Line bundles for which a projectivized jet bundle is a product

We characterize the triples (X,L,H), consisting of holomorphic line bundles L and H on a complex projective manifold X, such that for some positive integer k, the k-th holomorphic jet bundle of L, J_k(L), is isomorphic to a direct sum H+...+H. Given the geometrical constrains imposed by a projectivized line bundle being a product of the base and a projective space it is natural to expect that this would happen only under very rare circumstances. It is shown, in fact, that X is either an Abelian variety or projective space. In the former case L\cong H is any line bundle of Chern class zero. In the later case for k a positive integer, L=O_{P^n}(q) with J_k(L)=H+...+H if and only if H=O_{P^n}(q-k) and either q\ge k or q\le -1.Comment: Latex file, 5 page

The New Politics of US Health Care Prices: Institutional Reconfiguration and the Emergence of All-Payer Claims Databases

Prices are a significant driver of health care cost in the United States. Existing research on the politics of health system reform has emphasized the limited nature of policy entrepreneurs’ efforts at solving the problem of rising prices through direct regulation at the state level. Yet this literature fails to account for how change agents in the states gradually reconfigured the politics of prices, forging new, transparency-based policy instruments called all-payer claims databases (APCDs), which are designed to empower consumers, purchasers, and states to make informed market and policy choices. Drawing on pragmatist institutional theory, this article shows how APCDs emerged as the dominant model for reforming health care prices. While APCD advocates faced significant institutional barriers to policy change, we show how they reconfigured existing ideas, tactical repertoires, and legal-technical infrastructures to develop a politically and technologically robust reform. Our analysis has important implications for theories of how change agents overcome structural barriers to health reform

Strong evidence for an accelerating universe

A recent analysis of the Supernova Ia data claims a 'marginal' ($\sim3\sigma$) evidence for a cosmic acceleration. This result has been complemented with a non-accelerating $R_{h}=ct$ cosmology, which was presented as a valid alternative to the $\Lambda$CDM model. In this paper, we use the same analysis to show that a non-marginal evidence for acceleration is actually found. We compare the standard Friedmann models to the $R_{h}=ct$ cosmology by complementing SN Ia data with the Baryon Acoustic Oscillations, Gamma Ray Bursts and Observational Hubble datasets. We also study the power-law model which is a functional generalisation of $R_{h}=ct$. We find that the evidence for late-time acceleration is beyond refutable at a 4.56$\sigma$ confidence level from SN Ia data alone, and at an even stronger confidence level ($5.38\sigma$) from our joint analysis. Also, the non-accelerating $R_{h}=ct$ model fails to statistically compare with the $\Lambda$CDM having a $\Delta(\text{AIC})\sim30$

Towards A Model Of Disability Disclosure

The model of relational development and decline in close relationships and selfdisclosure contains six agents: relational definition, time, attributional processes, liking, reciprocity, and goals. The purpose of the model is to describe the process of relationship development between peers. This phenomenology investigated disclosures between members of a minority group to a member of a majority group in the context of work. Each agent is discussed in terms of commonalities and differences between the agent and the experience of twelve participants with invisible disabilities interviewed. Title I of the Americans with Disabilities Act requires adults to disclose information about the disability, provide requested documentation, and suggest accommodations (P.L. 101-336). The responsibility to disclose and seek accommodations rests solely on the disabled person. This type of disclosure is made for the purpose of accommodation and access to educational institutions, materials, or formal learning opportunities. Disclosure for accommodation most often occurs in formal learning situations such as training programs. Disabled people are expected by able-bodied co-workers to explain the nature and/or ramifications of their disability. Our workplaces become places of risk for disabled people when considering whether to disclose or not and how much information is appropriate (Dycke, 1999). Once disability status is disclosed, a person with invisible disabilities (could pass as an able-bodied person) becomes suspect and future interactions may be tainted (Rocco, 1997). While the disclosure experiences of people with visible disabilities are quite different (Rocco, 2001). Disclosure occurs in adult education and workplace settings by adults with and without disabilities for relationship development. Relationships between co-workers are important for informal learning to occur. Informal learning occurs in natural settings, which have the “potential for learning and in fact organize our learning” (Merriam & Caffarella, 1999, p. 396, italics in original). In contrast to self-directed learning projects initiated by the learner, informal learning at work can be initiated or facilitated by the co-worker with the knowledge or by the employee in need of the knowledge. The way the disclosure is received, perceived, and acted on can make a difference in how the adult will approach a new learning situation at work, seek mentoring or other work relationships (Chelune, 1979). The question is how does disability disclosure between co-workers affect informal learning opportunities between coworkers that enable new employees or employees new to a department or position to learn their jobs in work groups, through mentoring, in informal non structured on the job training, or simply by interacting around a water cooler. Informal learning, non-structured on the job training, mentoring (whether formal or not), learning in organizations such as work groups, all of these forms of learning or structures to facilitate learning involve relationships between people. Relationships develop through personal disclosures, which can include information about one’s experience and knowledge gained through work or outside of work. Individuals from minority groups find themselves in the position of having to explain their experience or teach a person from a dominant cultural group

