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1. On asymptotic stability of connective groups

   https://doi.org/doi:10.2969/aspm/08010000  

   Dadarlat, Marius (April 2019, Operator algebras and mathematical physics)

   In their study of almost group representations, Manuilov and Mishchenko introduced and investigated the notion of asymptotic stability of a finitely presented discrete group. In this paper we establish connections between connectivity of amenable groups and asymptotic stability and exhibit new classes of asymptotically stable groups. In particular, we show that if G is an amenable and connective discrete group whose classifying space BG is homotopic to a finite simplicial complex, then G is asymptotically stable. 

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2. Computing cohomology groups that classify bundles of strongly self-absorbing C∗-algebras

   https://doi.org/10.1142/S1793525324500110  

   Dadarlat, Marius; McClure, James E; Pennig, Ulrich (March 2024, Journal of Topology and Analysis)

   Locally trivial bundles of [Formula: see text]-algebras with fiber [Formula: see text] for a strongly self-absorbing [Formula: see text]-algebra [Formula: see text] over a finite CW-complex [Formula: see text] form a group [Formula: see text] that is the first group of a cohomology theory [Formula: see text]. In this paper, we compute these groups by expressing them in terms of ordinary cohomology and connective [Formula: see text]-theory. To compare the [Formula: see text]-algebraic version of [Formula: see text] with its classical counterpart we also develop a uniqueness result for the unit spectrum of complex periodic topological [Formula: see text]-theory. 

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3. Emotions and the Systematization of Connective Labor

   https://doi.org/10.1177/02632764211049475  

   Pugh, Allison J. (October 2021, Theory, Culture & Society)

   A profusion of jobs has arisen in contemporary capitalism involving ‘connective labor’, or the work of emotional recognition. Yet the expansion of this interpersonal work occurs at the same time as its systematization, as pressures of efficiency, measurement and automation reshape the work, generating a ‘colliding intensification’. Existing scholarship offers three different ways of understanding the role of emotions in connective labor – as tool, commodity or vulnerability – depending on their view of systematization as useful, inseparable or dehumanizing. Based on 106 in-depth interviews and 300+ hours of observations, I found that vestiges of all three models lurked in the experience of providing connective labor, yet none fully captured the profound meaning practitioners reported finding in their work. Systems varied on three dimensions, reflecting the relative worth of worker, recipient or the work, extracting value from the forged connections, while the meanings workers derived shaped their perspective on its systematization. 

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4. EXTENDING RESULTS OF MORGAN AND PARKER ABOUT COMMUTING GRAPHS

   https://doi.org/10.1017/S0004972721000332  

   BEIKE, NICOLAS F.; CARLETON, RACHEL; COSTANZO, DAVID G.; HEATH, COLIN; LEWIS, MARK L.; LU, KAIWEN; PEARCE, JAMIE D. (January 2021, Bulletin of the Australian Mathematical Society)

   null (Ed.)

   Abstract: Morgan and Parker proved that if G is a group with Z(G)=1, then the connected components of the commuting graph of G have diameter at most 10. Parker proved that if, in addition, G is solvable, then the commuting graph of G is disconnected if and only if G is a Frobenius group or a 2-Frobenius group, and if the commuting graph of G is connected, then its diameter is at most 8. We prove that the hypothesis Z (G) = 1 in these results can be replaced with G' \cap Z(G)=1. We also prove that if G is solvable and G/Z(G) is either a Frobenius group or a 2-Frobenius group, then the commuting graph of G is disconnected. 

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5. Building an Identity in the Makerspace

   Usinski, Danielle; Swenson, Jessica; Treadway, Emma; Plagge, Alyndra; Lape, Shea (June 2024, ASEE Annual Conference proceedings)

   The purpose of this complete research paper is to analyze the impacts of an open makerspace on the development of students’ engineering identities. This paper seeks to build upon current belonging analyses about makerspaces and shift the focus towards students’ engineering identities. Our team interviewed 17 first-year engineering students attending a small, private university located in the American southwest. During the interviews, they were asked to reflect on their experiences in classes and involvement in engineering related activities. Some of the interview questions are influenced by previous models of engineering identity. Our research team noticed a pattern of students spending personal time using the Makerspace in their engineering department. This is an open workshop where students have access to free supplies to do what we’ve called “make” which is the act of problem solving, designing, and building using the tools provided. The high rate at which this space is mentioned in tandem with the students’ successes during the two semesters exemplifies the impact it has on student retention rates. We noticed a trend that students who have strong engineering identities tend to spend time making in the Makerspace. Any mention of the Makerspace itself or any connective context pieces relating to activities of the Makerspace spoken by the group of students were collected by our research team. This paper will examine how heavy of an impact, if at all, the Makerspace has on the further development of a student's ability to recognize themselves as an engineer if they came into college with an initial interest in making. Our analysis suggests the Makerspace provides an opportunity for students to display performance when making. This in turn causes students to see themselves as engineers when they experience internal and external recognition from being in the Makerspace. The results of this analysis will aid in the creation of effective intervention methods universities can implement during the first year engineering curriculum to increase retention rates. 

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