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1. Residual Intersections and linear powers

   EISENBUD, David; HUNEKE, CRAIG; ULRICH, BERND (July 2024, Transactions of the American Mathematical Society)

   If I is an ideal in a Gorenstein ring S, and S/I is Cohen-Macaulay, then the same is true for any linked ideal I ; but such statements hold for residual intersections of higher codimension only under restrictive hypotheses, not satisfied even by ideals as simple as the ideal Ln of minors of a generic 2 × n matrix when n > 3. In this paper we initiate the study of a different sort of Cohen-Macaulay property that holds for certain general residual intersections of the maximal (interesting) codimension, one less than the analytic spread of I. For example, suppose that K is the residual intersection of Ln by 2n − 4 general quadratic forms in Ln. In this situation we analyze S/K and show that In−3(S/K) is a self-dual maximal Cohen-Macaulay S/K-module with linear free resolution over S. The technical heart of the paper is a result about ideals of analytic spread 1 whose high powers are linearly presented. 

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2. Energy Harvesting Performance of a Flapping Foil with Leading Edge Motion

   Prier, M. (April 2019, Dissertation)

   F or c e d at a f or a fl a p pi n g f oil e n er g y h ar v e st er wit h a cti v e l e a di n g e d g e m oti o n o p er ati n g i n t h e l o w r e d u c e d fr e q u e n c y r a n g e i s c oll e ct e d t o d et er mi n e h o w l e a di n g e d g e m oti o n aff e ct s e n er g y h ar v e sti n g p erf or m a n c e. T h e f oil pi v ot s a b o ut t h e mi dc h or d a n d o p er at e s i n t h e l o w r e d u c e d fr e q u e n c y r a n g e of 𝑓𝑓 𝑓𝑓 / 𝑈𝑈 ∞ = 0. 0 6 , 0. 0 8, a n d 0. 1 0 wit h 𝑅𝑅 𝑅𝑅 = 2 0 ,0 0 0 − 3 0 ,0 0 0 , wit h a pit c hi n g a m plit u d e of 𝜃𝜃 0 = 7 0 ∘ , a n d a h e a vi n g a m plit u d e of ℎ 0 = 0. 5 𝑓𝑓 . It i s f o u n d t h at l e a di n g e d g e m oti o n s t h at r e d u c e t h e eff e cti v e a n gl e of att a c k e arl y t h e str o k e w or k t o b ot h i n cr e a s e t h e lift f or c e s a s w ell a s s hift t h e p e a k lift f or c e l at er i n t h e fl a p pi n g str o k e. L e a di n g e d g e m oti o n s i n w hi c h t h e eff e cti v e a n gl e of att a c k i s i n cr e a s e d e arl y i n t h e str o k e s h o w d e cr e a s e d p erf or m a n c e. I n a d diti o n a di s cr et e v ort e x m o d el wit h v ort e x s h e d di n g at t h e l e a di n g e d g e i s i m pl e m e nt f or t h e m oti o n s st u di e d; it i s f o u n d t h at t h e m e c h a ni s m f or s h e d di n g at t h e l e a di n g e d g e i s n ot a d e q u at e f or t hi s p ar a m et er r a n g e a n d t h e m o d el c o n si st e ntl y o v er pr e di ct s t h e a er o d y n a mi c f or c e s. 

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3. A Duality Principle for Groups II: Multi-frames Meet Super-Frames

   https://doi.org/10.1007/s00041-020-09792-0  

   Balan, R.; Dutkay, D.; Han, D.; Larson, D.; Luef, F. (December 2020, Journal of Fourier Analysis and Applications)

   null (Ed.)

