Continuum NEWSLETTER • 2009
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Bibliography
Bibliography [1] Emil Artin. Galois Theory. Dover, second edition, 1964. [2] Michael Artin. Algebra. Prentice Hall, first edition, 1991. [3] M. F. Atiyah and I. G. Macdonald. Introduction to Commutative Algebra. Addison Wesley, third edition, 1969. [4] Nicolas Bourbaki. Alg`ebre, Chapitres 1-3.El´ements de Math´ematiques. Hermann, 1970. [5] Nicolas Bourbaki. Alg`ebre, Chapitre 10.El´ements de Math´ematiques. Masson, 1980. [6] Nicolas Bourbaki. Alg`ebre, Chapitres 4-7.El´ements de Math´ematiques. Masson, 1981. [7] Nicolas Bourbaki. Alg`ebre Commutative, Chapitres 8-9.El´ements de Math´ematiques. Masson, 1983. [8] Nicolas Bourbaki. Elements of Mathematics. Commutative Algebra, Chapters 1-7. Springer–Verlag, 1989. [9] Henri Cartan and Samuel Eilenberg. Homological Algebra. Princeton Math. Series, No. 19. Princeton University Press, 1956. [10] Jean Dieudonn´e. Panorama des mat´ematiques pures. Le choix bourbachique. Gauthiers-Villars, second edition, 1979. [11] David S. Dummit and Richard M. Foote. Abstract Algebra. Wiley, second edition, 1999. [12] Albert Einstein. Zur Elektrodynamik bewegter K¨orper. Annalen der Physik, 17:891–921, 1905. [13] David Eisenbud. Commutative Algebra With A View Toward Algebraic Geometry. GTM No. 150. Springer–Verlag, first edition, 1995. [14] Jean-Pierre Escofier. Galois Theory. GTM No. 204. Springer Verlag, first edition, 2001. [15] Peter Freyd. Abelian Categories. An Introduction to the theory of functors. Harper and Row, first edition, 1964. [16] Sergei I. Gelfand and Yuri I. Manin. Homological Algebra. Springer, first edition, 1999. [17] Sergei I. Gelfand and Yuri I. Manin. Methods of Homological Algebra. Springer, second edition, 2003. [18] Roger Godement. Topologie Alg´ebrique et Th´eorie des Faisceaux. -
R Mathematics Esearch Eports
Mathematics r research reports M r Boris Hasselblatt, Svetlana Katok, Michele Benzi, Dmitry Burago, Alessandra Celletti, Tobias Holck Colding, Brian Conrey, Josselin Garnier, Timothy Gowers, Robert Griess, Linus Kramer, Barry Mazur, Walter Neumann, Alexander Olshanskii, Christopher Sogge, Benjamin Sudakov, Hugh Woodin, Yuri Zarhin, Tamar Ziegler Editorial Volume 1 (2020), p. 1-3. <http://mrr.centre-mersenne.org/item/MRR_2020__1__1_0> © The journal and the authors, 2020. Some rights reserved. This article is licensed under the Creative Commons Attribution 4.0 International License. http://creativecommons.org/licenses/by/4.0/ Mathematics Research Reports is member of the Centre Mersenne for Open Scientific Publishing www.centre-mersenne.org Mathema tics research reports Volume 1 (2020), 1–3 Editorial This is the inaugural volume of Mathematics Research Reports, a journal owned by mathematicians, and dedicated to the principles of fair open access and academic self- determination. Articles in Mathematics Research Reports are freely available for a world-wide audi- ence, with no author publication charges (diamond open access) but high production value, thanks to financial support from the Anatole Katok Center for Dynamical Sys- tems and Geometry at the Pennsylvania State University and to the infrastructure of the Centre Mersenne. The articles in MRR are research announcements of significant ad- vances in all branches of mathematics, short complete papers of original research (up to about 15 journal pages), and review articles (up to about 30 journal pages). They communicate their contents to a broad mathematical audience and should meet high standards for mathematical content and clarity. The entire Editorial Board approves the acceptance of any paper for publication, and appointments to the board are made by the board itself. -
Tōhoku Rick Jardine
INFERENCE / Vol. 1, No. 3 Tōhoku Rick Jardine he publication of Alexander Grothendieck’s learning led to great advances: the axiomatic description paper, “Sur quelques points d’algèbre homo- of homology theory, the theory of adjoint functors, and, of logique” (Some Aspects of Homological Algebra), course, the concepts introduced in Tōhoku.5 Tin the 1957 number of the Tōhoku Mathematical Journal, This great paper has elicited much by way of commen- was a turning point in homological algebra, algebraic tary, but Grothendieck’s motivations in writing it remain topology and algebraic geometry.1 The paper introduced obscure. In a letter to Serre, he wrote that he was making a ideas that are now fundamental; its language has with- systematic review of his thoughts on homological algebra.6 stood the test of time. It is still widely read today for the He did not say why, but the context suggests that he was clarity of its ideas and proofs. Mathematicians refer to it thinking about sheaf cohomology. He may have been think- simply as the Tōhoku paper. ing as he did, because he could. This is how many research One word is almost always enough—Tōhoku. projects in mathematics begin. The radical change in Gro- Grothendieck’s doctoral thesis was, by way of contrast, thendieck’s interests was best explained by Colin McLarty, on functional analysis.2 The thesis contained important who suggested that in 1953 or so, Serre inveigled Gro- results on the tensor products of topological vector spaces, thendieck into working on the Weil conjectures.7 The Weil and introduced mathematicians to the theory of nuclear conjectures were certainly well known within the Paris spaces. -
