scholarly journals Lectures on celestial amplitudes

2021 ◽  
Vol 81 (12) ◽  
Author(s):  
Sabrina Pasterski

AbstractLecture notes prepared for the 2021 SAGEX PhD School in Amplitudes hosted by the University of Copenhagen August 10th through 13th. Topics covered include: the manifestation of asymptotic symmetries via soft theorems, their organization into currents in a celestial CFT, aspects of the holographic dictionary, a literature guide, and accompanying exercises.

Author(s):  
Klaus Viertel

AbstractThe history of uniform convergence is typically focused on the contributions of Cauchy, Seidel, Stokes, and Björling. While the mathematical contributions of these individuals to the concept of uniform convergence have been much discussed, Weierstrass is considered to be the actual inventor of today’s concept. This view is often based on his well-known article from 1841. However, Weierstrass’s works on a rigorous foundation of analytic and elliptic functions date primarily from his lecture courses at the University of Berlin up to the mid-1880s. For the history of uniform convergence, these lectures open up an independent branch of development that is disconnected from the approaches of the previously mentioned authors; to my knowledge, Weierstraß never explicitly referred to Cauchy’s continuity theorem (1821 or 1853) or to Seidel’s or Stokes’s contributions (1847). In the present article, Weierstrass’s contributions to the development of uniform convergence will be discussed, mainly based on lecture notes made by Weierstrass’s students between 1861 and the mid-1880s. The emphasis is on the notation and the mathematical rigor of the introductions to the concept, leading to the proposal to re-date the famous 1841 article and thus Weierstrass’s first introduction of uniform convergence.


2016 ◽  
Vol 8 (3) ◽  
pp. 71
Author(s):  
Humaira Raslie ◽  
Salina Pit ◽  
Su-Hie Ting

<p>This study examined the millennial’s expectations of life at the university and the workplace.<br />Questionnaire data were obtained from 142 students aged 20 to 24 in a Malaysian public<br />university from different disciplines. The results showed that most of the participants were<br />highly feedback oriented and expected instant face-to-face feedback from their lecturers,<br />particularly when in emails. They relied on lecture notes to understand the lectures, but would<br />also look for supplementary reading materials. They expected lecturers to deliver interesting<br />lectures but would attend boring lectures to comply with lecture attendance rules. The results<br />also suggest that many participants would not sacrifice their personal time to meet either<br />assignment or work deadlines because they expected deadline extensions. Although the<br />participants preferred positive comments, they also expected to be reprimanded for<br />unsatisfactory work performance. They also expected a fair amount of individual work<br />compared to group work at the workplace. The findings suggest that the participants<br />generally had realistic expectations of university and work life.</p>


2014 ◽  
Vol 12 (2) ◽  
pp. 199-212 ◽  
Author(s):  
Katherine Nicolai

Adam Ferguson, lecturer of moral philosophy at the University of Edinburgh (1764–1785), was one of the leading figures of the Scottish Enlightenment. His published works, however, have sometimes been dismissed as derivative and viewed as less important than some of his contemporaries, because of his reliance on ancient Stoic philosophy. An analysis of Ferguson's lecture notes, conversely, demonstrates Stoicism's pedagogical function. Rather than adopting Stoic principles, Ferguson used their terminology to teach philosophical concepts. Ferguson's nuanced discussion of ancient philosophy in his lectures demonstrated his critiques of the ancient schools and his purpose for employing their language throughout his texts.


2020 ◽  
Vol 8 (9) ◽  
pp. 1183-1186
Author(s):  
Pham Thi Anh Dao ◽  
◽  
Nguyen Trinh to Anh ◽  
Pham Van Chien ◽  
◽  
...  

After two months of online learning, students of Sai Gon University in Ho Chi Minh City, Vietnam could gain recognition of benefits and drawbacks of online learning in comparison with face-to-face learning. This article shows which learning mode was preferred more and the reasons by students of the university through a survey of 180 undergraduates from six general English classes. As a result, the number of participants who chose face-to-face mode was the same as that of who preferred online learning. The explanations of face-to-face learning voters were face-to-face interactions, less distraction factors, better environment for communication skill practice and more various learning activities. Flexibility of learning place and time, comfort and accessible online materials and lecture notes were the reasons for the online learning voters. A few participants could not decide their favorite mode of learning since both had their own outstanding benefits.


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