A New Method of Extension of Local Maps of Banach Spaces. Applications and Examples

A known classical method of extension of smooth local maps of Banach spaces uses smooth bump functions. However, such functions are absent in the majority of infinite-dimensional Banach spaces. This is an obstacle in the development of local analysis, in particular in the questions of extending local maps onto the whole space. We suggest an approach that substitutes bump functions with special maps, which we call blid maps. It allows us to extend smooth local maps from non-smooth spaces, such as $C^q[0,1], q=0,1,...$. As an example of applications, we show how to reconstruct a map from its derivatives at a point, for spaces possessing blid maps. We also show how blid maps can assist in finding global solutions to cohomological equations having linear transformation of argument.Comment: arXiv admin note: substantial text overlap with arXiv:1703.0629

Congruence of multilinear forms

It is known that if A and B are two n-by-n complex matrices and (A,A^T) is simultaneously equivalent to (B,B^T), then A is congruent to B. We extend this statement to multilinear forms.Comment: 16 page

Normal form of m-by-n-by-2 matrices for equivalence

We give a canonical form of m-by-2-by-2 spatial matrices for equivalence over any field.Comment: 15 page

Connecting with the Y Generation: an analysis of factors associated with the academic performance of foundation IS students

[Abstract]: A strategy to overcome challenges associated with teaching a foundation Information Systems (IS) course to large cohorts of Business students has been highly successful. To further refine the strategy, a survey was conducted to better understand attitudes and computer experience of the students. This study revealed that factors such as gender, age, study mode, type of secondary school attended, level of previous computing studies, perceived knowledge, frequency of use and attitudes towards using computers did not predict academic performance. Academic performance and characteristics of students belonging to the Y Generation were also compared with those of the Older Generation. Differences between these generations were found to exist in relation to perceived knowledge, level of previous computing studies, and experience of formal computing studies. It is imperative that educators be aware of the characteristics of the growing Y Generation students. This research has raised critical curriculum issues for the development of foundation IS pedagogy