Metabelian Groups with the Same Finite Quotients
BULL. AUSTRAL. MATH. SOC. 20E25, 20EI5, I6A64 VOL. II (1974), 115-120. Metabelian groups with the same finite quotients P.F. Pickel Let F(G) denote the set of isomorphism classes of finite quotients of the group G . Two groups G and H are said to have the same finite quotients if F(G) = T(H) . We construct infinitely many nonisomorphic finitely presented metabelian groups with the same finite quotients, using modules over a suitably chosen ring. These groups also give an example of infinitely many nonisomorphic split extensions of a fixed finitely presented metabelian. group by a fixed finite abelian group, all having the same finite quotients. Let F(G) denote the set of isomorphism classes of finite quotients of the group G . We say groups G and H have the same finite quotients if F(G) = F(fl) . Many examples have been given of nonisomorphic groups with the same finite quotients ([77], [5H, [4], [9], [72]). In each of these examples the groups are polycyclic and the number of nonisomorphic groups with the same finite quotients is finite. In fact, it has been shown ([70]) that for the class of nilpotent-by-finite groups, the number of isomorphism classes of groups with the same finite quotients must always be finite. In this paper, we construct infinitely many nonisomorphic finitely presented metabelian groups with the same finite quotients. Since metabelian groups are residually finite ([7]) and satisfy the maximal condition for normal subgroups ([6]), it seems that rather stringent conditions must hold in order that the number of groups with the same finite quotients be finite. -
Karen Uhlenbeck Awarded the 2019 Abel Prize
RESEARCH NEWS Karen Uhlenbeck While she was in Urbana-Champagne (Uni- versity of Illinois), Karen Uhlenbeck worked Awarded the 2019 Abel with a postdoctoral fellow, Jonathan Sacks, Prize∗ on singularities of harmonic maps on 2D sur- faces. This was the beginning of a long journey in geometric analysis. In gauge the- Rukmini Dey ory, Uhlenbeck, in her remarkable ‘removable singularity theorem’, proved the existence of smooth local solutions to Yang–Mills equa- tions. The Fields medallist Simon Donaldson was very much influenced by her work. Sem- inal results of Donaldson and Uhlenbeck–Yau (amongst others) helped in establishing gauge theory on a firm mathematical footing. Uhlen- beck’s work with Terng on integrable systems is also very influential in the field. Karen Uhlenbeck is a professor emeritus of mathematics at the University of Texas at Austin, where she holds Sid W. Richardson Foundation Chair (since 1988). She is cur- Karen Uhlenbeck (Source: Wikimedia) rently a visiting associate at the Institute for Advanced Study, Princeton and a visiting se- nior research scholar at Princeton University. The 2019 Abel prize for lifetime achievements She has enthused many young women to take in mathematics was awarded for the first time up mathematics and runs a mentorship pro- to a woman mathematician, Professor Karen gram for women in mathematics at Princeton. Uhlenbeck. She is famous for her work in ge- Karen loves gardening and nature hikes. Hav- ometry, analysis and gauge theory. She has ing known her personally, I found she is one of proved very important (and hard) theorems in the most kind-hearted mathematicians I have analysis and applied them to geometry and ever known. -
Twenty Female Mathematicians Hollis Williams
Twenty Female Mathematicians Hollis Williams Acknowledgements The author would like to thank Alba Carballo González for support and encouragement. 1 Table of Contents Sofia Kovalevskaya ................................................................................................................................. 4 Emmy Noether ..................................................................................................................................... 16 Mary Cartwright ................................................................................................................................... 26 Julia Robinson ....................................................................................................................................... 36 Olga Ladyzhenskaya ............................................................................................................................. 46 Yvonne Choquet-Bruhat ....................................................................................................................... 56 Olga Oleinik .......................................................................................................................................... 67 Charlotte Fischer .................................................................................................................................. 77 Karen Uhlenbeck .................................................................................................................................. 87 Krystyna Kuperberg ............................................................................................................................. -
