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License or copyright restrictions may apply to redistribution; see https://www.ams.org/journal-terms-of-use License or copyright restrictions may apply to redistribution; see https://www.ams.org/journal-terms-of-use EMIL ARTIN BY RICHARD BRAUER Emil Artin died of a heart attack on December 20, 1962 at the age of 64. His unexpected death came as a tremendous shock to all who knew him. There had not been any danger signals. It was hard to realize that a person of such strong vitality was gone, that such a great mind had been extinguished by a physical failure of the body. Artin was born in Vienna on March 3,1898. He grew up in Reichen- berg, now Tschechoslovakia, then still part of the Austrian empire. His childhood seems to have been lonely. Among the happiest periods was a school year which he spent in France. What he liked best to remember was his enveloping interest in chemistry during his high school days. In his own view, his inclination towards mathematics did not show before his sixteenth year, while earlier no trace of mathe matical aptitude had been apparent.1 I have often wondered what kind of experience it must have been for a high school teacher to have a student such as Artin in his class. During the first world war, he was drafted into the Austrian Army. After the war, he studied at the University of Leipzig from which he received his Ph.D. in 1921. He became "Privatdozent" at the Univer sity of Hamburg in 1923. -
Emil Artin in America
MATHEMATICAL PERSPECTIVES BULLETIN (New Series) OF THE AMERICAN MATHEMATICAL SOCIETY Volume 50, Number 2, April 2013, Pages 321–330 S 0273-0979(2012)01398-8 Article electronically published on December 18, 2012 CREATING A LIFE: EMIL ARTIN IN AMERICA DELLA DUMBAUGH AND JOACHIM SCHWERMER 1. Introduction In January 1933, Adolf Hitler and the Nazi party assumed control of Germany. On 7 April of that year the Nazis created the notion of “non-Aryan descent”.1 “It was only a question of time”, Richard Brauer would later describe it, “until [Emil] Artin, with his feeling for individual freedom, his sense of justice, his abhorrence of physical violence would leave Germany” [5, p. 28]. By the time Hitler issued the edict on 26 January 1937, which removed any employee married to a Jew from their position as of 1 July 1937,2 Artin had already begun to make plans to leave Germany. Artin had married his former student, Natalie Jasny, in 1929, and, since she had at least one Jewish grandparent, the Nazis classified her as Jewish. On 1 October 1937, Artin and his family arrived in America [19, p. 80]. The surprising combination of a Roman Catholic university and a celebrated American mathematician known for his gnarly personality played a critical role in Artin’s emigration to America. Solomon Lefschetz had just served as AMS president from 1935–1936 when Artin came to his attention: “A few days ago I returned from a meeting of the American Mathematical Society where as President, I was particularly well placed to know what was going on”, Lefschetz wrote to the president of Notre Dame on 12 January 1937, exactly two weeks prior to the announcement of the Hitler edict that would influence Artin directly. -
Right Ideals of a Ring and Sublanguages of Science
RIGHT IDEALS OF A RING AND SUBLANGUAGES OF SCIENCE Javier Arias Navarro Ph.D. In General Linguistics and Spanish Language http://www.javierarias.info/ Abstract Among Zellig Harris’s numerous contributions to linguistics his theory of the sublanguages of science probably ranks among the most underrated. However, not only has this theory led to some exhaustive and meaningful applications in the study of the grammar of immunology language and its changes over time, but it also illustrates the nature of mathematical relations between chunks or subsets of a grammar and the language as a whole. This becomes most clear when dealing with the connection between metalanguage and language, as well as when reflecting on operators. This paper tries to justify the claim that the sublanguages of science stand in a particular algebraic relation to the rest of the language they are embedded in, namely, that of right ideals in a ring. Keywords: Zellig Sabbetai Harris, Information Structure of Language, Sublanguages of Science, Ideal Numbers, Ernst Kummer, Ideals, Richard Dedekind, Ring Theory, Right Ideals, Emmy Noether, Order Theory, Marshall Harvey Stone. §1. Preliminary Word In recent work (Arias 2015)1 a line of research has been outlined in which the basic tenets underpinning the algebraic treatment of language are explored. The claim was there made that the concept of ideal in a ring could account for the structure of so- called sublanguages of science in a very precise way. The present text is based on that work, by exploring in some detail the consequences of such statement. §2. Introduction Zellig Harris (1909-1992) contributions to the field of linguistics were manifold and in many respects of utmost significance. -
Emmy Noether: the Mother of Modern Algebra Reviewed by Benno Artmann
