Torsion theories induced from commutative subalgebras

We begin a study of torsion theories for representations of finitely generated algebras U over a field containing a finitely generated commutative Harish-Chandra subalgebra Gamma. This is an important class of associative algebras, which includes all finite W-algebras of type A over an algebraically closed field of characteristic zero, in particular, the universal enveloping algebra of gl(n) (or sl(n)) for all n. We show that any Gamma-torsion theory defined by the coheight of the prime ideals of Gamma is liftable to U. Moreover, for any simple U-module M, all associated prime ideals of M in Spec Gamma have the same coheight. Hence, the coheight of these associated prime ideals is an invariant of a given simple U-module. This implies the stratification of the category of U-modules controlled by the coheight of the associated prime ideals of Gamma. Our approach can be viewed as a generalization of the classical paper by Block (1981) [4]; it allows, in particular, to study representations of gl(n) beyond the classical category of weight or generalized weight modules. (C) 2011 Elsevier B.V. All rights reserved.

d-Koszul algebras, 2-d-determined algebras and 2-d-Koszul algebras

The relationship between an algebra and its associated monomial algebra is investigated when at least one of the algebras is d-Koszul It is shown that an algebra which has a reduced Grobnerbasis that is composed of homogeneous elements of degree d is d-Koszul if and only if its associated monomial algebra is d-Koszul The class of 2-d-determined algebras and the class 2-d-Koszul algebras are introduced In particular it is shown that 2-d-determined monomial algebras are 2-d-Koszul algebras and the structure of the ideal of relations of such an algebra is completely determined (C) 2010 Elsevier B V All rights reserved

SIGMA THEORY AND TWISTED CONJUGACY CLASSES

Using Sigma theory we show that for large classes of groups G there is a subgroup H of finite index in Aut(G) such that for phi is an element of H the Reidemeister number R(phi) is infinite. This includes all finitely generated nonpolycyclic groups G that fall into one of the following classes: nilpotent-by-abelian groups of type FP(infinity); groups G/G `` of finite Prufer rank; groups G of type FP(2) without free nonabelian subgroups and with nonpolycyclic maximal metabelian quotient; some direct products of groups; or the pure symmetric automorphism group. Using a different argument we show that the result also holds for 1-ended nonabelian nonsurface limit groups. In some cases, such as with the generalized Thompson`s groups F(n,0) and their finite direct products, H = Aut(G).

Coincidence Wecken homotopies versus Wecken homotopies relative to a fixed homotopy in one of the maps

We study the 1-parameter Wecken problem versus the restricted Wecken problem, for coincidence free pairs of maps between surfaces. For this we use properties of the function space between two surfaces and of the pure braid group on two strings of a surface. When the target surface is either the 2-sphere or the torus it is known that the two problems are the same. We classify most pairs of homotopy classes of maps according to the answer of the two problems are either the same or different when the target is either projective space or the Klein bottle. Some partial results are given for surfaces of negative Euler characteristic. (C) 2010 Elsevier B.V. All rights reserved.

Braid groups of non-orientable surfaces and the Fadell-Neuwirth short exact sequence

Let M be a compact, connected non-orientable surface without boundary and of genus g >= 3. We investigate the pure braid groups P,(M) of M, and in particular the possible splitting of the Fadell-Neuwirth short exact sequence 1 -> P(m)(M \ {x(1), ..., x(n)}) hooked right arrow P(n+m)(M) (P*) under right arrow P(n)(M) -> 1, where m, n >= 1, and p* is the homomorphism which corresponds geometrically to forgetting the last m strings. This problem is equivalent to that of the existence of a section for the associated fibration p: F(n+m)(M) -> F(n)(M) of configuration spaces, defined by p((x(1), ..., x(n), x(n+1), ..., x(n+m))) = (x(1), ..., x(n)). We show that p and p* admit a section if and only if n = 1. Together with previous results, this completes the resolution of the splitting problem for surface pure braid groups. (C) 2009 Elsevier B.V. All rights reserved.

