Inequalities for generalized hypergeometric functions

AbstractIt is shown that some well-known Padé approximations for a particular form of the Gaussian hypergeometric function and two of its confluent forms give upper and lower bounds for these functions under suitable restrictions on the parameters and variable. With the aid of the beta and Laplace transforms, two-sided inequalities are derived for the generalized hypergeometric function pFq, p = q or p = q + 1, and for a particular form of Meijer's G-function. Several examples are developed. These include upper and lower bounds for certain elementary functions, complete elliptic integrals, the incomplete gamma function, modified Bessel functions, and parabolic cylinder functions

Predictor-corrector formulas based on rational interpolants

AbstractTitle formulas are developed for particular use in the solution of nonlinear differential equations which in general offer no clue as to the presence of singularities on or near the path of integration. Procedure is advantageous since the approximations ascertain the existence of zeros and poles and locate these data with great accuracy. The function y = J1(x)/Jo(x) where Jn(x) is the Bessel function of the first kind satisfies a first order nonlinear differential equation of the Riccati type, and has an infinite number of zeros and poles on the positive real axis. A numerical example is provided to illustrate computation of these singular points in 0 < x < 100. Some other examples are also given

Contributing to an autism biobank: Diverse perspectives from autistic participants, family members and researchers

A lot of autism research has focused on finding genes that might cause autism. To conduct these genetic studies, researchers have created 'biobanks' - collections of biological samples (such as blood, saliva, urine, stool and hair) and other health information (such as cognitive assessments and medical histories). Our study focused on the Australian Autism Biobank, which collected biological and health information from almost 1000 Australian autistic children and their families. We wanted to know what people thought about giving their information to the Biobank and why they chose to do so. We spoke to 71 people who gave to the Biobank, including 18 autistic adolescents and young adults, 46 of their parents and seven of their siblings. We also spoke to six researchers who worked on the Biobank project. We found that people were interested in giving their information to the Biobank so they could understand why some people were autistic. Some people felt knowing why could help them make choices about having children in the future. People also wanted to be involved in the Biobank because they believed it could be a resource that could help others in the future. They also trusted that scientists would keep their information safe and were keen to know how that information might be used in the future. Our findings show that people have lots of different views about autism biobanks. We suggest researchers should listen to these different views as they develop their work

Nivel de uso de las estrategias de Metacomprensión lectora en los estudiantes del VII ciclo de Educación Secundaria de la I.E. “Estados Unidos” – Comas, 2015

La presente investigación tuvo como objetivo generalconocer el nivel de uso de estrategias de Metacomprensión lectora en los estudiantes del VII ciclo de educación secundaria de la I.E. “Estados Unidos” del distrito de Comas, de tal manera que los objetivos específicos estuvieron orientados a describir y comparar el nivel de uso de las estrategias de Metacomprensión lectora ya sea antes, durante y después de la lectura; para ello se aplicó el instrumento denominado Inventario de Estrategias de Metacomprensión lectora – IEML alos estudiantes del VII ciclo de educación secundaria de la Institución Educativa. Se aplicó a una muestra censal de 100 estudiantes de la I.E. “Estados Unidos” del distrito de Comas; el tipo de estudio es Básica, diseño Descriptivo. Las conclusiones obtenidas demostraron que los estudiantes utilizan adecuadamente las estrategias de Metacomprensión lectora, con menor intensidad antes de la lectura, con mediana intensidad durante la lectura y de manera adecuada después de la lectura. Asimismo, el conocimiento metacomprensivo tuvo relación con la descripción de la tarea cognitiva en sí, que realiza el lector (estudiante) al identificar el título, las imágenes, imaginarse el contenido, la pronunciación, estableciendo luna relación con los objetivos que persigue la lectura y la influencia de esta en él