scholarly journals RANK TWO TOPOLOGICAL AND INFINITESIMAL EMBEDDED JUMP LOCI OF QUASI-PROJECTIVE MANIFOLDS

2018 ◽  
Vol 19 (2) ◽  
pp. 451-485 ◽  
Author(s):  
Stefan Papadima ◽  
Alexander I. Suciu
Keyword(s):  
Algebraic Group ◽  
Borel Subgroup ◽  
Linear Algebraic Group ◽  
The Other ◽  
Fundamental Groups ◽  
Flat Connections ◽  
Other Hand ◽  
Projective Manifolds ◽  
Representation Varieties

We study the germs at the origin of $G$-representation varieties and the degree 1 cohomology jump loci of fundamental groups of quasi-projective manifolds. Using the Morgan–Dupont model associated to a convenient compactification of such a manifold, we relate these germs to those of their infinitesimal counterparts, defined in terms of flat connections on those models. When the linear algebraic group $G$ is either $\text{SL}_{2}(\mathbb{C})$ or its standard Borel subgroup and the depth of the jump locus is 1, this dictionary works perfectly, allowing us to describe in this way explicit irreducible decompositions for the germs of these embedded jump loci. On the other hand, if either $G=\text{SL}_{n}(\mathbb{C})$ for some $n\geqslant 3$, or the depth is greater than 1, then certain natural inclusions of germs are strict.

scholarly journals Non-abelian cohomology jump loci from an analytic viewpoint

2014 ◽  
Vol 16 (04) ◽  
pp. 1350025 ◽  
Author(s):  
Alexandru Dimca ◽  
Ştefan Papadima
Keyword(s):  
Minimal Model ◽  
Nilpotent Groups ◽  
Exponential Map ◽  
Flat Connections ◽  
Differential Graded Algebra ◽  
Irreducible Components ◽  
Rank One ◽  
Positive Weights ◽  
Projective Manifolds ◽  
Representation Varieties

For a space, we investigate its CJL (cohomology jump loci), sitting inside varieties of representations of the fundamental group. To do this, for a CDG (commutative differential graded) algebra, we define its CJL, sitting inside varieties of flat connections. The analytic germs at the origin 1 of representation varieties are shown to be determined by the Sullivan 1-minimal model of the space. Up to a degree q, the two types of CJL have the same analytic germs at the origins, when the space and the algebra have the same q-minimal model. We apply this general approach to formal spaces (obtaining the degeneration of the Farber–Novikov spectral sequence), quasi-projective manifolds, and finitely generated nilpotent groups. When the CDG algebra has positive weights, we elucidate some of the structure of (rank one complex) topological and algebraic CJL: all their irreducible components passing through the origin are connected affine subtori, respectively rational linear subspaces. Furthermore, the global exponential map sends all algebraic CJL into their topological counterpart.

PRINCIPAL BUNDLES ON RATIONALLY CONNECTED FIBRATIONS OVER ABELIAN VARIETIES

2009 ◽  
Vol 20 (02) ◽  
pp. 167-188
Author(s):  
INDRANIL BISWAS
Keyword(s):  
Algebraic Group ◽  
Chern Class ◽  
Borel Subgroup ◽  
Linear Algebraic Group ◽  
Line Bundles ◽  
Projective Manifold ◽  
Galois Cover ◽  
Rationally Connected ◽  
First Chern Class ◽  
Complex Projective

Let f : M → A be a smooth surjective algebraic morphism, where M is a connected complex projective manifold and A a complex abelian variety, such that all the fibers of f are rationally connected. We show that an algebraic principal G-bundle EG over M admits a flat holomorphic connection if EG admits a holomorphic connection; here G is any connected reductive linear algebraic group defined over ℂ. We also show that EG admits a holomorphic connection if and only if any of the following three statements holds. (1) The principal G-bundle EG is semistable, c2( ad (EG)) = 0, and all the line bundles associated to EG for the characters of G have vanishing rational first Chern class. (2) There is an algebraic principal G-bundle E'G on A such that f*E'G = EG, and all the translations of E'G by elements of A are isomorphic to E'G itself. (3) There is a finite étale Galois cover [Formula: see text] and a reduction of structure group [Formula: see text] to a Borel subgroup B ⊂ G such that all the line bundles associated to ÊB for the characters of B have vanishing rational first Chern class. In particular, the above three statements are equivalent.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

ON THE OTHER HAND

1961 ◽  
Vol 6 (6) ◽  
pp. 222-223
Author(s):  
Edwin G. Boring
Keyword(s):  
The Other ◽  
Other Hand
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