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Author: Andrei-Tudor Patrascu
Publisher: Springer
ISBN: 3319461435
Category : Science
Languages : en
Pages : 279
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Book Description
This thesis describes a new connection between algebraic geometry, topology, number theory and quantum field theory. It offers a pedagogical introduction to algebraic topology, allowing readers to rapidly develop basic skills, and it also presents original ideas to inspire new research in the quest for dualities. Its ambitious goal is to construct a method based on the universal coefficient theorem for identifying new dualities connecting different domains of quantum field theory. This thesis opens a new area of research in the domain of non-perturbative physics—one in which the use of different coefficient structures in (co)homology may lead to previously unknown connections between different regimes of quantum field theories. The origin of dualities is an issue in fundamental physics that continues to puzzle the research community with unexpected results like the AdS/CFT duality or the ER-EPR conjecture. This thesis analyzes these observations from a novel and original point of view, mainly based on a fundamental connection between number theory and topology. Beyond its scientific qualities, it also offers a pedagogical introduction to advanced mathematics and its connection with physics. This makes it a valuable resource for students in mathematical physics and researchers wanting to gain insights into (co)homology theories with coefficients or the way in which Grothendieck's work may be connected with physics.
Author: Andrei-Tudor Patrascu
Publisher: Springer
ISBN: 3319461435
Category : Science
Languages : en
Pages : 279
Get Book Here
Book Description
This thesis describes a new connection between algebraic geometry, topology, number theory and quantum field theory. It offers a pedagogical introduction to algebraic topology, allowing readers to rapidly develop basic skills, and it also presents original ideas to inspire new research in the quest for dualities. Its ambitious goal is to construct a method based on the universal coefficient theorem for identifying new dualities connecting different domains of quantum field theory. This thesis opens a new area of research in the domain of non-perturbative physics—one in which the use of different coefficient structures in (co)homology may lead to previously unknown connections between different regimes of quantum field theories. The origin of dualities is an issue in fundamental physics that continues to puzzle the research community with unexpected results like the AdS/CFT duality or the ER-EPR conjecture. This thesis analyzes these observations from a novel and original point of view, mainly based on a fundamental connection between number theory and topology. Beyond its scientific qualities, it also offers a pedagogical introduction to advanced mathematics and its connection with physics. This makes it a valuable resource for students in mathematical physics and researchers wanting to gain insights into (co)homology theories with coefficients or the way in which Grothendieck's work may be connected with physics.
Author: Glenn Shafer
Publisher: John Wiley & Sons
ISBN: 0470903058
Category : Business & Economics
Languages : en
Pages : 480
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Book Description
Game-theoretic probability and finance come of age Glenn Shafer and Vladimir Vovk’s Probability and Finance, published in 2001, showed that perfect-information games can be used to define mathematical probability. Based on fifteen years of further research, Game-Theoretic Foundations for Probability and Finance presents a mature view of the foundational role game theory can play. Its account of probability theory opens the way to new methods of prediction and testing and makes many statistical methods more transparent and widely usable. Its contributions to finance theory include purely game-theoretic accounts of Ito’s stochastic calculus, the capital asset pricing model, the equity premium, and portfolio theory. Game-Theoretic Foundations for Probability and Finance is a book of research. It is also a teaching resource. Each chapter is supplemented with carefully designed exercises and notes relating the new theory to its historical context. Praise from early readers “Ever since Kolmogorov's Grundbegriffe, the standard mathematical treatment of probability theory has been measure-theoretic. In this ground-breaking work, Shafer and Vovk give a game-theoretic foundation instead. While being just as rigorous, the game-theoretic approach allows for vast and useful generalizations of classical measure-theoretic results, while also giving rise to new, radical ideas for prediction, statistics and mathematical finance without stochastic assumptions. The authors set out their theory in great detail, resulting in what is definitely one of the most important books on the foundations of probability to have appeared in the last few decades.” – Peter Grünwald, CWI and University of Leiden “Shafer and Vovk have thoroughly re-written their 2001 book on the game-theoretic foundations for probability and for finance. They have included an account of the tremendous growth that has occurred since, in the game-theoretic and pathwise approaches to stochastic analysis and in their applications to continuous-time finance. This new book will undoubtedly spur a better understanding of the foundations of these very important fields, and we should all be grateful to its authors.” – Ioannis Karatzas, Columbia University
Author: Daniel J. Velleman
Publisher: American Mathematical Soc.
