When a C*-algebra is a coefficient algebra for a given endomorphism

The paper presents a criterion for a C*-algebra to be a coefficient algebra associated with a given endomorphis

To Act and Learn: A Bakhtinian Exploration of Action Learning

This paper considers the work of the Russian social philosopher and cultural theorist, Mikhail Mikhailovich Bakhtin as a source of understanding for those involved in action learning. Drawing upon data gathered over two years during the evaluation of 20 action learning sets in the north of England, we will seek to work with the ideas of Bakhtin to consider their value for those involved in action learning. We consider key Bakhtin features such as Making Meaning, Participative Thinking, Theoreticism and Presence, Others and Outsideness, Voices and Carnival to highlight how Bakhtin's can enhance our understanding of the nature of action and learning

Non-stationary compositions of Anosov diffeomorphisms

Motivated by non-equilibrium phenomena in nature, we study dynamical systems whose time-evolution is determined by non-stationary compositions of chaotic maps. The constituent maps are topologically transitive Anosov diffeomorphisms on a 2-dimensional compact Riemannian manifold, which are allowed to change with time - slowly, but in a rather arbitrary fashion. In particular, such systems admit no invariant measure. By constructing a coupling, we prove that any two sufficiently regular distributions of the initial state converge exponentially with time. Thus, a system of the kind loses memory of its statistical history rapidly

“I am Italian in the world”: A mobile student’s story of language learning and ideological becoming

This article theorises the relationship between language and intercultural learning from a Bakhtinian dialogic perspective, based on the language learning story of Federica, a mobile student in UK higher education (HE). I first outline the context of UK HE and its internationalisation agenda, discussing how research in this field has conceptualised language, intercultural communication (IC), and international students in terms of a totalising boundary between self and other. I link this to current concerns in IC regarding the philosophical underpinnings of the field, specifically the aporia created as a result of the totalising self/other relation in prevailing IC discourse (MacDonald & O’Regan, 2013). I then present a means of addressing this aporia through a Bakhtinian theorisation of the relationship between language and intercultural learning. This theorisation offers a relational perspective on the self and the other in which intercultural learning is a process of ideological becoming (Bakhtin, 1981) with the other, enacted in, with and through language, as illustrated in Federica’s story of learning English. The article concludes with a call for language and communicative practices to be placed at the heart of HE internationalisation agendas and for HE practitioners to recognise shared responsibility for intercultural communication

Crystal-chemical features of natural olivines based on luminescence data

The photoluminescence and excitation spectra of natural olivines from dunites and harzburgites in Ural Alpine-type hyperbasites have been examined. Emission bands have been observed from SiO4 3- centers (420, 440, and 470 nm) and AlO4 4- centers (460 nm), whose excitation spectra have been recorded. The luminescence is not of recombination type but occurs within centers. Energy-level schemes and electronic transitions are indicated as responsible for the absorption and luminescence in the hole centers. The weak luminescence bands at 630 and 700 nm are assigned correspondingly to Mn2+ in octahedra and Fe3+ in tetrahedra. This is confirmed by the agreement between the excitation spectra and the theoretically calculated energy levels of these ions