Finite simple 3′-groups are cyclic or Suzuki groups

In this paper, we prove that the direct product [Formula: see text], where [Formula: see text] are distinct numbers, is uniquely determined by its complex group algebra. Particularly, we show that the direct product [Formula: see text], where [Formula: see text]’s are distinct odd prime numbers, is uniquely determined by its order and three irreducible character degrees.

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Non-discrete Euclidean buildings for the Ree and Suzuki groups

American Journal of Mathematics ◽

10.1353/ajm.0.0133 ◽

2010 ◽

Vol 132 (4) ◽

pp. 1113-1152 ◽

Cited By ~ 4

Author(s):

Petra Hitzelberger ◽

Linus Kramer ◽

Richard M. Weiss

Keyword(s):

Suzuki Groups ◽

Euclidean Buildings

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BLOCK-TRANSITIVE 5 – (v, k, 2) DESIGNS AND SUZUKI GROUPS

JP Journal of Algebra Number Theory and Applications ◽

10.17654/nt038030271 ◽

2016 ◽

Vol 38 (3) ◽

pp. 271-278

Author(s):

Shaojun Dai ◽

Jing Chen

Keyword(s):

Suzuki Groups

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Attention and Perseverance Behaviors of Preschool Children Enrolled in Suzuki Violin Lessons and Other Activities

Journal of Research in Music Education ◽

10.2307/3345684 ◽

1992 ◽

Vol 40 (3) ◽

pp. 225-235 ◽

Cited By ~ 17

Author(s):

Laurie Scott

Keyword(s):

Preschool Children ◽

The Other ◽

Student Behaviors ◽

Attention Task ◽

Creative Movement ◽

Attending Behavior ◽

Task Variables ◽

Suzuki Groups

The purpose of this study was to examine certain effects of designated activities on attention and persevering behaviors of preschool children. Relationships between teacher reinforcement and student attending behavior were also examined. The subjects, eighty 3- to 5-year-old children, were (a) enrolled in individual Suzuki violin lessons, (b) enrolled in individual and group Suzuki violin lessons, (c) enrolled in creative movement classes, (d) enrolled in preschool activities or classes, or (e) not enrolled in any organized preschool activities or classes. Analysis of classroom and lesson videotapes provided information on teacher and student behaviors. Attention and perseverance behaviors were analyzed through observation of videotape recordings of subjects performing two tasks designed by the experimenter. Both Suzuki groups scored higher on all attention task variables than did children in the other groups. Subjects receiving both individual and group Suzuki violin instruction spent significantly more time on the perseverance task than did all other subjects in the creative movement or preschool group. Teachers of subjects receiving both individual and group Suzuki violin instruction demonstrated significantly more teacher approval than did the preschool or creative movement teachers.

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