scholarly journals A Simple Proof for a Forbidden Subposet Problem

10.37236/7680 ◽  
2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Ryan R. Martin ◽  
Abhishek Methuku ◽  
Andrew Uzzell ◽  
Shanise Walker

The poset $Y_{k, 2}$ consists of $k+2$ distinct elements  $x_1$, $x_2$, \dots, $x_{k}$, $y_1$, $y_2$, such that $x_1 \le x_2 \le \cdots \le x_{k} \le y_1$, $y_2$. The poset $Y'_{k, 2}$ is the dual poset of $Y_{k, 2}$. The sum of the $k$ largest binomial coefficients of order $n$ is denoted by $\Sigma(n,k)$. Let $\mathrm{La}^{\sharp}(n,\{Y_{k, 2}, Y'_{k, 2}\})$ be the size of the largest family $\mathcal{F} \subset 2^{[n]}$ that contains neither $Y_{k,2}$ nor $Y'_{k,2}$ as an induced subposet. Methuku and Tompkins proved that $\mathrm{La}^{\sharp}(n, \{Y_{2,2}, Y'_{2,2}\}) = \Sigma(n,2)$ for $n \ge 3$ and conjectured the generalization that if $k \ge 2$ is an integer and $n \ge k+1$, then $\mathrm{La}^{\sharp}(n, \{Y_{k,2}, Y'_{k,2}\}) = \Sigma(n,k)$. On the other hand, it is known that $\mathrm{La}^{\sharp}(n, Y_{k,2})$ and $\mathrm{La}^{\sharp}(n, Y'_{k,2})$ are both strictly greater than $\Sigma(n,k)$. In this paper, we introduce a simple approach, motivated by discharging, to prove this conjecture.  

1897 ◽  
Vol 21 ◽  
pp. 117-118
Author(s):  
Tait

It is singular to observe the comparative ease with which elementary propositions in attraction can be proved by one of the obvious methods, while the proof by the other is tedious.Thus nothing can be simpler than Newton's proof that a uniform spherical shell exerts no gravitating force on an internal particle. But, so far as I know, there is no such simple proof (of a direct character) that the potential is constant throughout the interior.On the other hand the direct proof that a spherical shell, whose surface-density is inversely as the cube of the distance from an internal point, is centrobaric is neither short nor simple. (See, for instance, Thomson and Tait's Elements of Natural Philosophy, § 491.) But we may prove at once that its potential at external points is the same as if its mass were condensed at the internal point.


1964 ◽  
Vol 7 (4) ◽  
pp. 513-518 ◽  
Author(s):  
P. Erdös

L. Moser [3] recently gave a very simple proof that1.has no solutions. In the present note we shall first of all prove that for , which by the fact that there is a prime p satisfying n < p ≤ 2n immediately implies that2.has no solutions. It is easy to see on the other hand that3.has infinitely many non-trivial solutions.


1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.


Author(s):  
A. V. Crewe

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.


Author(s):  
K.H. Westmacott

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.


2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.


Author(s):  
Stefan Krause ◽  
Markus Appel

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.


2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.


1961 ◽  
Vol 6 (6) ◽  
pp. 222-223
Author(s):  
Edwin G. Boring
Keyword(s):  

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