Book Review Emmy Noether: The Mother of Modern Algebra Reviewed by Benno Artmann Emmy Noether: The Mother of Modern Algebra The author has to be M. B. W. Tent content with rather A. K. Peters, 2008 general information US$29.00, 200 pages about “abstract al- ISBN-13:978-1568814308 gebra” and has to reduce the few ab- The catalogue of the Library of Congress classifies solutely necessary this book as juvenile literature, and in this respect mathematical defini- it may serve its intentions well. Beyond that, a per- tions to the capabili- son not familiar with Emmy Noether’s (1882–1935) ties of advanced high life and the academic and political situations in school students, as in Germany in the years between 1900 and 1935 may the case of an “ideal” profit from the general picture the book provides on page 89. of these times, even though it may sometimes not One thing, how- be easy to distinguish between facts and fiction. ever, that could eas- The chapters of the book are: I, Childhood; ily be corrected is to II, Studying at the University; III, The Young be found on pages Scholar; IV, Emmy Noether at Her Prime Time in 105–106. Here the author reports that the stu- Göttingen; and V, Exile. dents were “shuffling their feet loudly” when the The book is not an historical work in the aca- professor entered the classroom and did so again demic sense. By contrast, and in agreement with in appreciation at the end of the lecture. Just the her intentions, the author creates a lively picture opposite is right, as the reviewer remembers from more in the sense of a novel—letting various actors his own student days: One stamped the feet at the talk in direct speech, as well as providing as many beginning and end, but shuffling the feet was a anecdotes as she could get hold of and inventing sign of extreme displeasure during or at the end stories that in her opinion fit into the general of the hour. -
Vector Spaces
19 Vector Spaces Still round the corner there may wait A new road or a secret gate. J. R. R. Tolkien, The Fellowship of the Ring The art of doing mathematics consists in finding that special case which contains all the germs of generality. David Hilbert (1862–1943) Definition and Examples Abstract algebra has three basic components: groups, rings, and fields. Thus far we have covered groups and rings in some detail, and we have touched on the notion of a field. To explore fields more deeply, we need some rudiments of vector space theory that are covered in a linear alge- bra course. In this chapter, we provide a concise review of this material. Definition Vector Space A set V is said to be a vector space over a field F if V is an Abelian group under addition (denoted by 1) and, if for each a [ F and v [ V, there is an element av in V such that the following conditions hold for all a, b in F and all u, v in V. 1. a(v 1 u) 5 av 1 au 2. (a 1 b)v 5 av 1 bv 3. a(bv) 5 (ab)v 4. 1v 5 v The members of a vector space are called vectors. The members of the field are called scalars. The operation that combines a scalar a and a vector v to form the vector av is called scalar multiplication. In gen- eral, we will denote vectors by letters from the end of the alphabet, such as u, v, w, and scalars by letters from the beginning of the alpha- bet, such as a, b, c. -
Mathematisches Forschungsinstitut Oberwolfach Emigration Of
Mathematisches Forschungsinstitut Oberwolfach Report No. 51/2011 DOI: 10.4171/OWR/2011/51 Emigration of Mathematicians and Transmission of Mathematics: Historical Lessons and Consequences of the Third Reich Organised by June Barrow-Green, Milton-Keynes Della Fenster, Richmond Joachim Schwermer, Wien Reinhard Siegmund-Schultze, Kristiansand October 30th – November 5th, 2011 Abstract. This conference provided a focused venue to explore the intellec- tual migration of mathematicians and mathematics spurred by the Nazis and still influential today. The week of talks and discussions (both formal and informal) created a rich opportunity for the cross-fertilization of ideas among almost 50 mathematicians, historians of mathematics, general historians, and curators. Mathematics Subject Classification (2000): 01A60. Introduction by the Organisers The talks at this conference tended to fall into the two categories of lists of sources and historical arguments built from collections of sources. This combi- nation yielded an unexpected richness as new archival materials and new angles of investigation of those archival materials came together to forge a deeper un- derstanding of the migration of mathematicians and mathematics during the Nazi era. The idea of measurement, for example, emerged as a critical idea of the confer- ence. The conference called attention to and, in fact, relied on, the seemingly stan- dard approach to measuring emigration and immigration by counting emigrants and/or immigrants and their host or departing countries. Looking further than this numerical approach, however, the conference participants learned the value of measuring emigration/immigration via other less obvious forms of measurement. 2892 Oberwolfach Report 51/2011 Forms completed by individuals on religious beliefs and other personal attributes provided an interesting cartography of Italian society in the 1930s and early 1940s. -
