On Quillen's calculation of graded KK-theory

We adapt Quillen's calculation of graded K-groups of Z-graded rings with support in N to graded K-theory, allowing gradings in a product Z \times G with G an arbitrary group. This in turn allows us to use inductions and calculate graded K-theory of Z^m-graded rings. Here Z is the ring of integers and N positive natural numbers

Mapping the x dependence of the axial anomaly in polarised deep inelastic scattering

We discuss the role of the U(1) axial anomaly in the spin structure functions of the nucleon, with particular emphasis on how one might determine its x dependence in present and future deep inelastic scattering experiments. We focus on the C-odd spin structure function g3 and also the deuteron structure function g1^d.Comment: 11pages Latex, 6 Figs. appended as .ps files after main text, Cavendish preprint HEP-93/

Proton spin structure and the axial U(1) problem

We emphasise the relation between the spin structure of the proton and the axial U(1) problem. New experiments motivated by the proton spin problem which could shed light on the nature of U(1) symmetry breaking in QCD are discussed.Comment: Invited talk at the Workshop on the Spin Structure of the Proton and Polarized Collider Physics, Trento (July 23-28, 2001), 6 pages, 1 figur

Does School Connectedness Impact Academic Performance?

Gwen Bass provides a brief overview of the article, Do School Bullying and Student-Teacher Relationships Matter for Academic Achievement? Multilevel Analysis, originally published in the Canadian Journal of School Psychology. Through brief overviews of the introduction, methods, results, and limitations, the author outlines key takeaways from the article that can aid in school officials\u27 understanding of the relationship between school connectedness and academic outcomes

The Philanthropic Landscape in the United States: A Topology of Trends

Over the last decade, the field of philanthropy has been in a constant state of evolution. New wealth has brought new philanthropists into the field, many seeking to apply their business acumen to their philanthropic work. There also has been a corresponding growth in consultants and advisors providing guidance and assistance on all aspects of giving. The growth of new technologies has revolutionized communications, social organizing, data collection, and program delivery. Additionally, the line between sectors is blurring and many funders and donors are exploring partnerships across sectors, if not focusing their philanthropic efforts solely on private sector driven initiatives. This paper was commissioned as part of the process undertaken by the Africa Grantmakers' Affinity Group (AGAG) to develop a new strategic plan that responds to changes int he landscapes in Africa and in philanthropy. The changes in philanthropy are vast and a full cataloging of them is outside of the scope of this brief paper. What this paper strives to provide is a brief overview of the major trends that have been driving philanthropy over the last three to five years and where possible, provide specific examples of these various types of philanthropy at work in Africa with the hope of fostering reflection and coversation as AGAG moves into its strategic planning process

Stopping times are hitting times: a natural representation

There exists a simple, didactically useful one-to-one relationship between stopping times and adapted c\`agl\`ad (LCRL) processes that are non-increasing and take the values 0 and 1 only. As a consequence, stopping times are always hitting times

Educational Research Abstracts

Editors\u27 Note: As noted in previous issues of the Journal of Mathematics and Science: Collaborative Explorations, the purpose of this Educational Research Abstract section is to present current published research on issues relevant to math and science teaching at both the K-12 and college levels. Because educational research articles are published in so many different academic journals, it is a rare public school teacher or college professor who reads all the recent published reports on a particular instructional technique or curricular advancement. Indeed, the uniqueness of various pedagogical strategies has been tacitly acknowledged by the creation of individual journals dedicated to teaching in a specific discipline. Yet many of the insights gained in teaching certain physics concepts, biological principles, or computer science algorithms can have generalizability and value for those teaching in other fields or with different types of students. In this review, the focus is on assessment. Abstracts are presented according to a question examined in the published articles. Hopefully, such a format will trigger your reflections about exemplary math/science assessment as well as generate ideas about your own teaching situation. The abstracts presented here are not intended to be exhaustive, but rather a representative sampling of recent journal articles. Please feel free to identify other useful research articles on a particular theme or to suggest future teaching themes to be examined. Please send your comments and ideas via email to [email protected] or by regular mail to The College of William and Mary, P. O. Box 8795, Williamsburg, VA 23185-8795