A counterexample to the (unstable) Gromov-Lawson-Rosenberg conjecture

Doing surgery on the 5-torus, we construct a 5-dimensional closed spin-manifold M with $\pi_1(M) = Z^4times Z/3$, so that the index invariant in the KO-theory of the reduced $C^*$-algebra of $\pi_1(M)$ is zero. Then we use the theory of minimal surfaces of Schoen/Yau to show that this manifolds cannot carry a metric of positive scalar curvature. The existence of such a metric is predicted by the (unstable) Gromov-Lawson-Rosenberg conjecture.Comment: 4 pages, ol

Master of Science

thesisLacustrine basin systems have historically been valued for their abundant conventional oil and gas reserves, but they also contain a vast potential for unconventional petroleum development. To better understand the evolution of Utah's Eocene Lake Uinta and to help facilitate prudent and economic development of its oil shale resource, a predictive genetic model of the basin's lacustrine strata has been refined here. This model provides a better understanding of facies distribution, stratigraphic architecture, and a precise history of depositional evolution of Lake Uinta in eastern Utah. This study evaluates the upper Douglas Creek and Parachute Creek Members of the Green River Formation, exposed along the Evacuation Creek outcrop on the eastern flank of the Uinta Basin. In addition to the outcrop, the Asphalt Wash-1 core, located about 13.7 km (8.5 mi) to the northwest of Evacuation Creek, was described. Ten different facies are defined and grouped into four facies associations: siliciclastics, carbonates, saline deposits, and volcanic-derived deposits. These datasets provide an exceptional opportunity to highlight lateral changes in facies architecture on the east side of the basin. The sections record meter-scale shallowing upward successions, with an overall shallow to deep to shallower transformation of the lake system. Periods of high sediment supply are recorded by laterally extensive sandstone associations, whereas low siliciclastic sediment supply conditions are recorded by carbonate-dominated organic-rich zones and organic-poor microbialite intervals. This research further defines a genetic framework that recognizes small-scale phases in lake evolution which are defined by the relationship between absolute lake level, accommodation, siliciclastic input, and salinity. The combination of short-term climatic changes and longer-term tectonics shaped the evolution of Lake Uinta from an overfilled basin with fluctuations in sediment supply and accommodation that vary in both frequency and length (lake phases 1a and 1b), to a balance-filled basin with little to no sediment input with a high lake level (lake phases 2a, 2b, and 3 a), to an underfilled basin with abundant saline minerals (lake phase 3b). This research provides a key dataset towards developing a regional genetic framework for lake evolution in the eastern Uinta Basin

Cystic Ovaries in Dairy Cattle

The objective of this literature review was to determine the potential causes and factors affecting the incidence of ovarian cysts in dairy cattle as well as to examine functionality of various preventative methods and treatments of cysts. The end product was to be a document outlining all the information available on the three different types of cysts that can develop on the bovine ovary, follicular cysts, luteal cysts, and cystic corpora lutea. The literature that was reviewed, most in the forms of research papers, articles, and reviews, came primarily from scientific journals and published books. The literature reviewed was only taken from sources with authors who were widely considered to be experts on the subject matter. From the finished literature review, further observations and conclusions could be made so that the subject of cystic ovaries in cattle is understood more fully

Positive scalar curvature, diffeomorphisms and the Seiberg-Witten invariants

We study the space of positive scalar curvature (psc) metrics on a 4-manifold, and give examples of simply connected manifolds for which it is disconnected. These examples imply that concordance of psc metrics does not imply isotopy of such metrics. This is demonstrated using a modification of the 1-parameter Seiberg-Witten invariants which we introduced in earlier work. The invariant shows that the diffeomorphism group of the underlying 4-manifold is disconnected. We also study the moduli space of positive scalar curvature metrics modulo diffeomorphism, and give examples to show that this space can be disconnected. The (non-orientable) 4--manifolds in this case are explicitly described, and the components in the moduli space are distinguished by a Pin^c eta invariant.Comment: Published by Geometry and Topology at http://www.maths.warwick.ac.uk/gt/GTVol5/paper28.abs.htm

Undergraduate Hispanic Student Response To Cooperative Learning

Three classes of undergraduate Hispanic students assigned to an ESL professor and a teaching assistant were selected to experience cooperative learning over a full semester. Pre-semester surveys were completed by 80 undergraduate students. Post-semester surveys were completed by 66 undergraduate students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of a base group. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner

Undergraduate Hispanic Student Response To Cooperative Learning

Three classes of undergraduate Hispanic students assigned to an ESL professor and a teaching assistant were selected to experience cooperative learning over a full semester. Pre-semester surveys were completed by 80 undergraduate students. Post-semester surveys were completed by 66 undergraduate students. Strategies used in the classes included Think-Pair-Share, Ticket Out the Door, Jigsaw and being a member of a base group. This study is based upon theories of social interdependence, cognitive development, and behavioral learning. The surveys were completed by the university students to compare and contrast knowledge about their experiences in: 1) individual learning, and 2) learning with a partner

Cooperative Learning, Jigsaw Strategies, And Reflections Of Graduate And Undergraduate Education Students

Classes of undergraduate and graduate students assigned to three professors were used to experience cooperative learning, jigsaw strategies, and to reflect on the process that occurred over a semester. The work is based upon theories of social interdependence, cognitive development, and behavioral learning. Pre- and post surveys were completed by 23 graduate and 57 undergraduate education students to compare and contrast knowledge about their experiences working cooperatively and specifically in a jigsaw format that included the role of expert, preparation pairs, and in groups of three where positive interdependence is structured through resource interdependence with a summary by the professor. Anonymous student reflections about their experiences were also collected. Results are analyzed and shared. Cooperative learning requires much more than simply putting students in groups as many university education students believe. By giving undergraduate and graduate students the opportunity to work in jigsaw groups this project increased the awareness of the pre-service and in-service educators concerning cooperative groups using structured jigsaws. As they experienced challenges in working cooperatively themselves, they began to discuss and plan how these challenges might occur with K-12 students and how the challenges could be met through how they design lessons for their classrooms

Cooperative Learning, Jigsaw Strategies, And Reflections Of Graduate And Undergraduate Education Students

Classes of undergraduate and graduate students assigned to three professors were used to experience cooperative learning, jigsaw strategies, and to reflect on the process that occurred over a semester. The work is based upon theories of social interdependence, cognitive development, and behavioral learning. Pre- and post surveys were completed by 23 graduate and 57 undergraduate education students to compare and contrast knowledge about their experiences working cooperatively and specifically in a jigsaw format that included the role of expert, preparation pairs, and in groups of three where positive interdependence is structured through resource interdependence with a summary by the professor. Anonymous student reflections about their experiences were also collected. Results are analyzed and shared. Cooperative learning requires much more than simply putting students in groups as many university education students believe. By giving undergraduate and graduate students the opportunity to work in jigsaw groups this project increased the awareness of the pre-service and in-service educators concerning cooperative groups using structured jigsaws. As they experienced challenges in working cooperatively themselves, they began to discuss and plan how these challenges might occur with K-12 students and how the challenges could be met through how they design lessons for their classrooms