Operators, commuting with the Volterra operator, are not weakly supercyclic

We prove that any bounded linear operator on $L_p[0,1]$ for $1\leq p

Impact of operator experience on information feedback and reusability

Keeping a record of operator experience remains a challenge to operation management and a major source of inefficiency in information management. The objective is to develop a framework that enables an explicit presentation of experience based on information use. A purposive sampling method is used to select four small and medium-sized enterprises as case studies. The unit of analysis is the production process in the machine shop. Data collection is by structured interview, observation and documentation. A comparative case analysis is applied. The findings suggest experience is an accumulation of tacit information feedback, which can be made explicit in information use interoperatability matrix. The matrix is conditioned upon information use typology, which is strategic in waste reduction. The limitations include difficulty of participant anonymity where the organisation nominates a participant. Areas for further research include application of the concepts to knowledge management and shop floor resource management.

Quotients, exactness, and nuclearity in the operator system category

We continue our study of tensor products in the operator system category. We define operator system quotients and exactness in this setting and refine the notion of nuclearity by studying operator systems that preserve various pairs of tensor products. One of our main goals is to relate these refinements of nuclearity to the Kirchberg conjecture. In particular, we prove that the Kirchberg conjecture is equivalent to the statement that every operator system that is (min,er)-nuclear is also (el,c)-nuclear. We show that operator system quotients are not always equal to the corresponding operator space quotients and then study exactness of various operator system tensor products for the operator system quotient. We prove that an operator system is exact for the min tensor product if and only if it is (min,el)-nuclear. We give many characterizations of operator systems that are (min,er)-nuclear, (el,c)-nuclear, (min,el)-nuclear and (el,max)-nuclear. These characterizations involve operator system analogues of various properties from the theory of C*-algebras and operator spaces, including the WEP and LLP.

Hypercyclic and mixing operator semigroups

We describe a class of topological vector spaces admitting a mixing uniformly continuous operator group $\{T_t\}_{t\in\C^n}$ with holomorphic dependence on the parameter $t$. This result covers those existing in the literature. We also
describe a class of topological vector spaces admitting no supercyclic strongly continuous operator semigroups $\{T_t\}_{t\geq 0}$.

Group work in elementary science:Towards organisational principles for supporting pupil learning

Group work has been promoted in many countries as a key component of elementary science. However, little guidance is given as to how group work should be organised, and because previous research has seldom been conducted in authentic classrooms, its message is merely indicative. A study is reported, which attempts to address these limitations. Twenty-four classes of 10-12-year-old pupils engaged in programmes of teaching on evaporation and condensation, and force and motion. Both programmes were delivered by classroom teachers, and made extensive use of group work. Pupil understanding progressed from pre-tests prior to the programmes to post-tests afterwards, and results suggest that group work played a critical role. Organisational principles are extrapolated from the findings, which could be readily adopted in classrooms. © 2007 Elsevier Ltd. All rights reserved.

A randomized trial of paired tutoring in elementary schools:effects on self-esteem

This paper reports data on self-esteem collected during a large-scale randomized trial of paired reading and Duolog Maths with primary school children (The Fife Peer-Learning Project). Self-report measures were analysed to assess the effect of a range of organisational variables on measured self-esteem. The presentation reports findings from a sample of reading-only schools in the first year of the project. Statistically significant gains in self-esteem were found across a range of conditions. Patterns of scores pointed to differences between same-age and cross-age conditions, and highlighted the influence of role played (tutor v tutee). In addition to the findings summarized here, it is hoped that preliminary findings from year two of the project - with an increased sample size - will also be shared. © 2009.