Poisson Yang-Baxter maps with binomial Lax matrices

A construction of multidimensional parametric Yang-Baxter maps is presented. The corresponding Lax matrices are the symplectic leaves of first degree matrix polynomials equipped with the Sklyanin bracket. These maps are symplectic with respect to the reduced symplectic structure on these leaves and provide examples of integrable mappings. An interesting family of quadrirational symplectic YB maps on $\mathbb{C}^4 \times \mathbb{C}^4$ with $3\times 3$ Lax matrices is also presented.Comment: 22 pages, 3 figure

3D compatible ternary systems and Yang-Baxter maps

According to Shibukawa, ternary systems defined on quasigroups and satisfying certain conditions provide a way of constructing dynamical Yang-Baxter maps. After noticing that these conditions can be interpreted as 3-dimensional compatibility of equations on quad-graphs, we investigate when the associated dynamical Yang-Baxter maps are in fact parametric Yang-Baxter maps. In some cases these maps can be obtained as reductions of higher dimensional maps through compatible constraints. Conversely, parametric YB maps on quasigroups with an invariance condition give rise to 3-dimensional compatible systems. The application of this method on spaces with certain quasigroup structures provides new examples of multi-parametric YB maps and 3-dimensional compatible systems.Comment: 14 page

On the dc Magnetization, Spontaneous Vortex State and Specific Heat in the superconducting state of the weakly ferromagnetic superconductor RuSr2_{2}GdCu2_{2}O8_{8}

Magnetic-field changes $<$ 0.2 Oe over the scan length in magnetometers that necessitate sample movement are enough to create artifacts in the dc magnetization measurements of the weakly ferromagnetic superconductor RuSr$_{2}$GdCu$_{2}$O$_{8}$ (Ru1212) below the superconducting transition temperature $T_{c} \approx$ 30 K. The observed features depend on the specific magnetic-field profile in the sample chamber and this explains the variety of reported behaviors for this compound below $T_{c}$. An experimental procedure that combines improvement of the magnetic-field homogeneity with very small scan lengths and leads to artifact-free measurements similar to those on a stationary sample has been developed. This procedure was used to measure the mass magnetization of Ru1212 as a function of the applied magnetic field H (-20 Oe $\le$ H $\le$ 20 Oe) at $T < T_{c}$ and discuss, in conjunction with resistance and ac susceptibility measurements, the possibility of a spontaneous vortex state (SVS) for this compound. Although the existence of a SVS can not be excluded, an alternative interpretation of the results based on the granular nature of the investigated sample is also possible. Specific-heat measurements of Sr$_{2}$GdRuO$_{6}$ (Sr2116), the precursor for the preparation of Ru1212 and thus a possible impurity phase, show that it is unlikely that Sr2116 is responsible for the specific-heat features observed for Ru1212 at $T_{c}$.Comment: 17 pages, 6 figure

Neural Network Methods for Boundary Value Problems Defined in Arbitrarily Shaped Domains

Partial differential equations (PDEs) with Dirichlet boundary conditions defined on boundaries with simple geometry have been succesfuly treated using sigmoidal multilayer perceptrons in previous works. This article deals with the case of complex boundary geometry, where the boundary is determined by a number of points that belong to it and are closely located, so as to offer a reasonable representation. Two networks are employed: a multilayer perceptron and a radial basis function network. The later is used to account for the satisfaction of the boundary conditions. The method has been successfuly tested on two-dimensional and three-dimensional PDEs and has yielded accurate solutions

Store-and-forward based methods for the signal control problem in large-scale congested urban road networks

The problem of designing network-wide traffic signal control strategies for large-scale congested urban road networks is considered. One known and two novel methodologies, all based on the store-and-forward modeling paradigm, are presented and compared. The known methodology is a linear multivariable feedback regulator derived through the formulation of a linear-quadratic optimal control problem. An alternative, novel methodology consists of an open-loop constrained quadratic optimal control problem, whose numerical solution is achieved via quadratic programming. Yet a different formulation leads to an open-loop constrained nonlinear optimal control problem, whose numerical solution is achieved by use of a feasible-direction algorithm. A preliminary simulation-based investigation of the signal control problem for a large-scale urban road network using these methodologies demonstrates the comparative efficiency and real-time feasibility of the developed signal control methods

Lecture attendance versus academic performance and prior knowledge of accounting students: An exploratory study at a South African university

