Symplectic structures on right-angled Artin groups: between the mapping class group and the symplectic group

We define a family of groups that include the mapping class group of a genus g surface with one boundary component and the integral symplectic group Sp(2g,Z). We then prove that these groups are finitely generated. These groups, which we call mapping class groups over graphs, are indexed over labeled simplicial graphs with 2g vertices. The mapping class group over the graph Gamma is defined to be a subgroup of the automorphism group of the right-angled Artin group A_Gamma of Gamma. We also prove that the kernel of the map Aut A_Gamma to Aut H_1(A_Gamma) is finitely generated, generalizing a theorem of Magnus.Comment: 45 page

President and Mrs. Johnson to Senator and Mrs. James O. Eastland, 7 October 1965

Copy printed invitation from President & Mrs. Johnson to Senator & Mrs. Eastland, re: White House reception A Salute to Congress on 7 October 1965; envelope; 2 printed tickets and RSVP cards. Original removed to VIP Restricted Access location.https://egrove.olemiss.edu/joecorr_e/1038/thumbnail.jp

President Lyndon B. Johnson to Senator James O. Eastland, 17 January 1966

Copy typed letter signed dated 17 January 1966 from Johnson to Eastland, re: White House Conference on Natural Beauty, Highway Beautification Bill of 1965. Original removed to VIP Restricted Access location.https://egrove.olemiss.edu/joecorr_e/1042/thumbnail.jp

The dental vocational training experience : a transition from novice dentist to competent practitioner

Immediate postgraduate dental training is compulsory. To practise within the General Dental Services (GDS) the newly qualified must undertake a twelve-month period of vocational training (VT) as a Vocational Dental Practitioner (VDP) in an appropriate training practice under the immediate supervision of a vocational trainer. VT advisors manage schemes of 12 practices and arrange 30 VDP Study Days. This is a crucial period of transition for the new graduate. There is little evidence to support Seward's claim (2000) that VT has been the profession's success story, particularly in terms of patient care or educational worth. Taking an interpretive approach the aim of this study was to provide an insight into the educational value of VT and provide answers to the following: - How is a typical trainer/VDP partnership manifest? - What if the partnership is not successful? Are there unforeseen consequences of VT? - Is the selection process successful? - What is the influence of trainer expertise? The participants were two successive cohorts of 13 and 22 GKT Dental Institute graduates and their trainers. I established success criteria for defined aspects of VT; evidence was then sought to determine if the criteria had been met. I interviewed the VDPs and trainers at six months and again at year-end. An account of the most likely or typical experience and an example of failure to successfully implement VT form the core of this thesis. Asian women appeared to have difficulty securing a VT place, but they wanted to remain in the South East where competition for VT places is fierce. VT is a success story. Stated aims were achieved; with very few exceptions VT produced practitioners capable of independent practice. Novice dentists became competent practitioners. Progression in VT is a complex issue. As an expansion of the models of Eraut (1994) and Dreyfus and Dreyfus (1986), VT advances a relational model of progression. Trainers have developed a well-grounded notion of VDP progression, but they are themselves, in parallel, undergoing their own skills progression. One cannot be considered without the other. This study suggests VT could be better. The Professional Development Portfolio was not valued despite its potential. Training expertise seeped away from VT and was lost forever. Rested expert trainers could/want to act as mentors for less expert colleagues. That said VT as a `community of practice' (Lave and Wenger, 1991) provided a supportive and effective environment for VDPs and trainers to develop professional practice

President Lyndon B. Johnson to Senator James O. Eastland, 17 January 1969

Copy typed letter signed dated 17 January 1969 from Johnson to Eastland, re: Johnson leaving office, thanking Eastland for help; envelope. Original removed to VIP Restricted Access location.https://egrove.olemiss.edu/joecorr_e/1053/thumbnail.jp

President Lyndon B. Johnson to Senator James O. Eastland, 28 November 1964

Copy typed letter signed dated 28 November 1964 from Johnson to Eastland, re: Eastland\u27s birthday; envelope. Original removed to VIP Restricted Access location.https://egrove.olemiss.edu/joecorr_e/1029/thumbnail.jp

Vice President Lyndon B. Johnson to James D. Bell, 1 August 1961

Copy typed letter signed dated 1 August 1961 from Vice President Lyndon B. Johnson to Bell, re: thanks for false cuffs. Attached: carbon typed letter dated 27 July 1961 from Eastland to Johnson, re: transmission of false cuffs from a constituent, Bell of Jackson, MS. Attached: typed letter signed dated 27 July 1961 from Eastland to Bell, re: above topic. Attached: copy typed letter signed dated 31 July 1961 from Bell to Eastland, re: false cuff inspired by Johnson; 2 pages.https://egrove.olemiss.edu/joecorr_d/1001/thumbnail.jp

President Lyndon B. Johnson to Senator James O. Eastland,12 November 1966

Copy typed letter signed dated 12 November 1966 from Johnson to Eastland, re: congratulations on reelection. Original removed to VIP Restricted Access location.https://egrove.olemiss.edu/joecorr_e/1049/thumbnail.jp

Lyndon B. Johnson to Senator James O. Eastland, 6 September 1972

Copy typed letter signed dated 27 November 1972 from Johnson to Eastland, re: hunting with Biglane & Hunt; envelope. Original removed to VIP Restricted Access location.https://egrove.olemiss.edu/joecorr_e/1020/thumbnail.jp