COPRIME COMMUTATORS IN THE SUZUKI GROUPS

Author(s):  
GIOVANNI ZINI
Keyword(s):  

Abstract In this note we show that every element of a simple Suzuki group $^2B_2(q)$ is a commutator of elements of coprime orders.

2018 ◽  
Vol 17 (01) ◽  
pp. 1850006 ◽  
Author(s):  
Mehdi Ghaffarzadeh

Let [Formula: see text] be a Suzuki group [Formula: see text], where [Formula: see text], [Formula: see text]. In this paper, we determine the degrees of the ordinary complex irreducible characters of every group [Formula: see text] such that [Formula: see text].


2019 ◽  
Vol 78 (5) ◽  
pp. 419-427 ◽  
Author(s):  
G. Z. Khalimov ◽  
E. V. Kotukh ◽  
Yu. O. Serhiychuk ◽  
O. S. Marukhnenko
Keyword(s):  

2019 ◽  
Vol 19 (02) ◽  
pp. 2050036
Author(s):  
Morteza Baniasad Azad ◽  
Behrooz Khosravi

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.


2010 ◽  
Vol 132 (4) ◽  
pp. 1113-1152 ◽  
Author(s):  
Petra Hitzelberger ◽  
Linus Kramer ◽  
Richard M. Weiss

2014 ◽  
Vol 102 (4) ◽  
pp. 301-312 ◽  
Author(s):  
Imke Toborg ◽  
Rebecca Waldecker
Keyword(s):  

2004 ◽  
Vol 279 (2) ◽  
pp. 638-666 ◽  
Author(s):  
Shigeo Koshitani ◽  
Naoko Kunugi ◽  
Katsushi Waki
Keyword(s):  

1992 ◽  
Vol 40 (3) ◽  
pp. 225-235 ◽  
Author(s):  
Laurie Scott

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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