Amalie (Emmy) Noether
Amalie (Emmy) Noether Female Mathematicians By Ella - Emmy was born in 1882 and her father was a math professor at the University of Erlangen During her Life and that's one of the reason why she started to be interested in math - She couldn’t enroll in the college Erlangen because she was a woman but she did audit the classes. Also, when Emmy was on staff of Göttingen University but didn’t get paid to lecture like her male colleagues - At this time girls were only allowed University of Erlangen in Germany to go to "finishing school,” where they learn to teach. Emmy became certified to teach French and English but never did because she pursued mathematics. Emmay’s Accomplishments - Emmy Noether discovered the link between conservation laws and symmetries. Conservation laws is when a particular quantity must stay constant. For example, energy can’t be created or destroyed. Symmetries is the changes that can be made without changing the way the object looks or acts. For example, it doesn’t matter how you rotate or change the direction of a sphere it will always appear the same. - She also found noncommutative algebras which is when there is a specific order that numbers be multiplied to solve the equation. The Importance of her Accomplishments - The link between conservation laws and symmetries is called Noether’s Theorem. It is important because it gives us insight into conservation laws. Also, it is important because it shows scientists that repeating an experiment at different times won’t change the results. Timeline Left Germany to teach in America Received her Ph D Germany became an Born unsafe place to live for the college Erlangen a Jew like herself. -
1 INTRO Welcome to Biographies in Mathematics Brought to You From
INTRO Welcome to Biographies in Mathematics brought to you from the campus of the University of Texas El Paso by students in my history of math class. My name is Tuesday Johnson and I'll be your host on this tour of time and place to meet the people behind the math. EPISODE 1: EMMY NOETHER There were two women I first learned of when I started college in the fall of 1990: Hypatia of Alexandria and Emmy Noether. While Hypatia will be the topic of another episode, it was never a question that I would have Amalie Emmy Noether as my first topic of this podcast. Emmy was born in Erlangen, Germany, on March 23, 1882 to Max and Ida Noether. Her father Max came from a family of wholesale hardware dealers, a business his grandfather started in Bruchsal (brushal) in the early 1800s, and became known as a great mathematician studying algebraic geometry. Max was a professor of mathematics at the University of Erlangen as well as the Mathematics Institute in Erlangen (MIE). Her mother, Ida, was from the wealthy Kaufmann family of Cologne. Both of Emmy’s parents were Jewish, therefore, she too was Jewish. (Judiasm being passed down a matrilineal line.) Though Noether is not a traditional Jewish name, as I am told, it was taken by Elias Samuel, Max’s paternal grandfather when in 1809 the State of Baden made the Tolerance Edict, which required Jews to adopt Germanic names. Emmy was the oldest of four children and one of only two who survived childhood. -
Historical Notes on Loop Theory
Comment.Math.Univ.Carolin. 41,2 (2000)359–370 359 Historical notes on loop theory Hala Orlik Pflugfelder Abstract. This paper deals with the origins and early history of loop theory, summarizing the period from the 1920s through the 1960s. Keywords: quasigroup theory, loop theory, history Classification: Primary 01A60; Secondary 20N05 This paper is an attempt to map, to fit together not only in a geographical and a chronological sense but also conceptually, the various areas where loop theory originated and through which it moved during the early part of its 70 years of history. 70 years is not very much compared to, say, over 300 years of differential calculus. But it is precisely because loop theory is a relatively young subject that it is often misinterpreted. Therefore, it is extremely important for us to acknowledge its distinctive origins. To give an example, when somebody asks, “What is a loop?”, the simplest way to explain is to say, “it is a group without associativity”. This is true, but it is not the whole truth. It is essential to emphasize that loop theory is not just a generalization of group theory but a discipline of its own, originating from and still moving within four basic research areas — algebra, geometry, topology, and combinatorics. Looking back on the first 50 years of loop history, one can see that every decade initiated a new and important phase in its development. These distinct periods can be summarized as follows: I. 1920s the first glimmerings of non-associativity II. 1930s the defining period (Germany) III. 1940s-60s building the basic algebraic frame and new approaches to projective geometry (United States) IV. -
Emmy Noether, Greatest Woman Mathematician Clark Kimberling
