Parabolic subgroups in FC-type Artin groups

Parabolic subgroups are the building blocks of Artin groups. This paper extends previous results of Cumplido, Gebhardt, Gonzales-Meneses and Wiest, known only for parabolic subgroups of finite type Artin groups, to parabolic subgroups of FC-type Artin groups. We show that the class of finite type parabolic subgroups is closed under intersection. We also study an analog of the curve complex for mapping class group constructed by Cumplido et al. using parabolic subgroups. We extend the construction of this complex, called the complex of parabolic subgroups, to FC-type Artin groups. We show that this simplicial complex is, in most cases, infinite diameter and conjecture that it is δ-hyperbolic.     

Pediatric Laryngotracheal Stenosis and Airway Reconstruction: A Review of Voice Outcomes, Assessment, and Treatment Issues

Laryngotracheal stenosis is defined as a congenital or acquired narrowing of the airway. Congenital causes may include subglottic membranous or cartilaginous narrowing. Acquired causes may include trauma due to prolonged endotracheal or tracheal intubation or laryngotracheal injury. Although advances have been made over the past 30 years in reconstructive surgeries to improve airway patency in these patients, long-term laryngeal function for voice production is not well defined in this population. This review examines causes, symptoms and signs, and methods for diagnosing laryngotracheal stenosis. Surgical management procedures are briefly summarized. The current literature on voice outcomes is summarized. The predominant voice characteristics in the population are presented, although results are challenged by the heterogeneity of voice presentation and paucity of data from instrumental measures. Considerations for subjective and instrumental assessment, measures of quality of life, instrumental methods, and treatment options specific to the needs of this population are discussed. Research strategies to identify long-term outcomes of surgical and behavioral treatments in this population are posed.     

Patterns—a fundamental idea of mathematical thinking and learning

Taking advantage of patterns is typical of our everyday experience as well as our mathematical thinking and learning. For example a working day or a morning at school displays a certain structure, which can be described in terms of patterns. On the one hand regular structures give us the feeling of permanence and enable us to make predictions. On the other hand they also provide a chance to be creative and to vary common procedures. School students usually encounter patterns in math classes either as number patterns or geometric patterns. There are also patterns that teachers can find in analyzing the errors students make during their calculations (error patterns) as well as patterns that are inherent to mathematical problems. One could even go so far as to say that identifying and describing patterns is elementary for mathematics (cf. Devlin 2003). Practising good interacting with patterns supports not only the active learning of mathematics but also a deeper understanding of the world in general. Patterns can be explored, identified, extended, reproduced, compared, varied, represented, described and created. This paper provides some examples of pattern utilization and detailed analyses thereof. These ideas serve as “hooks” to encourage the good use of patterns to facilitate active learning processes in mathematics.     

Directed metalation/ligand coupling approach to the enantioselective synthesis of 1,1′-binaphthyls

Introduction of a 2-isopropoxycarbonyl or 2-NN-dimethylcarbamoyl group into homochiral 1-p-tolyl- or 1-t-butyl-sulfinylnaphthalenes, via directed metalation reaction, followed by ligand coupling reaction with 1-naphthylmagnesium bromide, furnished atropisomeric 1,1′-binaphthyls in 82–95% enantiomeric excess (e.e.).     

Modules of piecewise polynomials and their freeness

Partially supported by NSF Grant DMS-9004123 and ARO through MSI Cornell (DAAG 29-85-C-0018)     

Navigating Schooled Numeracies: Explanations for Low Achievement,in Mathematics of UK Children From Low SES Background

The intention of the research reported here was to seek explanations for low achievement in school mathematics, as conventionally assessed, that derive from broad understandings of mathematics as social. Such a broad social perspective can provide explanations for low achievement, which could lead to different understandings and hence to different teaching approaches. This study centered on 5- to 8-year-old children from a White working-class area in England. Data were collected during visits to the children in school, in their homes, and in the broader community over a 3-year period. Parents, teachers, and other professionals in the broad school context were interviewed, and data were also collected from school documents and policy statements. Interpretations of these data in terms of ways of understanding children's achievements in school mathematics are put forward. The potential effects of these factors on low schooled numeracy attainment are discussed, together with some possible strategic implications for practice and policy.     

The coexistence of γ(γ′) and θ alumina observed by STM and LEED on top of oxide layer grown on CoAl(1 0 0)

We report the coexistence of γ(γ′) and θ alumina grown on the CoAl(1 0 0) surface. Both phases were observed after annealing of alumina at 1150 K by means of scanning tunnelling microscopy (STM). The crystal structures of γ(γ′) and θ alumina were indexed based on low energy electron diffraction (LEED) and STM experimental data.     

Differential algebraic equations with after-effect

In this paper, we are concerned with the solution of delay differential algebraic equations. These are differential algebraic equations with after-effect, or constrained delay differential equations. The general semi-explicit form of the problem consists of a set of delay differential equations combined with a set of constraints that may involve retarded arguments. Even simply stated problems of this type can give rise to difficult analytical and numerical problems. The more tractable examples can be shown to be equivalent to systems of delay or neutral delay differential equations. Our purpose is to highlight some of the complexities and obstacles that can arise when solving these problems, and to indicate problems that require further research.