Units in irregular elementary abelian group rings

If P is a regular prime and A an elementary abelian p-group, every unit in the integral group ring of A is a product of units coming from cyclic subgroups of A

How to obtain lattices from (f,σ,δ)-codes via a generalization of Construction A

We show how cyclic (f,σ,δ)-codes over finite rings canonically induce a Z-lattice in RN by using certain quotients of orders in nonassociative division algebras defined using the skew polynomial f. This construction generalizes the one using certain σ-constacyclic codes by Ducoat and Oggier, which used quotients of orders in non-commutative associative division algebras defined by f, and can be viewed as a generalization of the classical Construction A for lattices from linear codes. It has the potential to be applied to coset coding, in particular to wire-tap coding. Previous results by Ducoat and Oggier are obtained as special cases

Dissolving the dichotomies between online and campus‑based teaching: a collective response to The Manifesto for teaching online

This article is a collective response to the 2020 iteration of The Manifesto for Teach-ing Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically pro-vocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digi-tal, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching

Dissolving the dichotomies between online and campus-based teaching: a collective response to The manifesto for teaching online (Bayne et al. 2020)

This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching

Radicals and subdirect decompositions.

The purpose of this thesis is to state the problem of finding a Wedderburn-Artin structure theorem for semirings. In the now classical case of ring-theory, a certain ideal - called the radical - plays a fundamental role in the development of this theorem. We propose to state in abstract terms what this role is, in order to facilitate a reasonable generalization of the radical concept for semirings. In order to be useful, any algebraic notion must, of course, possess a characterization which can be formulated in terms of elements in an algebraic structure; the radical satisfies this requirement