Optimism and commitment: An elementary theory of bargaining and war

We propose an elementary theory of wars fought by fully rational contenders. Two parties play a Markov game that combines stages of bargaining with stages where one side has the ability to impose surrender on the other. Under uncertainty and incomplete information, in the unique equilibrium of the game, long confrontations occur: war arises when reality disappoints initial (rational) optimism, and it persist longer when both agents are optimists but reality proves both wrong. Bargaining proposals that are rejected initially might eventually be accepted after several periods of confrontation. We provide an explicit computation of the equilibrium, evaluating the probability of war, and its expected losses as a function of i) the costs of confrontation, ii) the asymmetry of the split imposed under surrender, and iii) the strengths of contenders at attack and defense. Changes in these parameters display non-monotonic effects.

COMUNICAEMAT: comunicant objectius matemàtics unint nombres, càlcul, algebra, espai, mesura anglès i tecnologia

S' ha realitzat una anàlisi de processos comunicatius i didàctics en un treball de matemàtiques a Primària en llengua anglesa, emmarcat dins un projecte escolar plurilingüe. El treball s' organitza en forma de recerca-acció que analitza dos objectius principals: (a) elaboració de propostes d' activitat matemàtica i de formació de professorat, i (b) anàlisi del treball realitzat en una experiència escolar. Els resultats mostren que: (1) Les dificultats generals observades, es centren més sobre el contingut de la llengua matemàtica (anomenat L4), pel damunt de les pròpies de l’ús de la llengua anglesa L3. (2) Les decisions del professorat privilegiant l’ús de L1 i L2 (català i castellà) per a treballar L4 s’han mostrat positives i adients. La proposta elaborada, que segueix el model CLIL (Content Language Integrated Learning) ha estat positiva i reproduïble (3) Ha estat possible constatar un bon treball amb els estudiants de formació inicial de mestres de llengua estrangera futurs docents dins l'assignatura de Matemàtiques i la seva Didàctica.a la Formació de professorat. Tanmateix es reconeixen dificultats degudes al poc coneixement previ dels estudiants en L3 i L4 i el fet de ser la primera experiència d’aquest tipus que realitzen. (4) L’alumnat de l’escola és capaç de tenir una bona conversa oral en anglès al final de Primària, que creix en qualitat fins dominar estructures causals pròpies del raonament deductiu. (5) L’alumnat guanya en confiança en l’ús de les quatre llengües ,(6) el professorat incorpora relativament elements didàctics nous en la seva acció pedagògica.

A conjecture of Bavula on homomorphisms of Weyl algebra

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When is the second local multiplier algebra of a C*-algebra equal to the first?

We discuss necessary as well as sufficient conditions for the second iterated local multiplier algebra of a separable C*-algebra to agree with the first.

On absoluteness of categoricity in abstract elementary classes

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Potential isomorphism of elementary substructures of a strictly stable homogeneous model

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Xifratge d'arxius

Actualment l'ús de la criptografia ha arribat a ser del tot generalitzat, tant en els processos de transmissió i intercanvi segur d'informació, com en l'emmagatzematge secret de dades. Es tracta d'una disciplina els fonaments teòrics de la qual són en l'Àlgebra i en el Càlcul de Probabilitats. La programació d'interfícies gràfiques s'ha realitzat en Java i amb la manipulació, tot i que molt elemental, de documents XML.

Intergovernmental Transfers and Elementary Education: Quasi-Experimental Evidence from Brazil

Whether providing additional resources to local communities leads to improved public services and better outcomes more generally, given existing management capacity and incentive and accountability structures, is an unresolved yet important question for public policy. This paper uses a regression-discontinuity design to evaluate the effect of unrestricted fiscal transfers on local spending (including on education), schooling and learning in Brazil. Results show that transfers increase local public spending almost one for one with no evidence of crowding out own revenue or other revenue sources. Extra per capita transfers of 1000 Reais lead to about 0.42 additional years of elementary schooling and student literacy rates increase by about 5.6 percentage points on average. Part of this effect arises through higher teacher-student ratios in municipal elementary school systems. Results also suggest that additional resources have stronger effects in more rural and less developed parts of Brazil.

Toolbox to Address Safety and Operations on School Grounds and Public Streets Adjacent to Elementary and Middle Schools in Iowa, August 2006

This study identified transportation safety issues at existing Iowa school sites through on-site observations, traffic data collection, and through interviews with schools, law enforcement, and traffic engineers. Frequently observed problems, such as crossing at unmarked crosswalks, unloading and loading students on the street side, inattentive student safety patrols, and illegal parking, were documented and solutions were recommended for implementation. The results of the study also conclude that regular communications between school officials, traffic engineers, law enforcement, parents, and school transportation personnel are all critical to promoting safe operations within school zones.

Graded algebra automorphisms

We consider the Clifford algebra C(q) of a regular quadratic space (V, q) over a field K with its structure of Z/2Z-graded K-algebra. We give a characterization of the group of graded automorphisms of C(q). In the last section we introduce the Z/nZ-graded algebras and we study as well as the group of graded automorphisms for some of them.

Addressing elementary school teachers' professional stressors: Practical suggestions for schools and adminstrators

Purpose: Given the preponderance of education reform since the No Child Left Behind Act (U.S. Department of Education, 2001), reform efforts have shaped the nature of the work and culture in schools. The emphasis on standardized testing to determine schools' status and student performance, among other factors, has generated stress, particularly for teachers. Therefore, district and school administrators are encouraged to consider the contextual factors that contribute to teacher stress to address them and to retain high-performing teachers. Research Methods/Approach: Participants were recruited from two types of schools in order to test hypotheses related to directional responding as a function of working in a more challenging (high-priority) or less challenging (non-high-priority) school environment. We employed content analysis to analyze 64 suburban elementary school teachers' free-responses to a prompt regarding their stress as teachers. We cross-analyzed our findings through external auditing to bolster trustworthiness in the data and in the procedure. Findings: Teachers reported personal and contextual stressors. Herein, we reported concrete examples of the five categories of contextual stressors teachers identified: political and educational structures, instructional factors, student factors, parent and family factors, and school climate. We found directional qualities and overlapping relationships in the data, partially confirming our hypotheses. Implications for Research and Practice: We offer specific recommendations for practical ways in which school administrators might systemically address teacher stress based on the five categories of stressors reported by participants. We also suggest means of conducting action research to measure the effects of implemented suggestions.

SL(3,C) elementary instanton configurations

Several SL(3,C) self-dual instanton solutions of the Yang-Mills equations are presented which have very striking properties. While one of them is regular and SU(3) inside (outside) a sphere of arbitrarily large (small) radius, another one has all the characteristics of a meron solution (in particular its topological charge is concentrated at one point) although its Pontryagin number equals one. Their continuation to Minkowski space is also studied.