344 research outputs found
Zeta functions of monomial deformations of delsarte hypersurfaces
No full textLet Xλ and X′λ be monomial deformations of two Delsarte hypersurfaces in weighted projective spaces. In this paper we give a sufficient condition so that their zeta functions have a common factor. This generalises results by Doran, Kelly, Salerno, Sperber, Voight and Whitcher [arXiv:1612.09249], where they showed this for a particular monomial deformation of a Calabi-Yau invertible polynomial. It turns out that our factor can be of higher degree than the factor found in [arXiv:1612.09249].This paper is a contribution to the Special Issue on Modular Forms and String Theory in honor of Noriko
Yui. The full collection is available at http://www.emis.de/journals/SIGMA/modular-forms.html.
The author would like to thank John Voight and Tyler Kelly for various conversations on this
topic. The author would like to thank the referees for various suggestions to improve the
exposition
CURVES WITH RATIONAL FAMILIES OF QUASI-TORIC RELATIONS
No full textWe investigate which plane curves admit rational families of quasi-toric relations. This extends previous results of Takahashi and Tokunaga in the positive case and of the author in the negative case
International conference on Algebraic and Complex Geometry
No full textSeveral important aspects of moduli spaces and irreducible holomorphic symplectic manifolds were highlighted at the conference “Algebraic and Complex Geometry” held September 2012 in Hannover, Germany. These two subjects of recent ongoing progress belong to the most spectacular developments in Algebraic and Complex Geometry. Irreducible symplectic manifolds are of interest to algebraic and differential geometers alike, behaving similar to K3 surfaces and abelian varieties in certain ways, but being by far less well-understood. Moduli spaces, on the other hand, have been a rich source of open questions and discoveries for decades and still continue to be a hot topic in itself as well as with its interplay with neighbouring fields such as arithmetic geometry and string theory. Beyond the above focal topics this volume reflects the broad diversity of lectures at the conference and comprises 11 papers on current research from different areas of algebraic and complex geometry sorted in alphabetic order by the first author. It also includes a full list of speakers with all titles and abstracts
The Corporeal, The Clinical, The Collective: A Schizoanalysis of Dissociation
No full textA personal problem of dissociation has become the catalyst for a schizoanalysis on the levels of the corporeal, the clinical, and the collective, that uses a philosophical understanding of the unconscious to materialise a design for an urban psychiatric clinic for dissociative disorders.Architecture, Urbanism and Building Sciences | Explorela
Curves with rational families of quasi-toric relations
No full textWe investigate which plane curves admit rational families of quasi-toric
relations. This extends previous results of Takahashi and Tokunaga in the
positive case and of the author in the negative case
Social Learning: Does cooperation contribute to the learning of the makers?
No full textThis chapter explores the scope and nature of social learning evident in the Makerspace movement as identified by the cases studies presented previously. The makerspace movement is clearly situated within a constructionist paradigm, placing the learner centrally in the construction of artefacts. Because of its collaborative nature and the need for learners to become critical thinkers and makers Makerspace is well situated to ensure learners today are equipped with the necessary skills and dispositions essential to life in the 21st century.
This chapter draws on literature on three learning theories particularly relevant to makerspace philosophy. The first, Kolb’s Experiencing Learning theory, providing an excellent mechanism for teaching and learning design-based activities while placing learners at the centre of learning. The second, Social Learning Theory, describes the process of collaborative practice in a common activity with the aim of reaching an intended goal. Bandura suggests that Social Learning theory emphasises synthesis of behavioural events and human cognitive processes. This is relevant to makerspaces through the collaborative nature of design and development of artefacts-technological products and systems. The third theory is Social Partication Theory and draws together both learning through experience and learning socially and is therefore most pertinent to the Makerspace movement as it gives equal emphasis to working collaboratively and learning through doing.
To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners.
To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section, the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners
Combined Geophysical Measurements Provide Evidence for Unfrozen Water in Permafrost in the Adventdalen Valley in Svalbard
No full textQuantifying the unfrozen water content of permafrost is critical for assessing impacts of surface warming on the reactivation of groundwater flow and release of greenhouse gasses from degrading permafrost. Unfrozen water content was determined along an ~12-km transect in the Adventdalen valley in Svalbard, an area with continuous permafrost, using surface nuclear magnetic resonance and controlled source audio-magnetotelluric data. This combination of measurements allowed for differentiation of saline from fresh pore water, and frozen from unfrozen pore water. Above the limit of Holocene marine transgression, no unfrozen water was detected, associated with high electrical resistivity. Below the marine limit, within several kilometers of the coast, up to ~10% unfrozen water content was detected, associated with low resistivity values indicating saline pore water. These results provide evidence for unfrozen water within continuous, thick permafrost in coastal settings, which has implications for groundwater flow and greenhouse gas release in similar Arctic environments.Peer reviewe
Meaningful prototyping in Primary Education
No full textAt the moment design is taught in primary education. Teachers often use the design cycle which consists of six phases: 1) Exploring & formulating the problem, 2) Generating & selecting ideas, 3) Generating & selecting concepts, 4) Building prototypes, 5) Testing & optimising and 6) Presenting. There are several tools available for teachers to use when doing a design assignment in class. These tools are focused on exploring, ideating and presenting, but tools for prototyping are missing. In a previous project Nadine Rodewijk developed a game, the Prototype-discussion-game, which was meant to help children in purposefully prototyping. This game is the starting point of this project and the goal of this project is to develop materials that are a contribution to the available tools for designing in primary education and make children use prototyping in a meaningful way.Explorative research, interviews, observations and literature, show that children often do not have a goal when prototyping, while experts use prototyping to find things out. Designing is an iterative process and prototyping allows you to iterate. At the moment children often only make one prototype at the end of their process for communication purposes.In this project three tools are (further) developed in order to stimulate the children to purposefully prototype and use prototyping to iterate in their design process. Due to COVID-19 all the tests in this project could not be performed in schools, since all schools were closed. Therefore, all the tools are tested at home. One of the developed tools is the Skill tool. The goal of this tool is to teach children necessary skills for prototyping. When children do not know how to make things, they will not be able to make meaningful prototypes in a design assignment. Children get a step-by-step instruction in text and image which they have to follow. In the last step the children need to apply the skill they just learned in a different context. This way children already have practised applying the skill in a different context before they have to create a specific prototype in a design assignment. Another tool is the Prototype-discussion-game of Nadine which is further developed. The goal of the game is to make children aware of the different goals prototypes can have. The Prototype-discussion-game is a card game in which groups of 3-4 children have to combine prototypes with goals. The children have five cards with different goals for prototypes on them and they need to combine one of the cards to a card with a prototype on it. The children need to give an argument for their choice and need to discuss which goal fits best with the prototype card. The tests in this project show that the game makes children aware of the different goals and is experienced as a nice and educational game to play. The last tool developed for children is the Iteration tool. The goal of this tool is to guide children through the necessary stages in order to iterate (see Figure 1). In order to iterate you first need to look forward and plan for the prototype you are about to make. Then you execute your plan and once it is finished, you look back and reflect on your progress and process. Lastly, you process your learnings and decide on what the next step would be before you enter the iteration model again by planning for your new prototype. The tool consists of multiple worksheets which are related to the stages of the iteration model. The tests show that using the Iteration tool helps the children to prototype purposefully. In this project there is also a tool developed for teachers. This Info booklet provides information about the role of prototyping in a design process. The booklet also provides examples and information about the tools developed in this project that can be used in class when prototyping. Teachers mentioned that this booklet is very informative and can be useful when preparing a design assignment.Design for Interactio
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