L2 Boundedness of Discrete Double Hilbert Transform Along polynomials

We will show $L^{2}$ boundedness of Discrete Double Hilbert Transform along polynomials satisfying some conditions. Double Hilbert exponential sum along polynomials:$\mu(\xi)$ is Fourier multiplier of discrete double Hilbert transform along polynomials. In chapter 1, we define the reverse Newton diagram. In chapter 2, We make approximation formula for the multiplier of one valuable discrete Hilbert transform by study circle method. In chapter 3, We obtain result that $\mu(\xi)$ is bounded by constants if $|D|\geq2$ or all $(m,n)$ are not on one line passing through the origin. We study property of $1/(qt^{n})$ and use circle method (Propsotion 2.1) to calculate sums. We also envision combinatoric thinking about $\mathbb{N}^{2}$ lattice points in j-k plane for some estimates. Finally, we use geometric property of some inequalities about $(m,n)\in\Lambda$ to prove Theorem 3.3. In chapter 4, We obtain the fact that $\mu(\xi)$ is bounded by sums which are related to $\log_{2}({\xi_{1}-a_{1}\slash {q}})$ and $\log_{2}({\xi_{2}-a_{2}\slash {q}})$ and the boundedness of double Hilbert exponential sum for even polynomials with torsion without conditions in Theorem 3.3. We also use $\mathbb{N}^{2}$ lattice points in j-k plane and Proposition 2.1 which are shown in chapter 2 and some estimates to show that Fourier multiplier of discrete double Hilbert transform is bounded by terms about $\log$ and integral this with torsion is bounded by constants.

Metode Komunikasi Dakwah Majelis Ulama Indonesia (MUI) Dalam Mengatasi Paham Radikal Di Kabupaten Labuhanbatu

This research is motivated by the rise of radicalism ideology lately, especially in one of the organizations in the city of Rantau Prapat. The purpose of this study was to find out the dangers of radical understanding conveyed by Muhamamd Gaddafi and members of the Islamic Generation Study Circle (LSGI) to the Labuhanbatu Rantauprapat community and the application of MUI da'wah communication methods in overcoming radical LSGI understanding in Labuhanbatu, and how the Indonesian Ulema Council in overcoming obstacles. - Barriers to the communication of the da'wah. This research uses qualitative research. Data were collected by interview, observation, documentation and literature review. This research was analyzed inductively. The results obtained show that the Labuhanbatu MUI has succeeded in reducing the expansion of radical understanding brought by Muhammad Gaddafi and members of the LSGI in Labuhanbatu Rantauprapat, by applying the da'wah communication method, with this success it is expected to there will be no more people who are tempted by this radical understanding. MUI itself has provided guidance to Muhammad Gaddafi and members of the LSGI by applying the da'wah communication method, the public is no longer restless and afraid of the spread of this understanding, because they are no longer radical

KUMPULAN TEKS ARGUMENTASI : JEJAK MILENIAL DI ERA REVOLUSI 4.0

Book of Argumentative Texts; Millennials' Footprints in the Revolutionary Era 4.0 by Reza Aulia Rachman, et al. is the result of a masterpiece from one of the four competitions at the 2019 Scientific Event Of Gold Generation III organized by the Scientific and Reasoning Study Circle UKM (LSIP) IKIP Siliwangi, namely the National Argumentation Text Competition. Which aims to accommodate various kinds of arguments that are very creative, innovative, and imaginative for the millennial generation. To appreciate the competition and the role of the millennial generation, the author published this book. The event also received a very good appreciation from people throughout Indonesia, so with the support of all parties the author succeeded in publishing this book.

Fibre-base duality of 5d KK theories

We study circle compactifications of 6d superconformal field theories giving rise to 5d rank 1 and rank 2 Kaluza-Klein theories. We realise the resulting theories as M-theory compactifications on local Calabi-Yau 3-folds and match the prepotentials from geometry and field theory. One novelty in our approach is that we include explicit dependence on bare gauge couplings and mass parameters in the description which in turn leads to an accurate parametrisation of the prepotential including all parameters of the field theory. We find that the resulting geometries admit “fibre-base” duality which relates their six-dimensional origin with the purely five-dimensional quantum field theory interpretation. The fibre-base duality is realised simply by swapping base and fibre curves of compact surfaces in the local Calabi-Yau which can be viewed as the total space of the anti-canonical bundle over such surfaces. Our results show that such swappings precisely occur for surfaces with a zero self-intersection of the base curve and result in an exchange of the 6d and 5d pictures.

The Role of Afghan National and Defense Security Forces in the Security of Afghanistan

Security has been one of the greatest concerns of Afghanistan for a long but this aspect gained great momentum in 1979 upon the Russian intervention in Afghanistan. It became a common phenomenon in the entire world in September 2001 when the Pentagon was hard hit by the terrorist attacks. This led to the establishment of a democratic government in Afghanistan Vis Vis the need for an increased security system. With the transition of the NATO forces from Afghanistan in 2014, the Afghan National and Defense Security Forces were assigned the task of maintaining security in the country. Main objectives of the study circle around challenges before the ANDSF, its achievements, and the future of the ANDSF. This paper focuses on the current status of the ANDSF in the security paradigm of the country since security is still a big challenge before the government.

Pengaruh Pendekatan Saintifik dalam Proses Belajar Mengajar Siswa Kelas VIII Materi Lingkaran

This study aims to determine students' learning outcomes who are taught using the scientific approach method in groups and not in groups. This research is quantitative. The study population was grade VIII students of SMP Negeri 03 Bengkulu City. In this study, sampling was carried out by purposive sampling because not all samples have criteria that match the phenomenon under study. The two classes chosen were Class VIII A and VIII B, each of which contained eight students. Each student gets material based on the same curriculum, the two samples in the same class, the teacher uses the same method, the characteristics of learning, and the students' initial abilities. Collecting data used in this study using observation and test questions. Based on the results of the above data using the non-parametric Mann Whitney Test, it was found that the results of learning mathematics in class A were greater with a mean Rank of 8.63, while in class B with a mean Rank of 8.38. Based on the output test statistics, it is known that the Asymp Sig. (2.talled) value is 0.916 <0.05. The hypothesis is accepted. It can be said that there is a significant difference in results between class A and class B with the effect of learning in the experimental class and the control class.Keywords: Scientific Approach, study, Circle

“Branding Bildung”: Commodifying the Uniqueness of Popular Education

Popular education has a long history in Sweden, dating back to the mid-1800s and having developed in close relationship with the state. This relationship has been sustained over the years by the way popular education is spoken of as being “unique”—as being complementary to formal education. In this article, we focus on how the uniqueness of popular education is shaped today, and how it operates to legitimize further support. We draw on Barthes’ notion of myth, analyzing interviews with managers, principals, study circle leaders and teachers working with adult asylum seekers and refugees at study associations and folk high schools. We argue that the myth of the uniqueness of popular education is made up of three rhetorical figures that are mobilized by a range of actors legitimizing state support for popular education. The myth thus becomes a “tool” that commodifies popular education, that is, that turns the myth into monetary funds.