   Abstract The duality principle for group representations developed in Dutkay et al. (J Funct Anal 257:1133–1143, 2009), Han and Larson (Bull Lond Math Soc 40:685–695, 2008) exhibits a fact that the well-known duality principle in Gabor analysis is not an isolated incident but a more general phenomenon residing in the context of group representation theory. There are two other well-known fundamental properties in Gabor analysis: the biorthogonality and the fundamental identity of Gabor analysis. The main purpose of this this paper is to show that these two fundamental properties remain to be true for general projective unitary group representations. Moreover, we also present a general duality theorem which shows that that muti-frame generators meet super-frame generators through a dual commutant pair of group representations. Applying it to the Gabor representations, we obtain that $$\{\pi _{\Lambda }(m, n)g_{1} \oplus \cdots \oplus \pi _{\Lambda }(m, n)g_{k}\}_{m, n \in {\mathbb {Z}}^{d}}$$ { π Λ ( m , n ) g 1 ⊕ ⋯ ⊕ π Λ ( m , n ) g k } m , n ∈ Z d is a frame for $$L^{2}({\mathbb {R}}\,^{d})\oplus \cdots \oplus L^{2}({\mathbb {R}}\,^{d})$$ L 2 ( R d ) ⊕ ⋯ ⊕ L 2 ( R d ) if and only if $$\cup _{i=1}^{k}\{\pi _{\Lambda ^{o}}(m, n)g_{i}\}_{m, n\in {\mathbb {Z}}^{d}}$$ ∪ i = 1 k { π Λ o ( m , n ) g i } m , n ∈ Z d is a Riesz sequence, and $$\cup _{i=1}^{k} \{\pi _{\Lambda }(m, n)g_{i}\}_{m, n\in {\mathbb {Z}}^{d}}$$ ∪ i = 1 k { π Λ ( m , n ) g i } m , n ∈ Z d is a frame for $$L^{2}({\mathbb {R}}\,^{d})$$ L 2 ( R d ) if and only if $$\{\pi _{\Lambda ^{o}}(m, n)g_{1} \oplus \cdots \oplus \pi _{\Lambda ^{o}}(m, n)g_{k}\}_{m, n \in {\mathbb {Z}}^{d}}$$ { π Λ o ( m , n ) g 1 ⊕ ⋯ ⊕ π Λ o ( m , n ) g k } m , n ∈ Z d is a Riesz sequence, where $$\pi _{\Lambda }$$ π Λ and $$\pi _{\Lambda ^{o}}$$ π Λ o is a pair of Gabor representations restricted to a time–frequency lattice $$\Lambda $$ Λ and its adjoint lattice $$\Lambda ^{o}$$ Λ o in $${\mathbb {R}}\,^{d}\times {\mathbb {R}}\,^{d}$$ R d × R d . 

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4. Individual differences and long-term consequences of tDCS augmented cognitive training

   Katz, B.; Au, J.; Buschkuehl, M.; Abagis, T.; Zabel, C.; Jaeggi, S.; Jonides, J. (October 2017, Journal of cognitive neuroscience)

   A gr e at d e al of i nt er e st s urr o u n d s t h e u s e of tr a n s cr a ni al dir e ct c urr e nt sti m ul ati o n (t D C S) t o a u g m e nt c o g niti v e tr ai ni n g. H o w e v er, eff e ct s ar e i n c o n si st e nt a cr o s s st u di e s, a n d m et aa n al yti c e vi d e n c e i s mi x e d, e s p e ci all y f o r h e alt h y, y o u n g a d ult s. O n e m aj or s o ur c e of t hi s i n c o n si st e n c y i s i n di vi d u al diff er e n c e s a m o n g t h e p arti ci p a nt s, b ut t h e s e diff er e n c e s ar e r ar el y e x a mi n e d i n t h e c o nt e xt of c o m bi n e d tr ai ni n g/ sti m ul ati o n st u di e s. I n a d diti o n, it i s u n cl e ar h o w l o n g t h e eff e ct s of sti m ul ati o n l a st, e v e n i n s u c c e s sf ul i nt er v e nti o n s. S o m e st u di e s m a k e u s e of f oll o w- u p a s s e s s m e nt s, b ut v er y f e w h a v e m e a s ur e d p erf or m a n c e m or e t h a n a f e w m o nt hs aft er a n i nt er v e nti o n. H er e, w e utili z e d d at a fr o m a pr e vi o u s st u d y of t D C S a n d c o g niti v e tr ai ni n g [ A u, J., K at z, B., B u s c h k u e hl, M., B u n arj o, K., S e n g er, T., Z a b el, C., et al. E n h a n ci n g w or ki n g m e m or y tr ai ni n g wit h tr a n scr a ni al dir e ct c urr e nt sti m ul ati o n. J o u r n al of C o g niti v e N e u r os ci e n c e, 2 8, 1 4 1 9 – 1 4 3 2, 2 0 1 6] i n w hi c h p arti ci p a nts tr ai n e d o n a w or ki n g m e m or y t as k o v er 7 d a y s w hil e r e c ei vi n g a cti v e or s h a m t D C S. A n e w, l o n g er-t er m f oll o w- u p t o a ss es s l at er p erf or m a n c e w a s c o n d u ct e d, a n d a d diti o n al p arti ci p a nt s w er e a d d e d s o t h at t h e s h a m c o n diti o n w a s b ett er p o w er e d. W e a s s e s s e d b a s eli n e c o g niti v e a bilit y, g e n d er, tr ai ni n g sit e, a n d m oti v ati o n l e v el a n d f o u n d si g nifi c a nt i nt er a cti o ns b et w e e n b ot h b as eli n e a bilit y a n d m oti v ati o n wit h c o n diti o n ( a cti v e or s h a m) i n m o d els pr e di cti n g tr ai ni n g g ai n. I n a d diti o n, t h e i m pr o v e m e nt s i n t h e a cti v e c o nditi o n v er s u s s h a m c o n diti o n a p p e ar t o b e st a bl e e v e n a s l o n g a s a y e ar aft er t h e ori gi n al i nt er v e nti o n. ■ 