A Deconstruction of Puritan Ideology Through the Works of John Winthrop, Anne Bradstreet, and Mary Rowlandson

Originated by Jacques Derrida, deconstruction analyzes the relationship between text and meaning. This thesis applies Derrida\u27s theory of deconstruction to three early American Puritan figures: John Winthrop, Mary Rowlandson, and Anne Bradstreet. By questioning the conceptual distinctions known as oppositions in Puritan ideology through the works of these aforementioned individuals, this thesis questions and corrupts the binaries within each text used. The emergence of new meaning through a deconstruction of Puritan ideology establishes a valid site from which to explore radical, repressed, historical, cultural, and theological narratives of religious prosperity. By enforcing narratives from Derrida\u27s Of Grammatology, post-structuralist ideology will presume no absolute truths within a text; therefore, ambiguity is pertinent in a deconstructive critical examination. The argument in this thesis is then—through a deconstructive critical examination of Puritan ideology, are similarities present though different mediums of linguistic discourse, and can this thesis formally decenter the transcendental signifiers present. The critical approach to deconstructing each medium of discourse analytically breaks down the systematic organization of language as a whole and overturns structuralist oppositions—as to displace the authority, and formally find new importance in a text

From Disability Studies to Critical Race Theory: Working Towards Critical Disability Theory

Disability has been isolated in the specialized applied fields where specific disabilities are overemphasized as explanatory variables and organizing schemes. Using specific disability as an organizing variable continues the objectification and medicalization of disabled people silencing voices and perpetuating invisibility (Linton, 1998). Adult educators conduct research based on specific impairment such as HIV/AIDS (Courtenay, Merriam, & Reeves, 1998), learning disabilities (Jordan, 1996; Ross-Gordon, 1989), Deaf/Hard of Hearing (Clark, 2002), and heart disease (Wise, Yun, & Shaw, 2000). This research is frequently done from the perspective of the medical or economic models and few adult educators situate research on disability in critical theory

Making Assumptions: Faculty Responses to Students with Disabilities.

No abstract available

My disability is part of me: Disclosure and Students with Visible Disabilities

Self-disclosure is any information exchange that refers to the self, including personal states, dispositions, events in the past, and plans for the future (Derlega & Grzelak, 1979, p. 152). An individual\u27s disclosure creates comfort or discomfort in the person receiving the information in the disclosure (Chelune, 1979). The level of (dis)comfort created affects the response the receiver of the disclosure has. Disclosure can increase interpersonal intimacy and decrease interpersonal distance however it can produce the opposite effect, rejection (Wright, 1982). It is also assumed to be reciprocal in ordinary social relationships. The work done on disclosure and disability most often examines the effect disability has on the comfort level of able-bodied individuals (Elliott, MacNair, Herrick, Yoder & Byrne, 1991; Elliott, MacNair, Yoder & Byrne, 1991; Stephan, Stephan, Wenzel & Cornelius. 1991). Little research has been done on disability disclosure in education and employment. Learning is considered a major life activity under the Americans with Disabilities Act. The purpose of accommodation, under Section 504, is to provide students with disabilities an equal opportunity to achieve equal results (Biehl, 1978) with the intent of preventing exclusion based on disability status (Mangrum & Strichert, 1988). Accommodation is an adjustment to the learning environment that does not compromise the essential elements of a course or curriculum (Schuck & Kroeger, 1993, p. 63). In order to access the learning environment certain accommodations may be needed. The student discloses disability status, requests an accommodation, and the instructor complies with the request