Deterministic Genericity and the Computation of homological Invariants

The main goal of this thesis is to discuss the determination of homological invariants of polynomial ideals. Thereby we consider different coordinate systems and analyze their meaning for the computation of certain invariants. In particular, we provide an algorithm that transforms any ideal into strongly stable position if char k = 0. With a slight modification, this algorithm can also be used to achieve a stable or quasi-stable position. If our field has positive characteristic, the Borel-fixed position is the maximum we can obtain with our method. Further, we present some applications of Pommaret bases, where we focus on how to directly read off invariants from this basis. In the second half of this dissertation we take a closer look at another homological invariant, namely the (absolute) reduction number. It is a known fact that one immediately receives the reduction number from the basis of the generic initial ideal. However, we show that it is not possible to formulate an algorithm – based on analyzing only the leading ideal – that transforms an ideal into a position, which allows us to directly receive this invariant from the leading ideal. So in general we can not read off the reduction number of a Pommaret basis. This result motivates a deeper investigation of which properties a coordinate system must possess so that we can determine the reduction number easily, i.e. by analyzing the leading ideal. This approach leads to the introduction of some generalized versions of the mentioned stable positions, such as the weakly D-stable or weakly D-minimal stable position. The latter represents a coordinate system that allows to determine the reduction number without any further computations. Finally, we introduce the notion of β-maximal position, which provides lots of interesting algebraic properties. In particular, this position is in combination with weakly D-stable sufficient for the weakly D-minimal stable position and so possesses a connection to the reduction number.

Grothendieck et les topos : rupture et continuité dans les modes d'analyse du concept d'espace topologique

La thèse présente une analyse conceptuelle de l'évolution du concept d'espace topologique. En particulier, elle se concentre sur la transition des espaces topologiques hérités de Hausdorff aux topos de Grothendieck. Il en ressort que, par rapport aux espaces topologiques traditionnels, les topos transforment radicalement la conceptualisation topologique de l'espace. Alors qu'un espace topologique est un ensemble de points muni d'une structure induite par certains sous-ensembles appelés ouverts, un topos est plutôt une catégorie satisfaisant certaines propriétés d'exactitude. L'aspect le plus important de cette transformation tient à un renversement de la relation dialectique unissant un espace à ses points. Un espace topologique est entièrement déterminé par ses points, ceux-ci étant compris comme des unités indivisibles et sans structure. L'identité de l'espace est donc celle que lui insufflent ses points. À l'opposé, les points et les ouverts d'un topos sont déterminés par la structure de celui-ci. Qui plus est, la nature des points change: ils ne sont plus premiers et indivisibles. En effet, les points d'un topos disposent eux-mêmes d'une structure. L'analyse met également en évidence que le concept d'espace topologique évolua selon une dynamique de rupture et de continuité. Entre 1945 et 1957, la topologie algébrique et, dans une certaine mesure, la géométrie algébrique furent l'objet de changements fondamentaux. Les livres Foundations of Algebraic Topology de Eilenberg et Steenrod et Homological Algebra de Cartan et Eilenberg de même que la théorie des faisceaux modifièrent profondément l'étude des espaces topologiques. En contrepartie, ces ruptures ne furent pas assez profondes pour altérer la conceptualisation topologique de l'espace elle-même. Ces ruptures doivent donc être considérées comme des microfractures dans la perspective de l'évolution du concept d'espace topologique. La rupture définitive ne survint qu'au début des années 1960 avec l'avènement des topos dans le cadre de la vaste refonte de la géométrie algébrique entreprise par Grothendieck. La clé fut l'utilisation novatrice que fit Grothendieck de la théorie des catégories. Alors que ses prédécesseurs n'y voyaient qu'un langage utile pour exprimer certaines idées mathématiques, Grothendieck l'emploie comme un outil de clarification conceptuelle. Ce faisant, il se trouve à mettre de l'avant une approche axiomatico-catégorielle des mathématiques. Or, cette rupture était tributaire des innovations associées à Foundations of Algebraic Topology, Homological Algebra et la théorie des faisceaux. La théorie des catégories permit à Grothendieck d'exploiter le plein potentiel des idées introduites par ces ruptures partielles. D'un point de vue épistémologique, la transition des espaces topologiques aux topos doit alors être vue comme s'inscrivant dans un changement de position normative en mathématiques, soit celui des mathématiques modernes vers les mathématiques contemporaines.

Bounding The Hochschild Cohomological Dimension

Ce mémoire a deux objectifs principaux. Premièrement de développer et interpréter les groupes de cohomologie de Hochschild de basse dimension et deuxièmement de borner la dimension cohomologique des k-algèbres par dessous; montrant que presque aucune k-algèbre commutative est quasi-libre.

Dating paleochannel iron ore by (U-Th)/He analysis of supergene goethite, Hamersley province, Australia

(U-Th)/He dating of late-stage authigenic goethite, combined with corrections for diffusive loss of He-4 by the He-4/He-3 methodology, reveals strong correlation between a sample's age and its depth in ferruginized channel sediments from the Yandicoogina deposit, Western Australia. Corrected ages, ranging from ca. 18 Ma near the surface to ca. 5 Ma at the bottom of the profile, indicate that ferruginization of the aggraded channels becomes progressively younger with depth. This trend is consistent with goethite precipitation at the groundwater-atmosphere interface during water table drawdown driven by the aridification of Western Australia during the Neogene. The results demonstrate that the (U-Th)/He system is ideal for dating goethite if diffusive loss corrections are applied. The approach is suitable for dating weathering reactions on Earth and should also be suitable for dating Fe oxyhydroxides in the Martian regolith.

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.

Sequential development of algebra knowledge : a cognitive analysis

Learning to operate algebraically is a complex process that is dependent upon extending arithmetic knowledge to the more complex concepts of algebra. Current research has shown a gap between arithmetic and algebraic knowledge and suggests a pre-algebraic level as a step between the two knowledge types. This paper examines arithmetic and algebraic knowledge from a cognitive perspective in an effort to determine what constitutes a pre-algebraic level of understanding. Results of a longitudinal study designed to investigate students' readiness for algebra are presented. Thirty-three students in Grades 7, 8, and 9 participated. A model for the transition from arithmetic to pre-algebra to algebra is proposed and students' understanding of relevant knowledge is discussed.