Nonproper intersection products and generalized cycles

We develop intersection theory in terms of the $${{\mathscr {B}}}$$ B -group of a reduced analytic space. This group was introduced in a previous work as an analogue of the Chow group; it is generated by currents that are direct images of Chern forms and it contains all usual cycles. However, contrary to Chow classes, the $${{\mathscr {B}}}$$ B -classes have well-defined multiplicities at each point. We focus on a $${{\mathscr {B}}}$$ B -analogue of the intersection theory based on the Stückrad–Vogel procedure and the join construction in projective space. Our approach provides global $${{\mathscr {B}}}$$ B -classes which satisfy a Bézout theorem and have the expected local intersection numbers. We also introduce $${{\mathscr {B}}}$$ B -analogues of more classical constructions of intersections using the Gysin map of the diagonal. These constructions are connected via a $${{\mathscr {B}}}$$ B -variant of van Gastel’s formulas. Furthermore, we prove that our intersections coincide with the classical ones on cohomology level.

AN ANALYSIS OF UNIVERSITY STUDENTS’ ARGUMENTATIVE WRITING: FUNCTIONAL PERSPECTIVE

This study aims to investigate the role of SFL theory in teaching academic writing. The present study was to find out what the change of genre awareness of students’ writing. Twenty-two participants were recruited to engage in the process of deconstruction, join construction, and independent construction activities. The findings of study revealed two important aspect in teaching academic writing, thematic Progression in students’ writing and appraisal concept in students’ writing argumentation. Data sources were gathered through student assignments to write argumentative essay. Student assignments were written in 6o minutes with the IELTS and TOEFL writing. Questionnaire and interviews in argumentative writing were given to students. Data were collected from students’ assignment and data were analysed through transitivity and appraisal system (Martin & White, 2015). This finding of the study implies to the language education particularly writing instruction.

KNOWLEDGE AREAS FOR TRAINING JUNIOR CIVIL ENGINEERS IN OPERATIONS AND CONSTRUCTION MANAGEMENT TASKS

After leaving university with a bachelor's degree in civil engineering, many graduates join construction companies in key roles such as operations engineer or project manager. Junior engineers often acquire the knowledge they need through mentorship by experienced engineers. Their knowledge is acquired on-the-job, according to the requirements of whatever projects are underway when they begin their employment. This study introduces the required areas of knowledge, with the goal of integrating junior engineers efficiently and effectively into the construction industry. The study found that the knowledge acquired by a graduate with a bachelor's degree in civil engineering does not match the knowledge required for engineers working in management and operations roles. In addition, the process of learning and filling in knowledge gaps often takes place on-the-job, or immediately before beginning a new project, without any external monitoring of the content or quality of the knowledge acquired. Although the various topics were defined by the engineers as important to their work, the findings indicate that both experienced engineers and young engineers need to fill in their knowledge gaps in critical various fields. This study highlights the need to build a comprehensive, standardized training program for all young engineers entering the workforce in construction management in order to fill in the knowledge gap and provide them with the tools to integrate properly in construction companies.

The Af condition and relative conormal spaces for functions with nonvanishing derivative

We introduce a join construction, as a way of completing the description of the relative conormal space of an analytic function on a complex analytic space that has a non-vanishing derivative at the origin. Then we show how to obtain a numerical criterion for Thom’s [Formula: see text] condition.

A BARTH–LEFSCHETZ THEOREM FOR SUBMANIFOLDS OF A PRODUCT OF PROJECTIVE SPACES

Let X be a complex submanifold of dimension d of ℙm × ℙn (m ≥ n ≥ 2) and denote by α: Pic(ℙm × ℙn) → Pic(X) the restriction map of Picard groups, by NX|ℙm × ℙn the normal bundle of X in ℙm × ℙn. Set t := max{dim π1(X), dim π2(X)}, where π1 and π2 are the two projections of ℙm × ℙn. We prove a Barth–Lefschetz type result as follows: Theorem. If [Formula: see text] then X is algebraically simply connected, the map α is injective and Coker(α) is torsion-free. Moreover α is an isomorphism if [Formula: see text], or if [Formula: see text] and NX|ℙm×ℙn is decomposable. These bounds are optimal. The main technical ingredients in the proof are: the Kodaira–Le Potier vanishing theorem in the generalized form of Sommese ([18, 19]), the join construction and an algebraization result of Faltings concerning small codimensional subvarieties in ℙN (see [9]).

Script, Counterscript, and Underlife in the Classroom: James Brown versus Brown v. Board of Education

In this article, Kris Gutierrez, Betsy Rymes, and Joanne Larson demonstrate how power is constructed between the teacher and students. The authors identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with the teacher's view of appropriate participation. The authors then offer the possibility of a "third space" — a place where the two scripts intersect, creating the potential for authentic interaction to occur. Using an analysis of a specific classroom discourse, the authors demonstrate how, when such potential arises, the teacher and students quickly retreat to more comfortable scripted places. The authors encourage the join construction of a new sociocultural terrain, creating space for shifts in what counts as knowledge and knowledge representation.