This study investigates the impact of lecture attendance on first-year Accounting students’ academic performance and whether students’ prior accounting knowledge differentially benefit from lecture attendance registered or an accounting degree at a South African university. A mixed method was exploited; quantitative, descriptive in nature and fixed effects regression model. Data was collected firstly, from the university’s central computer system and from electronic card readers installed in lecture venues. The overall findings confirm an increase in the correlations’ strength between lecture attendance and academic performance. Furthermore when the study accounted for time-invariant by means of data fixed effects estimators these effects continued and concluded that attendance-performance and prior accounting have over time a significant impact on academic performance. This paper adds to several unique contributions to accounting education confirming the importance of students’ lecture attendance and prior accounting knowledge that could influence students’ academic performance over time. Further research could add value by identifying other reasons which could influence accounting students’ academic performance registered for an accounting degree

Accounting students’ profile versus academic performance: A five-year analysis

The purpose of the study was explore first-year accounting students’ profile (N= 3075) in terms of academic performance over a period of five years (2010-2014) at a South African university. The objectives were to determine the impact of students’ profile (age, gender, race) and the students’ pre-university knowledge brought to lectures (language, subject choice, whether Accounting was a Grade 12 subject) on academic performance. A quantitative research method was used. The study concluded that student profile, in particular gender, race and pre-university knowledge of first-year accounting students, does have an impact on the academic performance. Interestingly, for the period 2010 to 2013, no correlations was found between Accounting I students’ academic performance and languages other than English and Afrikaans but in 2014 significant correlations were found between Accounting I students’ academic performance and two first languages; Sepedi and Sesotho. The findings identified trends for at-risk students consequently assisting to implement interventions to assist at-risk students to pass Accounting I.  The study’s limitations include, firstly, the use of only one university and, secondly, a sample size including only first-year Accounting students. The value of this study should enable the university to identify students who fit the profile in terms of passing Accounting I in their first year at an academic institution

Self-regulated learning strategies and academic performance of accounting students at a South African university

Orientation: Knowledge of a subject and cognitive strategies are usually not enough to increase students’ academic performance; students need also to be motivated to use learning strategies and deal with test and examination anxiety to be successful, especially in their first year of study. Purpose: The purpose of the study was to measure first-year accounting students’ motivational aspects and learning strategies versus academic performance at a South African university. Research questions: Three research questions were used to determine if students were motivated and applied learning strategies to perform in the accounting course: 1) What motivational variables and learning strategies are related to academic performance measuring students’ final Accounting marks, controlling for admission requirements, gender, race, and degree choice? 2) Are prior knowledge demographic and degree choice related to motivational variables and learning strategies? 3) Are motivational variables related to learning strategy variables for Accounting students regarding their Degree choice? Method: A full scale “Motivated Strategies for Learning Questionnaire” (MSLQ) was used to assess accounting students’ (N=617) motivational orientations and their use of different learning strategies for an accounting course. Multiple regression analysis was applied to explore the relationship among the different variables. Findings: The findings of this study are relevant to learning in predicting academic performance of first-year accounting students and relationships between self-regulated learning and students’ degree choice, gender, race, academic performance and admission requirements. Limitation and further recommendation: This study was only deployed to accounting students at one South African university. A further recommendation would be to collaborate with other disciplines and universities to determine if motivational and learning strategies differ from those of accounting students at a South African university. Value of the study and practical implications: The value of the study provides insights and evidence on motivational beliefs and learning strategies of students in accounting studies and how students can improve their academic performance

Academic adjustment and socio-economic legacy effects: Evidence from the years of the #FeesMustFall and #RhodesMustFall protests

South Africa’s higher education sector experienced widespread protests during the years 2015 and 2016, associated with the #FeesMustFall and#RhodesMustFall movements. Using a sample of 1905 respondents, over these two years, structural equation models are used to test the contributions of academic adjustment to academic performance for first year accounting students, during the time of these protests. Three theoretical models are tested to explore the persistence of historically discriminatory legacy effects. No differences are found by ethnicity for the influence of academic adjustment difficulties on academic performance. Financially disadvantaged students are however found to be more vulnerable to the influence of financial disadvantage ‒ those receiving financial aid score lower in assessments, and their academic performance seems to be vulnerable to the academic environment dimension of academic adjustment. It is concluded that historical legacy effects ‒ at least insofar as they relate to student academic adjustment ‒ may be limited to financial resource constraints. More concerted efforts on the part of university administrators and policy makers may be needed to improve the university environment and increase financial support for those who remain affected by historical socio-economic disadvantage