Bounds on sup-norms of half-integral weight modular forms

Bounding sup-norms of modular forms in terms of the level has been the focus of much recent study. In this work the sup norm of a half integral weight cusp form is bounded in terms of the level.Comment: 11 pages. arXiv admin note: substantial text overlap with arXiv:1307.011

Oscillatory integrals with uniformity in parameters

We prove a sharp asymptotic formula for certain oscillatory integrals that may be approached using the stationary phase method. The estimates are uniform in terms of auxiliary parameters, which is crucial for application in analytic number theory.Comment: Final version. To appear in Journal de Th\'eorie des Nombres de Bordeaux. Portions of this work originally appeared in arXiv:1608.06854 (Petrow-Young) and arXiv:1701.07507 (Kiral-Young). arXiv admin note: text overlap with arXiv:1701.0750

Націєтворчі імперативи Трохима Зіньківського й Івана Франка: типологічний аспект

Ideas of two prominent thinkers, representatives of Austria- and Russia-ruled Ukraine are emphasized in the paper based on detailed study of little-known materials including archives. It deals with the role of intelligentsia in progressive development of society and its functions that are connected with state and nation formation and the value of language and literature in spiritual life of every nation. The authors’ evaluative judgments about literary activity of F. Dostoyevsky, I. Turgenev, A. Pushkin and others have been considered.У  статті  на  підставі  докладного  вивчення  маловідомих  та  архівних  матеріалів  розглянуто потрактування двома видатними мислителями, представниками підавстрійської та підросійської України питання про роль інтелігенції у прогресивному розвитку суспільства, її державотворчу й націєтворчу функцію, про значення мови й літератури в духовому житті кожного народу, їхні оцінні судження про творчість Ф. Достоєвського, І. Тургенєва, О. Пушкіна та ін

THE RELATIONSHIP BETWEEN THE EMPOWERMENT OF TEACHERS BY SCHOOL ADMINISTRATORS AND ORGANIZATIONAL COMMITMENTS OF TEACHERS

This research which aimed to investigate the relationship between the empowerment of teachers by high school administrators and school commitments of teachers was designed in relational screening model. The study group of the research was composed of 188 volunteer teachers working in the public Anatolian High Schools in Aydin during 2017. “Behavioral Teacher Empowerment” and “Organizational Commitment” scales were used. As a result of the research, it was determined that the highest empowerment was in the administrative support dimension and the highest commitment level was in the affective commitment dimension. It was revealed that there was not a significant difference in the dimensions of empowerment according to gender, seniority and branch variables of teachers. In the analyses performed regarding the commitment levels of teachers, while there was not a significant difference in terms of the dimensions according to branch variable, it was found that female teachers had higher affective commitments than male teachers. Teachers with professional seniority of 31-40 years had higher affective commitments than those with professional seniority of 11-20 years. It was determined that the highest level of relationship was between communication and affective commitment dimensions

The Rights and Responsibilities of Parents According to the Views of Teachers

The research was carried out to determine the rights and responsibilities of parents, whether they were treated accordingly, the reasons of not complying the responsibilities, and whether they were treated accordingly in the event that there was a specific legal text regarding the rights and responsibilities. The research was conducted in a primary school in 2018-2019 academic year in Efeler in Aydin where the children of the parents with high socio-economic status studied. 8 voluntary classroom teachers participated in the study. Phenomenology approach, one of the qualitative research designs, was used in the research. The data of the research was collected by face-to-face interviews with a semi-structured interview form. The most frequently repeated rights were; meeting the classroom teacher and the parents, receiving information about the achievement of their children, transferring them to another school and enrolling them in the school. The most frequently repeated responsibilities of parents regarding their children were; nutrition, dressing, providing their clothes and school uniforms, following their homework/lessons, helping their homework at home, directing them to social activities and acquiring self-care skills. The teachers thought that all the parents in their school already knew and claimed their rights. However, half of the parents regularly fulfilled their responsibilities. The reasons for not fulfilling their responsibilities were divided into two categories as parental characteristics and educational reasons. At the end of the research, such suggestions were made as preparing a specific legal text with sanction power that included the rights and responsibilities of parents