Generalized non-commutative inflation

Non-commutative geometry indicates a deformation of the energy-momentum dispersion relation f (E) = E/pc (not equal 1) for massless particles. This distorted energy-momentum relation can affect the radiation-dominated phase of the universe at sufficiently high temperature. This prompted the idea of non-commutative inflation by Alexander et al (2003 Phys. Rev. D 67 081301) and Koh and Brandenberger (2007 JCAP06(2007) 021 and JCAP11(2007) 013). These authors studied a one-parameter family of a non-relativistic dispersion relation that leads to inflation: the a family of curves f (E) = 1 + (lambda E)(alpha). We show here how the conceptually different structure of symmetries of non-commutative spaces can lead, in a mathematically consistent way, to the fundamental equations of non-commutative inflation driven by radiation. We describe how this structure can be considered independently of (but including) the idea of non-commutative spaces as a starting point of the general inflationary deformation of SL(2, C). We analyze the conditions on the dispersion relation that leads to inflation as a set of inequalities which plays the same role as the slow-roll conditions on the potential of a scalar field. We study conditions for a possible numerical approach to obtain a general one-parameter family of dispersion relations that lead to successful inflation.

A Relation between the Weyl Group W(e8) and Eight-Line Arrangements on a Real Projective Plane

The paper has been presented at the 12th International Conference on Applications of Computer Algebra, Varna, Bulgaria, June, 2006.

Generalized D-Symmetric Operators I

2000 Mathematics Subject Classification: Primary: 47B47, 47B10; secondary 47A30.

Components of learning and assessment in linear algebra

Linear algebra provides theory and technology that are the cornerstones of a range of cutting edge mathematical applications, from designing computer games to complex industrial problems, as well as more traditional applications in statistics and mathematical modelling. Once past introductions to matrices and vectors, the challenges of balancing theory, applications and computational work across mathematical and statistical topics and problems are considerable, particularly given the diversity of abilities and interests in typical cohorts. This paper considers two such cohorts in a second level linear algebra course in different years. The course objectives and materials were almost the same, but some changes were made in the assessment package. In addition to considering effects of these changes, the links with achievement in first year courses are analysed, together with achievement in a following computational mathematics course. Some results that may initially appear surprising provide insight into the components of student learning in linear algebra.