Partial projective representations and partial actions

The concept of a partial projective representation of a group is introduced and studied. The interaction with partial actions is explored. It is shown that the factor sets of partial projective representations over a field K are exactly the K-valued twistings of crossed products by partial actions. (C) 2009 Elsevier B.V. All rights reserved.

Generalized solutions of a nonlinear parabolic equation with generalized functions as initial data

In [H. Brezis, A. Friedman, Nonlinear parabolic equations involving measures as initial conditions, J. Math. Pure Appl. (9) (1983) 73-97.] Brezis and Friedman prove that certain nonlinear parabolic equations, with the delta-measure as initial data, have no solution. However in [J.F. Colombeau, M. Langlais, Generalized solutions of nonlinear parabolic equations with distributions as initial conditions, J. Math. Anal. Appl (1990) 186-196.] Colombeau and Langlais prove that these equations have a unique solution even if the delta-measure is substituted by any Colombeau generalized function of compact support. Here we generalize Colombeau and Langlais` result proving that we may take any generalized function as the initial data. Our approach relies on recent algebraic and topological developments of the theory of Colombeau generalized functions and results from [J. Aragona, Colombeau generalized functions on quasi-regular sets, Publ. Math. Debrecen (2006) 371-399.]. (C) 2009 Elsevier Ltd. All rights reserved.

A large-scale synthesis of enantiomerically pure gamma-hydroxy-organochalcogenides

Enantiomerically pure (R)- and (S)-gamma-hydroxy-organochalcogenides are prepared using poly-[R]-3-hydroxybutanoate (PHB) as the starting material. (C) 2009 Elsevier Ltd. All rights reserved.

Solvation in Pure Liquids: What Can Be Learned from the Use of Pairs of Indicators?

The solvation of six solvatochromic probes in a large number of solvents (33-68) was examined at 25 degrees C. The probes employed were the following: 2,6-diphenyl-4-(2,4,6-triphenylpyridinium-1-yl) phenolate (RB); 4-[(E)2-(1-methylpyridinium-4-yl)ethenyl] phenolate, MePM; 1-methylquinolinium-8-olate, QB; 2-bromo-4-[(E)-2-(1-methylpyridinium-4-yl)ethenyl] phenolate, MePMBr, 2,6-dichloro-4-(2,4,6-triphenyl pyridinium-1-yl) phenolate (WB); and 2,6-dibromo-4-[(E)-2-(1-methylpyridinium-4-yl)ethenyl] phenolate, MePMBr(2), respectively. Of these, MePMBr is a novel compound. They can be grouped in three pairs, each with similar pK(a) in water but with different molecular properties, for example, lipophilicity and dipole moment. These pairs are formed by RB and MePM; QB and MePMBr; WB and MePMBr(2), respectively. Theoretical calculations were carried out in order to calculate their physicochemical properties including bond lengths, dihedral angles, dipole moments, and wavelength of absorption of the intramolecular charge-transfer band in four solvents, water, methanol, acetone, and DMSO, respectively. The data calculated were in excellent agreement with available experimental data, for example, bond length and dihedral angles. This gives credence to the use of the calculated properties in explaining the solvatochromic behaviors observed. The dependence of an empirical solvent polarity scale E(T)(probe) in kcal/mol on the physicochemical properties of the solvent (acidity, basicity, and dipolarity/polarizability) and those of the probes (pK(a), and dipole moment) was analyzed by using known multiparameter solvation equations. For each pair of probes, values of E(T)(probe) (for example, E(T)(MePM) versus E(T)(RB)) were found to be linearly correlated with correlation coefficients, r, between 0.9548 and 0.9860. For the mercyanine series, the values of E(T)(probe) also correlated linearly, with (r) of 0.9772 (MePMBr versus MePM) and 0.9919 (MePMBr(2) versus MePM). The response of each pair of probes (of similar pK(a)) to solvent acidity is the same, provided that solute-solvent hydrogen-bonding is not seriously affected by steric crowding (as in case of RB). We show, for the first time, that the response to solvent dipolarity/polarizability is linearly correlated to the dipole moment of the probes. The successive introduction of bromine atoms in MePM (to give MePMBr, then MePMBr(2)) leads to the following linear decrease: pK(a) in water, length of the phenolate oxygen-carbon bond, length of the central ethylenic bond, susceptibility to solvent acidity, and susceptibility to solvent dipolarity/polarizability. Thus studying the solvation of probes whose molecular structures are varied systematically produces a wealth of information on the effect of solute structure on its solvation. The results of solvation of the present probes were employed in order to test the goodness of fit of two independent sets of solvent solvatochromic parameters.

