomized controlled trial, in which 312 children (mean age 10.4 years) from nine Dutch primary schools participated. Fourteen classes were randomly assigned to either a group that learned juggling whilst practicing multiplication tables (intervention group), or to a group that practiced the same multiplication tables while sedentary (control group). Both interventions had a duration of 5 weeks and consisted of 20 short lessons (4 lessons per week, 5 to 8 min). We used mixed-model analyses to examine the effect of the intervention on multiplication memorization performance. Group (control or intervention) was used as the fixed factor, and class and school as random intercepts. Analyses were adjusted for pretest multiplication performance, age, gender, general motor skill level, physical activity behavior (PAQ-C), and academic math performance. No significant intervention effect on multiplication performance were observed. However, the math-juggling program significantly increased enjoyment of children during the math lessons. We can conclude that the intervention did not improve, but neither deteriorated children's math performance. The increased enjoyment in the math-juggling group can serve as an important starting point for structurally incorporating physical activities in the classroom setting.
TY - JOUR
AU - Jung, Jong Soo
AU - Cho, Yeol Je
AU - Kang, Shin Min
AU - Lee, Byung-Soo
AU - Thakur, Balwant Singh
TI - Random fixed point theorems for a certain class of mappings in Banach spaces
JO - Czechoslovak Mathematical Journal
PY - 2000
PB - Institute of Mathematics, Academy of Sciences of the Czech Republic
VL - 50
IS - 2
SP - 379
EP - 396
AB - Let $(\Omega ,\Sigma )$ be a measurable space and $C$ a nonempty bounded closed convex separable subset of $p$-uniformly convex Banach space $E$ for some $p > 1$. We prove random fixed point theorems for a class of mappings $T\: \Omega \times C \rightarrow C$ satisfying: for each $x, y \in C$, $\omega \in \Omega $ and integer $n \ge 1$, \[\Vert T^n(\omega , x) - T^n(\omega , y) \Vert \le a(\omega )\cdot \Vert x - y \Vert + b(\omega )\lbrace \Vert x - T^n(\omega ,x) \Vert + \Vert y - T^n(\omega ,y) \Vert \rbrace + c(\omega )\lbrace \Vert x - T^n(\omega ,y) \Vert + \Vert y - T^n(\omega ,x) \Vert \rbrace , \]where $a,b,c\: \Omega \rightarrow [0, \infty )$ are functions satisfying certain conditions and $T^n(\omega ,x)$ is the value at $x$ of the $n$-th iterate of the mapping $T(\omega ,\cdot )$. Further we establish for these mappings some random fixed point theorems in a Hilbert space, in $L^p$ spaces, in Hardy spaces $H^p$ and in Sobolev spaces $H^k,p $ for $1 < p < \infty $ and $k \ge 0$. As a consequence of our main result, we also extend the results of Xu [43] and randomize the corresponding deterministic ones of Casini and Maluta [5], Goebel and Kirk [13], Tan and Xu [37], and Xu [39, 41].
LA - eng
KW - $p$-uniformly convex Banach space; normal structure; asymptotic center; random fixed points; generalized random uniformly Lipschitzian mapping; random fixed points; generalized random uniformly Lipschitzian mappings
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ER -