A seismic assessment of a typical unreinforced masonry residential building without tie beams is presented in the paper. The numerical analysis was conducted according to the finite-element method using experimental data on the quality of the masonry constitutive elements and reinforced concrete. The computation was made using the nonlinear static pushover analysis and nonlinear dynamic time history analysis. The crack development pattern was compared for the procedures, as well as parts of the hysteresis curves.

We develop two applications of the Kronecker’s limit formula associated to elliptic Eisenstein series: A factorization theorem for holomorphic modular forms, and a proof of Weil’s reciprocity law. Several examples of the general factorization results are computed, specifically for certain moonshine groups, congruence subgroups, and, more generally, non-compact subgroups with one cusp. In particular, we explicitly compute the Kronecker limit function associated to certain elliptic fixed points for a few small level moonshine groups.RésuméDans cet article nous développons deux applications de la formule limite de Kronecker associée aux series d’Eisenstein elliptiques: Un théorème de factorisation pour des formes modulaires holomorphes et une preuve de la loi de réciprocité de Weil. Plusieurs exemples de notre résultat général de factorisation sont donnés, particulièrement pour quelques groupes de type moonshine, groupes de congruence et, plus généralement, pour des groupes non-cocompactes à une seule pointe. En particulier, nous calculons la fonction limite de Kronecker associée à certains points elliptiques pour des groupes de type moonshine de petit niveau.

We develop a unified approach to the construction of the hyperbolic and elliptic Eisenstein series on a finite volume hyperbolic Riemann surface. Specifically, we derive expressions for the hyperbolic and elliptic Eisenstein series as integral transforms of the kernel of a wave operator. Established results in the literature relate the wave kernel to the heat kernel, which admits explicit construction from various points of view. Therefore, we obtain a sequence of integral transforms which begins with the heat kernel, obtains a Poisson and wave kernel, and then yields the hyperbolic and elliptic Eisenstein series. In the case of a non-compact finite volume hyperbolic Riemann surface, we finally show how to express the parabolic Eisenstein series in terms of the integral transform of a wave operator.

We have used the Kolmogorov complexities and the Kolmogorov complexity spectrum to quantify the randomness degree in river flow time series of seven rivers with different regimes in Bosnia and Herzegovina, representing their different type of courses, for the period 1965–1986. In particular, we have examined: (i) the Neretva, Bosnia and the Drina (mountain and lowland parts), (ii) the Miljacka and the Una (mountain part) and the Vrbas and the Ukrina (lowland part) and then calculated the Kolmogorov complexity (KC) based on the Lempel–Ziv Algorithm (LZA) (lower—KCL and upper—KCU), Kolmogorov complexity spectrum highest value (KCM) and overall Kolmogorov complexity (KCO) values for each time series. The results indicate that the KCL, KCU, KCM and KCO values in seven rivers show some similarities regardless of the amplitude differences in their monthly flow rates. The KCL, KCU and KCM complexities as information measures do not “see” a difference between time series which have different amplitude variations but similar random components. However, it seems that the KCO information measures better takes into account both the amplitude and the place of the components in a time series.

In this article, we study the existence of gradings on finite dimensional associative algebras. We prove that a connected algebra A does not have a nontrivial grading if and only if A is basic, its quiver has one vertex, and its group of outer automorphisms is unipotent. We apply this result to prove that up to graded Morita equivalence there do not exist nontrivial gradings on the blocks of group algebras with quaternion defect groups and one isomorphism class of simple modules.

Introduction: Despite growing progress of perinatal medicine and perinatal care, between 9-19% of preterm infants are born each year. Improvement in survival of infants and the reduction in infant mortality rates is a key role of perinatal quality healthcare. The Aim: To evaluate the perinatal outcome of preterm infants in maternity wards of the Federation of Bosnia and Herzegovina for a period of one year. Material and methods: Of 22 897 live newborns, the research criteria matched 669 (2.9%) preterm in- fants with complete medical records in ten cantons of the Federation Bosnia and Herzegovina. We analyzed data from maternity wards documentation and dischar- ge letters from tertiary health care centers. Results: Most deliveries were in the Tuzla and Sa- rajevo Canton with 42.5% of preterm infants. The mean gestational age of preterm infants was 31.4 weeks, with SD ± 5.34, and the mean birth weight 1295 grams, SD ± 234.2. The mean Apgar score was 4.6 ± 2.1, and in the fifth minute 6.6 ± 1.9. Of 669 examinees, there were 345 (51.56%) males and 324 (48.44%) females (51.56 vs 48.44; 2 = 1.19; P = 0.27). By analyzing the frequency of preterm infant birth rate according to weight categori- es, we found a significant difference in some levels of perinatal health institution, between the 1 st

Student engagement should be one of the most powerful drivers for improvement of quality teaching in higher education. As students are direct beneficiaries of quality teaching, they are able to provide crucial feedback not only on what works well but also on what they would like to be done differently and how. The paper presents results of research related to students' perception of course Accounting Information Systems (AIS) and way of its implementation at the Faculty of Economic - University of Mostar. At this course lectures include many opportunities for active student engagement through cooperative learning activities (debates, team work, and presentation of project results). The authors developed two questionnaires in order to investigate the students' understanding of AIS course at the beginning and at the end of lectures. At the first class students completed a questionnaire about their expectations from AIS lectures (content, their engagement, learning activities, learning outcomes, assessment) and at the last class they completed another questionnaire about their real experiences related to AIS lectures. Research has been conducted for last two years and it enabled authors to use its results to tailor lectures in accordance with student's expectation and accordingly to improve teaching process. DOI: 10.5901/jesr.2015.v5n1s1p147