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5. Toward Personalizing Students' Education with Crowdsourced Tutoring

   https://doi.org/10.1145/3430895.3460130  

   Prihar, Ethan; Patikorn, Thanaporn; Botelho, Anthony; Sales, Adam; Heffernan, Neil (June 2021, Lerning @ Scale 2021)

   null (Ed.)

   A s m or e e d u c at or s i nt e gr at e t h eir c urri c ul a wit h o nli n e l e ar ni n g, it i s e a si er t o cr o w d s o ur c e c o nt e nt fr o m t h e m. Cr o w ds o ur c e d t ut ori n g h a s b e e n pr o v e n t o r eli a bl y i n cr e a s e st u d e nt s’ n e xt pr o bl e m c orr e ct n e s s. I n t hi s w or k, w e c o n fir m e d t h e fi n di n g s of a pr e vi o u s st u d y i n t hi s ar e a, wit h str o n g er c o n fi d e n c e m ar gi n s t h a n pr e vi o u sl y, a n d r e v e al e d t h at o nl y a p orti o n of cr o w d s o ur c e d c o nt e nt cr e at or s h a d a r eli a bl e b e n e fit t o st ud e nt s. F urt h er m or e, t hi s w or k pr o vi d e s a m et h o d t o r a n k c o nt e nt cr e at or s r el ati v e t o e a c h ot h er, w hi c h w a s u s e d t o d et er mi n e w hi c h c o nt e nt cr e at or s w er e m o st eff e cti v e o v er all, a n d w hi c h c o nt e nt cr e at or s w er e m o st eff e cti v e f or s p e ci fi c gr o u p s of st u d e nt s. W h e n e x pl ori n g d at a fr o m Te a c h er A SSI S T, a f e at ur e wit hi n t h e A S SI S T m e nt s l e ar ni n g pl atf or m t h at cr o w d s o ur c e s t ut ori n g fr o m t e a c h er s, w e f o u n d t h at w hil e o v erall t hi s pr o gr a m pr o vi d e s a b e n e fit t o st u d e nt s, s o m e t e a c h er s cr e at e d m or e eff e cti v e c o nt e nt t h a n ot h er s. D e s pit e t hi s fi n di n g, w e di d n ot fi n d e vi d e n c e t h at t h e eff e cti v e n e s s of c o nt e nt r eli a bl y v ari e d b y st u d e nt k n o wl e d g e-l e v el, s u g g e sti n g t h at t h e c o nt e nt i s u nli k el y s uit a bl e f or p er s o n ali zi n g i n str u cti o n b a s e d o n st u d e nt k n o wl e d g e al o n e. T h e s e fi n di n g s ar e pr o mi si n g f or t h e f ut ur e of cr o w d s o ur c e d t ut ori n g a s t h e y h el p pr o vi d e a f o u n d ati o n f or a s s e s si n g t h e q u alit y of cr o w d s o ur c e d c o nt e nt a n d i n v e sti g ati n g c o nt e nt f or o p p ort u niti e s t o p er s o n ali z e st u d e nt s’ e d u c ati o n. 

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