Emmy Noether, Greatest Woman Mathematician Clark Kimberling Mathematics Teacher, March 1982, Volume 84, Number 3, pp. 246–249. Mathematics Teacher is a publication of the National Council of Teachers of Mathematics (NCTM). With more than 100,000 members, NCTM is the largest organization dedicated to the improvement of mathematics education and to the needs of teachers of mathematics. Founded in 1920 as a not-for-profit professional and educational association, NCTM has opened doors to vast sources of publications, products, and services to help teachers do a better job in the classroom. For more information on membership in the NCTM, call or write: NCTM Headquarters Office 1906 Association Drive Reston, Virginia 20191-9988 Phone: (703) 620-9840 Fax: (703) 476-2970 Internet: http://www.nctm.org E-mail: [email protected] Article reprinted with permission from Mathematics Teacher, copyright March 1982 by the National Council of Teachers of Mathematics. All rights reserved. mmy Noether was born over one hundred years ago in the German university town of Erlangen, where her father, Max Noether, was a professor of Emathematics. At that time it was very unusual for a woman to seek a university education. In fact, a leading historian of the day wrote that talk of “surrendering our universities to the invasion of women . is a shameful display of moral weakness.”1 At the University of Erlangen, the Academic Senate in 1898 declared that the admission of women students would “overthrow all academic order.”2 In spite of all this, Emmy Noether was able to attend lectures at Erlangen in 1900 and to matriculate there officially in 1904. -
Book Review for EMMY NOETHER – the Mother of Modern Algebra by M
MATHEMATICS TEACHING RESEARCH JOURNAL 18 SPRING/SUMMER 2019 Vol 11 no 1-2 Book Review for EMMY NOETHER – the mother of modern algebra by M. B. W. Tent Roy Berglund City Tech, Borough of Manhattan Community College of CUNY Title: Emmy Noether Author: M. B. W. Tent Publisher: A. K. Peters, Ltd. Publication Date: 2008 Number of Pages: 177 Format: Hardcover Special Features: Glossary Price: $29.00 ISBN: 978-1-56881-430-8 Reviewed on April 26, 2019 The story of Emmy Noether is one of “little unknown girl makes good and becomes famous”. Not a lot is known about Noether’s early life growing up, but it is abundantly clear that she was blessed with strong family ties in secure circumstances. Such an environment tends to foster success for the individual, whenever one or both parents are supportive and expose the child to positive cultural and educational influences. The author chose to describe Noether’s biographical life rather than her mathematical accomplishments. In consequence Noether’s achievements are lightly mentioned, but they are presented without any mathematical details. It would be illuminating to follow Noether’s thinking through her discoveries and to track her development to mathematical maturity. Emmy’s father, Max, was a mathematics professor in the college at Erlangen. Both parents tended to channel their daughter into preparation for domestic life as a wife and mother. However, Emmy was bright child, and solved puzzles and riddles of all kinds from an early age. She continually questioned her designated role as a girl, and queried her father why she, too, should not be a mathematician, ever resisting the rote of learning French, or of a musical instrument. -
Some Basic Biographical Facts About Emmy Noether (1882-1935), in Particular on the Discrimination Against Her As a Woman
Some basic biographical facts about Emmy Noether (1882-1935), in particular on the discrimination against her as a woman LMS-IMA Joint Meeting: Noether Celebration De Morgan House, Tuesday, 11 September, 2018 Reinhard Siegmund-Schultze (University of Agder, Kristiansand, Norway) ABSTRACT Although it has been repeatedly underlined that Emmy Noether had to face threefold discrimination in political, racist and sexist respects the last- mentioned discrimination of the three is probably best documented. The talk provides some basic biographical facts about Emmy Noether with an emphasis on the discrimination against her as a woman, culminating for the first time in the struggles about her teaching permit (habilitation) 1915-1919 (main source C. Tollmien). Another focus of the talk will be on the later period of her life, in particular the failed appointment in Kiel (1928), her Born: 23 March 1882 in Erlangen, dismissal as a Jew in 1933 and her last years in the Bavaria, Germany U.S. Died: 14 April 1935 in Bryn Mawr, Pennsylvania, USA Older sources Obituaries by colleagues and students: van der Waerden, Hermann Weyl, P.S. Aleksandrov. Historians: Three women: Auguste Dick (1970, Engl.1981), Constance Reid (Hilbert 1970), and Cordula Tollmien (e.g. 1991 on Noether’s Habilitation); plus Norbert Schappacher (1987). Most material in German, Clark Kimberling (1972) in American Mathematical Monthly mostly translating from Dick and obituaries. Newer Sources Again mostly by women biographers, such as Renate Tobies (2003), Cordula Tollmien (2015), and Mechthild Koreuber (2015). The book below, of which the English version is from 2011, discusses the papers relevant for physics: After going through a girls school she took in 1900 a state exam to become a teacher in English and French at Bavarian girls schools.