Universiẗat-Gesamthochsch., Diss.--Paderborn, 1997.

Thesis (Ph. D.)--University of Michigan, 1936. / "Lithoprinted." Bibliography: p. 119-135: "Sources of information concerning works included in the bibliography": p. 2; bibliographical foot-notes.

Thesis (M.S.)--Missouri State University, 2008. / "August 2008." Includes bibliographical references (leaf 53). Also available online.

Thesis (Ph. D.)--University of Michigan, 1936. / "Lithoprinted." Bibliography: p. 119-135: "Sources of information concerning works included in the bibliography": p. 2; bibliographical foot-notes.

In this thesis, we consider hom-associative algebras, which is an algebra with multiplication that is not necessarily commutative nor associative, but obeys a twisted version of associativity by a linear homomorphism. We will give some conditions for associativity, which helps us determine commuting elements. Under other conditions, such as different types of unitality conditions, we can also state some results regarding commuting elements in the general, non-associative case.

I detta arbete har lösningar till ekvationen xn+yn= 1 i en ändlig kropp av primtalsordning studerats. Både konkreta lösningar för vissa givna förutsättningar samt resultat gällande antalet lösningar har varit målet för dessa studier. I uppsatsen redovisas även de metoder som använts för att nå nämnda resultat. Eftersom ekvationen kan studeras för en oändlig mängd kroppar presenteras inget heltäckande resultat. Vissa resultat är dock generella under premissen att antingen kroppen eller ekvationen fixeras för något primtal p respektive exponent n. För sådana specialfall presenteras flera exempel. Huvudresultatet i arbetet visar att det alltid finns många icke-triviala lösningar för ekvationen över stora ändliga kroppar.

This thesis is constituted of two articles, both related to Hilbert functions and h-vectors. In the first paper, we deal with h-vectorsof reduced zero-dimensional schemes in the projective plane, and, in particular, with the problem of finding the possible h-vectors for the union of two sets of points of given h-vectors. In the second paper, we generalize the Green’s Hyperplane Restriction Theorem to the case of modules over the polynomial ring. / <p>QC 20131114</p>

<div> This dissertation is based on joint work with Lindsey Hill. There are two main parts, which are linked by the common theme of the integral closure of the Rees algebra.</div><div> </div><div> In the first part of this dissertation, comprised of Chapter 3 and Chapter 4, we study the integral closure of the Rees algebra directly. In Chapter 3 we identify a bound for the multiplicity of the Rees algebra R[It] of a homogeneous ideal I generated in the same degree, and combine this result with theorems of Ulrich and Vasconcelos to obtain upper bounds on the number of generators of the integral closure of the Rees algebra as a module over R[It]. We also find various other upper bounds for this number, and compare them in the case of a monomial ideal generated in the same degree. In Chapter 4, inspired by the large depth assumption on the integral closure of R[It] in the results of Chapter 3, we obtain a lower bound for the depth of the associated graded ring and the Rees algebra of the integral closure filtration in terms of the dimension of the Cohen-Macaulay local ring R and the equimultiple ideal I. We finish the first part of this dissertation with a characterization of when the integral closure of R[It] is Cohen-Macaulay for height 2 ideals. </div><div> </div><div> In the second part of this dissertation, Chapter 5, we use the integral closure of the Rees algebra as a tool to discuss specialization of the integral closure of an ideal I. We prove that for ideals of height at least two in a large class of rings, the integral closure of I is compatible with specialization modulo general elements of I. This result is analogous to a result of Itoh and an extension by Hong and Ulrich which show that for ideals of height at least two in a large class of rings, the integral closure of I is compatible with specialization modulo generic elements of I. We then discuss specialization modulo a general element of the maximal ideal, rather than modulo a general element of the ideal I itself. In general it is not the case that the operations of integral closure and specialization modulo a general element of the maximal ideal are compatible, even under the assumptions of our main theorem. We prove that the two operations are compatible for local excellent algebras over fields of characteristic zero whenever R/I is reduced with depth at least 2, and conclude with a class of ideals for which the two operations appear to be compatible based on computations in Macaulay2.</div>

In this thesis, we will investigate the rapidly developing eld of computergraphics by giving an insight into the calculations behind the most im-portant topics in perspectives, shading and distance. We will delve intofrequently used shading algorithms and perspective transforms in areas ofcomputer science, architecture and photography, such as pseudo sh-eyelenses and wide-angle lenses.

Aritmetik handlar om de fyra räknesätten och innefattar beräkningar och operationer på tal. Algebra är däremot matematikområdet där elever räknar med bokstäver istället för med bara tal. Forskning har visat att när elever arbetar med algebra uppstår vissa missuppfattningar. Syftet med studien var att undersöka vad den matematiska forskningen pekar på som kan vara orsak till att elever har problem med områden av algebra. Denna litteraturstudie baserar sig på matematikdidaktisk forskning. Materialet har analyserats och bearbetats både enskilt och gemensamt utifrån förbestämda urvalskriterier. Det analyserade materialet består av åtta vetenskapliga artiklar, en review-artikel och ett konferensbidrag. I den forskning som har analyserats i studien beskrivs det olika anledningar till missuppfattningar med bokstavssymboler, operationssymboler och prioriteringsregler inom algebra. De två oftast nämnda anledningar är att elever saknar väsentliga kunskaper inom aritmetik och saknar en konceptuell kunskap. Några enstaka texter pekade ut läromedel och lärarens förklaringar som möjliga orsaker till elevers missuppfattningar.