Can a Drinfeld module be modular?

Let $k$ be a global function field with field of constants \Fr and let $\infty$ be a fixed place of $k$. In his habilitation thesis \cite{boc2}, Gebhard B\"ockle attaches abelian Galois representations to characteristic $p$ valued cusp eigenforms and double cusp eigenforms \cite{go1} such that Hecke eigenvalues correspond to the image of Frobenius elements. In the case where k=\Fr(T) and $\infty$ corresponds to the pole of $T$, it then becomes reasonable to ask whether rank 1 Drinfeld modules over $k$ are themselves ``modular'' in that their Galois representations arise from a cusp or double cusp form. This paper gives an introduction to \cite{boc2} with an emphasis on modularity and closes with some specific questions raised by B\"ockle's work.Comment: Final corrected versio

The Therapist Can\u27t See You Now: How Paid Sick Leave Policy Can Accommodate Mental Illness in the Workplace

Restaurants have become the “poster child” for why employers should adopt paid sick leave. Advocates suggest that employees without access to paid sick leave often show up to work ill due to their inability to sacrifice pay. Clever protest signs read, “No Boogers in my Burger” and “No Coughing in my Coffee.” Any rational customer would not appreciate the thought of a flu-ridden chef assembling their main course. However, the benefits of paid leave legislation and policies go beyond protecting cheeseburgers from flu germs. Just as employees with the flu require time off for medical attention, employees with mental illness require time to attend appointments and engage in preventative care. A staggering one in five adults in the United States have a mental health condition, and the depression rates among young adults is worsening

The Research Teaching nexus and its potential to enhance the opportunities of those teaching Higher Education in Further Education Colleges

The paper reports on the enhancement of HE in FECs specifically Higher Education Institution (HEI) collaborative partnership colleges and their staff and mirroring the academic practice of offering enhancement opportunities within the HEI to promote research informed teaching. The main body of the paper reports on the background and developments of one HEI, which allowed me to build up a series of cumulative case studies that developed capability in and around the research teaching nexus as strategy to address the challenge of building a HE research culture in an HE environment in FECs. The findings demonstrate a shift in thinking through lecturers active participation in a series of enhancement events, which revealed scholarly capability and independence of knowledge, judgements practice and ownership of research base in a culture that was previously known to be “research deficit” (Davy, 2009, p.11)

Meredith's idea of comedy and the uses of the comic spirit

Thesis (M.A.)--Boston Universit

Transportation and Distribution of Strategic National Stockpile Supplies in a Public Health Emergency

In the event of a public health emergency in the United States, it is important that public authorities are equipped to distribute medical supplies to every person in need as quickly as possible. Federal guidelines state that all persons in an area affected by a public health emergency should receive their medical countermeasures within 48 hours of the emergency’s declaration. While the CDC has determined a general dispensing plan for each state and county to follow, it is ultimately up to the state and county to formalize and implement detailed plans. A body of academic literature focuses on optimizing the placement and operation of Points of Dispensing (PODs), which are mass dispensing locations the public visits to receive countermeasures. However, very few papers have considered the logistics associated with moving countermeasures from state receiving areas to county-level PODs. This research addresses this gap through service network design and transportation modeling. Specifically, the feasibility of a multi-tiered distribution model is evaluated for a case study region representative of a US state comprised of a mix of urban and rural areas

Ageism, empathy, attitudes, and aging anxiety: an evaluation of the Gray for a Day program with college students

Master of ScienceSchool of Family Studies and Human ServicesErin L. YellandStudies have shown ageism, empathy, attitudes toward older adults and aging anxiety to be important factors for not only individuals planning to work with older adults, but for all individuals to be able to age healthfully. Increased levels of empathy are associated with decreased levels of ageism and knowledge of the aging process promotes more positive attitudes towards aging and decreased aging anxiety. Aging simulations have been created to increase empathy, improve attitudes toward older adults, and decrease ageism and aging anxiety, but there are still mixed results when evaluating these programs. This study utilized Kolb’s experiential learning theory to understand the ways in which participation in the Gray for a Day program, an educational program about sensory and functional decline in older adults, impacts ageism, empathy, attitudes toward older adults and aging anxiety by evaluating the Gray for a Day program with students in an introduction to human development course at a Midwestern university. Changes in ageism, empathy, attitudes toward older adults and aging anxiety after participation in Gray for a Day were assessed using paired samples t-tests. Results showed that participation in Gray for a Day significantly increased positive attitudes towards older adults and the level of understanding and positive perceptions of older adult experiences among participants. Other measures showed decreases in ageism, empathy, and aging anxiety following participation in the program, but the differences were not statistically significant. Results indicate that the Gray for a Day program is effective at improving attitudes toward older adults and increasing understanding and positive perceptions of older adult experiences, but further evaluation and possible program adjustments are needed to reassess for ageism, empathy, and aging anxiety outcomes from the program