Hypergraphs do jump

We say that $\alpha\in [0,1)$ is a jump for an integer $r\geq 2$ if there exists $c(\alpha)>0$ such that for all $\epsilon >0$ and all $t\geq 1$ any $r$-graph with $n\geq n_0(\alpha,\epsilon,t)$ vertices and density at least $\alpha+\epsilon$ contains a subgraph on $t$ vertices of density at least $\alpha+c$. The Erd\H os--Stone--Simonovits theorem implies that for $r=2$ every $\alpha\in [0,1)$ is a jump. Erd\H os showed that for all $r\geq 3$, every $\alpha\in [0,r!/r^r)$ is a jump. Moreover he made his famous "jumping constant conjecture" that for all $r\geq 3$, every $\alpha \in [0,1)$ is a jump. Frankl and R\"odl disproved this conjecture by giving a sequence of values of non-jumps for all $r\geq 3$. We use Razborov's flag algebra method to show that jumps exist for $r=3$ in the interval $[2/9,1)$. These are the first examples of jumps for any $r\geq 3$ in the interval $[r!/r^r,1)$. To be precise we show that for $r=3$ every $\alpha \in [0.2299,0.2316)$ is a jump. We also give an improved upper bound for the Tur\'an density of $K_4^-=\{123,124,134\}$: $\pi(K_4^-)\leq 0.2871$. This in turn implies that for $r=3$ every $\alpha \in [0.2871,8/27)$ is a jump.Comment: 11 pages, 1 figure, 42 page appendix of C++ code. Revised version including new Corollary 2.3 thanks to an observation of Dhruv Mubay

A solution to the 2/3 conjecture

We prove a vertex domination conjecture of Erd\H os, Faudree, Gould, Gy\'arf\'as, Rousseau, and Schelp, that for every n-vertex complete graph with edges coloured using three colours there exists a set of at most three vertices which have at least 2n/3 neighbours in one of the colours. Our proof makes extensive use of the ideas presented in "A New Bound for the 2/3 Conjecture" by Kr\'al', Liu, Sereni, Whalen, and Yilma.Comment: 12 pages, 4 figures, 2 data files and proof checking code. Revised version to appear in SIAM Journal on Discrete Mathematic

Hong-Ou-Mandel-like two-droplet correlations

We present a numerical study of two-droplet pair correlations for in-phase droplets walking on a vibrating bath. Two such walkers are launched towards a common origin. As they approach, their carrier waves may overlap and the droplets have a non-zero probability of forming a two-droplet bound state. The likelihood of such pairing is quantified by measuring the probability of finding the droplets in a bound state at late times. Three generic types of two-droplet correlations are observed: promenading, orbiting and chasing pair of walkers. For certain parameters, the droplets may become correlated for certain initial path differences and remain uncorrelated for others, while in other cases the droplets may never produce droplet pairs. These observations pave the way for further studies of strongly correlated many-droplet behaviors in the hydrodynamical quantum analogs of bouncing and walking droplets.Comment: 8 pages, 5 figure

Teacher-Pupil Perceptions and their Interactive Behaviour in the Classroom

This study attempts to find out if there were significant differences between the perception of Democratic and Authoritarian teachers towards pupils who were academically good and weak and vice-versa and whether these differences affect their interactions in the classroom. The subjects of this study consisted of standard six teachers who were perceived by their pupils as Democratic and Authoritarian teachers respectively; and pupils who were perceived as academically good or weak by their teachers; from twenty schools in the Federal Territory, Malaysia. Both teachers and pupils were randomly selected. The grouping of teachers into Democratic and Authoritarian types was done by using questionnaires modified from statements prepared by Flanders. The questionnaires were answered by pupils. The perceived Democratic and Authoritarian teachers were interviewed using a prepared questionnaire on the perception of their pupils using the bi-polar construct of academically good and academically weak . Ten Democratic and ten Authoritarian teachers were chosen. Four hundred pupils were also chosen basing on their teachers 'perception of their academic performance Of these, two hundred were clas sified as academically good and two hundred as academically weak. The observations of the classroom interactions were done through time sampling using regular classroom sessions. The frequency of interactions between pupils and teachers was recorded in prepared recording sheets and computed. A modified Brophy and Good Dyadic Interaction Observation System was used as a guide for scoring. The interact ions were confined to initiatory verbal communication in the classroom. In the analysis of data, two approaches were utilised. The frequency count, and the t-test

Peran Ruang Publik dan Privat dalam Memproduksi dan Mengkonsumsi Ruang Sosial Studi Kasus Pulau Burgazada, Istanbul,turki

Ruang publik dan ruang privat sangat memegang peran penting dalam mendefinisikan ruang sosial. Makna-makna yang dihasilkan oleh kedua ruang ini, baik yang dihasilkan oleh masing-masing ruang melalui elemen-elemen ruangnya ataupun makna yang dihasilkan melalui hubungan antara keduanya (ruang public dan privat), mampu mempengaruhi persepsi dari pengguna terhadap “produksi” ruang sosial.Selain dari mempengaruhi pembentukan ruang sosial, ruang publik dan ruang privat juga menentukan bagaimana pengguna mengkonsumsi ruang sosial tersebut.Peran dari ruang publik dan ruang privat berbeda disetiap wilayah sehingga nantinya juga akan mempengaruhi proses produksi dan konsumsi ruang. Peran ini tergantung pada faktor-faktor sosial budaya, politik, keadaan alam dan ekonomi. Disetiap wilayah memiliki faktor yang dominan yang nantinya akan mempengaruhi bagaimana pengguna memproduksi dan mengkonsumsi ruang

The Relationship of Academic Achievement Motivation with Emotional Intelligence and Quality of Life of University Students

Background & Objectives: Today, studies have shown the impact of emotional intelligence and quality of life on academic achievement motivation. Paying attention to the factors that lead to academic motivation is very important. The aim of this study was to determine the relationship of academic achievement motivation with emotional intelligence and quality of life in students of Bam University of Medical Sciences in 2015. Methods: This cross- sectional, descriptive-analytic study was conducted on 232 students in Bam University of Medical Sciences selected through stratified random sampling. Research instruments were Hermen’s achievement motivation questionnaire, emotional intelligence Bradbry-Graves test and 36-item questionnaire of quality of life. Data analysis was done through SPSS20 and using t-test, ANOVA, Pearson and linear regression analysis. Results: From all, 87% were female, 81% were single, 58.2% were undergraduate students and 71.1% were in the age group of 18-22 years old. Mean scores of academic achievement motivation, emotional intelligence and quality of life showed no significant relationship with demographic features of students. Regression analysis results showed no significant correlation between the motivation of academic achievement and variables of quality of life and emotional intelligence. Conclusion: Although there was no significant relationship between the motivations of academic achievement and variables of emotional intelligence and quality of life, the motivation for advancement can be generalized and thought; so, training courses for motivation development can be very helpful. Key¬words: Motivation of academic achievement, Quality of life, Emotional intelligence, Students Citation: Ghorbani Nia R, Izadi F. The Relationship of Academic Achievement Motivation with Emotional Intelligence and Quality of Life of University Students. Journal of Health Based Research 2017; 3(3): 297-307