We introduce a class of matrix-valued functions W called "L 2 -regular". In case W is J-inner, this class coincides with the class of "strongly regular J-inner" matrix functions in the sense of Arov-Dym. We show that the class of L 2 -regular matrix functions is exactly the class of transfer functions for a discrete-time dichotomous (possibly infinite-dimensional) input-stateoutput linear system having some additional stability properties. When applied to J-inner matrix functions, we obtain a state-space realization formula for the resolvent matrix associated with a generalized Schur-Nevanlinna-Pick interpolation problem. (2000). 47A56, 47A57, 47A48, 93B15.
Mathematics Subject Classification
A woven tantalum vascular stent (Strecker stent) was tested for ferromagnetism at 4.7 T and underwent magnetic resonance imaging (MRI) in vitro and in vivo at 1.5 T to evaluate the production of magnetic susceptibility artifacts. No ferromagnetism was detected. Spin-echo, phase reconstruction, and gradient echo images revealed a low level of susceptibility artifacts both in vitro and in vivo. Our findings demonstrate the feasibility of using MRI to evaluate blood vessels noninvasively following tantalum stent placement.
We define a new class of a rank-3 matroid called a trilateral matroid. When defined, the ground set of such a matroid consists of the points of an n 3 -configuration, and its bases are the point triples corresponding to non-trilaterals within the configuration. We characterize which n 3 -configurations induce trilateral matroids and provide several examples.
The purpose of this study was to evaluate the advising system at a complex multiversity and provide answers to both summative and formative evaluation questions. The results suggest that most students (a) are advised, feel that their advising needs have been met, and are satisfied with the help they receive. Students, in general, are less satisfied with the help they receive with specific issues and concerns. However, the results also show that (a) relatively few students consider faculty to be their primary advisors, (b) many students seek advising help from multiple sources, and (c) a majority of students spend 15 minutes or less per semester with their primary advisor. Implications of these results for academic advising at multiversities are discussed.
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