Recreational Mathematics - Only For Fun?

In this paper, I explore recreational mathematics from two perspectives. I first study how the concept appears in educational policy documents such as standards, syllabi, and curricula from a selection of countries to see if and in what way recreational mathematics can play a part in school mathematics. I find that recreational mathematics can be a central part, as in the case of India, but also completely invisible, as in the standards from USA. In the second part of the report, I take an educational historical approach. I observe that throughout history, recreational mathematics has been an important tool for learning mathematics. Recreational mathematics is then both a way of bringing pleasure and a tool for learning mathematics. Can it also be a tool for social empowerment?

Children’s conceptions about mathematics and mathematics education

This paper deals with younger students’ (grade 2 and 5) conceptions about mathematics and mathematics education. The questionnaire consisted of three parts: (1) statements with a Likert-scale; (2) open-end questions where the students could explain further their conceptions; and, (3) a request to draw a picture of yourself doing mathematics. The results from the statements were summarised and the pictures were analysed. Most students in grade 2 had a positive attitude towards mathematics whereas a larger proportion in grade 5 gave negative answers. All students presented mathematics as an individual activity with a focus on the textbook. The elder students narrow the activity down to calculating. A post-questionnaire confirmed the results.

Upper secondary school students' gendered conceptions about mathematics

This study explores Swedish Natural Science students' conceptions about gender and mathematics. I conducted and compared the results from two questionnaires. The first questionnaire revealed a view of rather traditional feminities and masulinities, a result that did not repeat itself in the second questionnaire. There was a discrepancy between the traits the students ascribed as gender different and the traits they ascribed to themselves.

Prospective teachers’ conceptions of what characterize a gifted student in mathematics

This paper explores Swedish prospective teachers’ conceptions of what characterise a gifted student in mathematics. This was studied through a qualitative questionnaire focusing on attributions. The results show that a majority of the students attribute intrinsic motivation to gifted students, more often than extrinsic motivation. Other themes were other affective factors (e.g. being industrious), cognitive factors (e.g. easy to learn), and social factors such as good behaviour and background.

Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners

The Swedish government has authorised the teaching of mathematics in English to Swedish speaking students. Much of that teaching is performed by foreign trained native English speaking teachers lacking training in second language learners. This systematic review summarises international studies from the last ten years that deal with the teaching of mathematics to second language learners. The review shows that second language students working in a bilingual environment achieve higher rates of content and language knowledge than learners in a monolingual environment. This study also summarises some of the teacher practices that are effective for teaching mathematics in English to second language learners.

Teaching Mathematics in English to Swedish Speaking Students : The Use of Second Language Teaching Practices in the Teaching of Mathematics in English to Swedish Speaking Students in Lower Secondary School

Over 20,000 Swedish lower high school students are currently learning mathematics in English but little research has been conducted in this area. This study looks into the question of how much second language learner training teachers teaching mathematics in English to Swedish speaking students have acquired and how many of those teachers are using effective teaching practices for second language learners. The study confirms earlier findings that report few teachers receive training in second language learning but indicates that some of the teaching practices shown to be effective with second language learners are being used in some Swedish schools