Literature Review Homework
Literature Review Homework Christie Blazer, Supervisor Research Services Office of Assessment, Research, and Data Analysis Miami-Dade County Public Schools 1500 Biscayne Boulevard, Suite 225 Miami, Florida 33132 January 2009 33 The School Board of Miami-Dade County, Florida Dr. Solomon C. Stinson, Chair Dr. Marta Pérez, Vice Chair Mr. Agustin J. Barrera Mr. Renier Diaz de la Portilla Dr. Lawrence S. Feldman Ms. Perla Tabares Hantman Dr. Wilbert “Tee” Holloway Dr. Martin Karp Ms. Ana Rivas Logan Alberto M. Carvalho Superintendent of Schools Ms. Gisela Feild, Administrative Director Assessment, Research, and Data Analysis Mr. Dale Romanik, Director Research Services LITERATURE REVIEW HOMEWORK At a Glance Although homework is assigned for a variety of academic and non-academic pur- poses, there is disagreement within the educational community about the value of homework and the amount of homework students should be assigned. This Lit- erature Review summarizes the benefits and drawbacks of homework and exam- ines how much time students should and actually do spend on homework. Issues such as whether school districts should develop a formal homework policy and how to involve parents in their children’s homework assignments are also dis- cussed. Strategies for increasing homework completion rates, including after-school homework centers, homework hotlines, and peer support programs, are provided. Issues teachers should consider when assigning homework, such as matching assignments to students’ skill levels and learning styles, connecting homework to real life events, and providing feedback on homework assignments, are also re- viewed. Research on homework’s impact on student achievement is summarized. Finally, the role of grade level, income level, ethnicity, and gender in homework completion rates and the resulting effects on achievement is also reviewed. -
Actuaries Abroad
Actuaries Abroad California Actuarial Student Summit 2019 UC Santa Barbara Andrew Peterson, FSA, EA, MAAA Senior Director, International, SOA May 25, 2019 Discussion topics ▪ Global actuarial profession ▪ Becoming an actuary & SOA pathway ▪ Working internationally: qualifications & job market 2 Around the Globe – Snapshot Global Actuarial Profession (Total ~80,000) 2% 0% 3% 4% North America 8% Europe Asia 44% Oceania Latin America Africa 38% Middle East Estimated results based on 2018 Intl. Actuarial Association (IAA) data; distributions are approximate due to potential overlap in membership in different regions. 3 Around the Globe – Snapshot SOA Global Footprint (2018) SOA Members + Candidates in Asia (2018) 2% 1% 1% 1,261 22 China 4% Hong Kong 4% 1,221 3,048 United States Malaysia 5% 30% Canada Korea, Republic of China Taiwan 11% 5,213 Asia-Pacific Thailand 20,560 Singapore Latin America 11% Philippines Rest of the World 20% Vietnam 11% Japan Members : 31,325 Indonesia CAS Global Footprint (2018) IFoA Global Footprint (2017/18) 135 186 79 105 UK 538 4,765 US 903 India 559 Canada Ireland 1185 Bermuda South Africa 1636 China/HK/Singapore China 16253 6,944 UK/Switzerland ROW ROW 6064 Members : 8,352 Includes both Actuaries (~15,000) + Students (~16,000) = ~31,000 4 Becoming an actuary & SOA pathway Becoming an Actuary – 4 Primary Intl. Credentials SOA (US)—ASA, FSA • Practice Areas: All covered • Choose specialty track after obtaining ASA • Self-study or university curriculum to master actuarial concepts • Advance through series of exams to earn credential • Complete/attend certain modules/courses https://www.soa.org/education/general-info/default/ CAS (USA)– ACAS, FCAS • Practice Area: Property & Casualty • Self-study or university curriculum to master concepts • University and exam pathways • Advance through a series of exams to earn credential • Complete/attend certain modules/courses https://www.casact.org/admissions/process/ 6 Becoming an Actuary – 4 Primary Intl. -
Helping Your Students with Homework a Guide for Teachers
Helping Your Students With Homework A Guide for Teachers Helping Your StudentsWith Homework A Guide for Teachers By Nancy Paulu Edited by Linda B. DarbyIllustrated by Margaret Scott Office of Educational Research and Improvement U.S. Department of Education Foreword Homework practices vary widely. Some teachers make brilliant assignments that combine learning and pleasure. Others use homework as a routine to provide students with additional practice on important activities. And, unfortunately, some assign ©busyworkª that harms the educational process, by turning students offÅnot only making them feel that learning is not enjoyable or worthwhile, but that their teachers do not understand or care about them. Homework has long been a mainstay of American education for good reason: it extends time available for learning, and children who spend more time on homework, on average, do better in school. So how can teachers ease homework headaches? The ideas in this booklet are based on solid educational research. The information comes from a broad range of top-notch, experienced teachers. As you read through, you will find some familiar ideas, but may also find tips and assignments that suit your teaching needs and style. Students, teachers, and parents or caregivers all play vital roles in the homework process. I challenge you to contribute all you can to making homework meaningful and beneficial for your students. Peirce Hammond Director Office of Reform Assistance and Dissemination Contents Foreword ........................................................ iii Homework: A Concern for Teachers ...................................... 1 Hurdles to Homework ................................................. 2 Overcoming the Obstacles ............................................... 4 Tips for Getting Homework Done ........................................ 5 1. Lay out expectations early in the school year ..................... -
Exam FM: Financial Mathematics
Welcome! The Actuarial Science program prepares student for careers as actuaries. It helps them learn material that is included in processional examinations administered by the Society of Actuaries and Casualty Actuary Society, which actuarial students must pass in order to achieve professional status. Thank you for your interest in our Actuarial Science Program at the University of Iowa. The Actuarial Science program prepares students for careers as actuaries. It helps them learn material that is included in professional examinations administered by the Society of Actuaries, which actuarial students must pass in order to achieve professional status. In addition to actuarial science courses, students can take courses in preparation for business aspects of the actuarial profession such as accounting, law, finance, insurance, and economics. The Society of Actuaries (SOA) has recognized University of Iowa’s actuarial science program as a Center of Actuarial Excellence (CAE). There are eight criteria for the designation, including curriculum, faculty composition, graduate quality, connection to industry, and research/scholarship. We are a small department in a large University and graduate between 20-15 students each year. We do have SELECTIVE admission due to the difficulty of the professional examinations. Students interested in becoming actuaries should declare an Interest in Actuarial Science as their major when they ENTER the university. Ordinarily, students apply for admission to the Actuarial Science major in the fall semester of their sophomore year, after they have taken Math:2850 (22M:028) Calculus III or MATH:3770 (22M:055) Fundamental Properties of Spaces and Functions I and STAT:3100 (22S:130) Introduction to Mathematical Statistics I. -
Copyright by Magdalena Czubak 2008 the Dissertation Committee for Magdalena Czubak Certifies That This Is the Approved Version of the Following Dissertation
Copyright by Magdalena Czubak 2008 The Dissertation Committee for Magdalena Czubak certifies that this is the approved version of the following dissertation: Well-posedness for the space-time Monopole Equation and Ward Wave Map. Committee: Karen Uhlenbeck, Supervisor William Beckner Daniel Knopf Andrea Nahmod Mikhail M. Vishik Well-posedness for the space-time Monopole Equation and Ward Wave Map. by Magdalena Czubak, B.S. DISSERTATION Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY THE UNIVERSITY OF TEXAS AT AUSTIN May 2008 Dla mojej Mamy. Well-posedness for the space-time Monopole Equation and Ward Wave Map. Publication No. Magdalena Czubak, Ph.D. The University of Texas at Austin, 2008 Supervisor: Karen Uhlenbeck We study local well-posedness of the Cauchy problem for two geometric wave equations that can be derived from Anti-Self-Dual Yang Mills equations on R2+2. These are the space-time Monopole Equation and the Ward Wave Map. The equations can be formulated in different ways. For the formulations we use, we establish local well-posedness results, which are sharp using the iteration methods. v Table of Contents Abstract v Chapter 1. Introduction 1 1.1 Space-time Monopole and Ward Wave Map equations . 1 1.2 Chapter Summaries . 7 Chapter 2. Preliminaries 9 2.1 Notation . 9 2.2 Function Spaces & Inversion of the Wave Operator . 10 2.3 Estimates Used . 12 2.4 Classical Results . 16 2.5 Null Forms . 18 2.5.1 Symbols . -
The Effect of Student Employment on Homework, Sleep, and Screen Time
IZA DP No. 4666 Time to Work or Time to Play: The Effect of Student Employment on Homework, Sleep, and Screen Time Charlene Marie Kalenkoski Sabrina Wulff Pabilonia December 2009 DISCUSSION PAPER SERIES Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor Time to Work or Time to Play: The Effect of Student Employment on Homework, Sleep, and Screen Time Charlene Marie Kalenkoski Ohio University and IZA Sabrina Wulff Pabilonia U.S. Bureau of Labor Statistics Discussion Paper No. 4666 December 2009 IZA P.O. Box 7240 53072 Bonn Germany Phone: +49-228-3894-0 Fax: +49-228-3894-180 E-mail: [email protected] Any opinions expressed here are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character.