ISBN: 1470447592
Category : Mathematics
Languages : en
Pages : 305
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Book Description
Bicycle or Unicycle? is a collection of 105 mathematical puzzles whose defining characteristic is the surprise encountered in their solutions. Solvers will be surprised, even occasionally shocked, at those solutions. The problems unfold into levels of depth and generality very unusual in the types of problems seen in contests. In contrast to contest problems, these are problems meant to be savored; many solutions, all beautifully explained, lead to unanswered research questions. At the same time, the mathematics necessary to understand the problems and their solutions is all at the undergraduate level. The puzzles will, nonetheless, appeal to professionals as well as to students and, in fact, to anyone who finds delight in an unexpected discovery. These problems were selected from the Macalester College Problem of the Week archive. The Macalester tradition of a weekly problem was started by Joseph Konhauser in 1968. In 1993 Stan Wagon assumed problem-generating duties. A previous book written by Wagon, Konhauser, and Dan Velleman, Which Way Did the Bicycle Go?, gathered problems from the first twenty-five years of the archive. The title problem in that collection was inspired by an error in logic made by Sherlock Holmes, who attempted to determine the direction of a bicycle from the tracks of its wheels. Here the title problem asks whether a bicycle track can always be distinguished from a unicycle track. You'll be surprised by the answer.
Author: Christopher S. Hardin
Publisher:
ISBN: 9783319013343
Category :
Languages : en
Pages : 124
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Book Description
Author: Henry Markovits
Publisher: Psychology Press
ISBN: 1317931076
Category : Psychology
Languages : en
Pages : 200
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Book Description
Reflects very strongly many of the major changes that have arisen in the field of thinking and reasoning research over recent years World class contributors to the book focus on the latest ideas concerning developmental aspects of causal and counterfactual thinking Strongly represents the way in which developmental studies have informed an understanding of dual-process theories of reasoning
Author: Vittorio Capecchi
Publisher: Springer Science & Business Media
ISBN: 9048185815
Category : Social Science
Languages : en
Pages : 616
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Book Description
The book shows a very original organization addressing in a non traditional way, but with a systematic approach, to who has an interest in using mathematics in the social sciences. The book is divided in four parts: (a) a historical part, written by Vittorio Capecchi which helps us understand the changes in the relationship between mathematics and sociology by analyzing the mathematical models of Paul F. Lazarsfeld, the model of simulation and artificial societies, models of artificial neural network and considering all the changes in scientific paradigms considered; (b) a part coordinated by Pier Luigi Contucci on mathematical models that consider the relationship between the mathematical models that come from physics and linguistics to arrive at the study of society and those which are born within sociology and economics; (c) a part coordinated by Massimo Buscema analyzing models of artificial neural networks; (d) a part coordinated by Bruno D’Amore which considers the relationship between mathematics and art. The title of the book "Mathematics and Society" was chosen because the mathematical applications exposed in the book allow you to address two major issues: (a) the general theme of technological innovation and quality of life (among the essays are on display mathematical applications to the problems of combating pollution and crime, applications to mathematical problems of immigration, mathematical applications to the problems of medical diagnosis, etc.) (b) the general theme of technical innovation and creativity, for example the art and mathematics section which connects to the theme of creative cities. The book is very original because it is not addressed only to those who are passionate about mathematical applications in social science but also to those who, in different societies, are: (a) involved in technological innovation to improve the quality of life; (b) involved in the wider distribution of technological innovation in different areas of creativity (as in the project "Creative Cities Network" of UNESCO).
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309185637
Category : Education
Languages : en
Pages : 332
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Book Description
Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.
Author: David Moshman
Publisher: Psychology Press
ISBN: 1134650469
Category : Psychology
Languages : en
Pages : 201
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Book Description
Epistemic cognition, the philosophical core of metacognition, concerns people’s knowledge about the justification and truth of beliefs. Multiple literatures in psychology and education address aspects of epistemic cognition. In the absence of a coherent conceptual framework, however, these literatures mostly fail to communicate with each other and often connect only loosely to genuine epistemology. This complicates any effort to achieve a systematic theoretical understanding of epistemic cognition and its development. Deanna Kuhn writes in her foreword, "Moshman is not the first to take on this challenge, but he fulfills it elegantly and, I think, the most comprehensively and astutely." After reviewing the basics of philosophical epistemology and cognitive psychology, Epistemic Cognition and Development provides a compelling account of developmental change across childhood and beyond in knowledge about knowledge, especially with regard to fundamental conceptions of objectivity, subjectivity, rationality, justification, and truth. This is followed by detailed consideration of domain-specific epistemologies of science, logic, morality, social convention, history, and identity, including associated forms of reasoning. The final section provides theoretical conclusions, educational and social applications, and suggestions for further research.
Author: Magdalene Lampert
Publisher: Cambridge University Press
ISBN: 9780521621366
Category : Education
Languages : en
Pages : 280
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Book Description
The teaching and learning of mathematics in K-12 classrooms is changing. New curricula and methods engage learners in working on real problems. An essential feature of this work involves teacher and students in "talking mathematics". How can students learn to do this kind of talking? What can they learn from doing it? This book addresses these questions by looking at the processes of formulating problems, interpreting contexts in which problems arise, and arguing about the reasonableness of proposed solutions. The studies in this volume seek to retain the complexity of classroom practice rather than looking at it through a particular academic lens.
Author:
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 244
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Book Description
