By Sheldon Axler, Peter Rosenthal, Donald Sarason
The e-book is a commemorative quantity honoring the mathematician Paul R. Halmos (1916-2006), who contributed passionately to arithmetic in manifold methods, between them by way of easy learn, by way of unprecedented mathematical exposition, by means of unselfish carrier to the mathematical neighborhood, and, now not least, via the foundation others present in his commitment to that community.Halmos made primary contributions in different parts of arithmetic. This quantity emphasises Halmos's contributions to operator conception, his venue for many of his mathematical existence. The middle of the quantity is a chain of expository articles by way of favorite operator theorists supplying an outline of ways operator thought prospered through the Halmos period, in no small degree due to Halmos's management and penetrating insights.
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Extra info for A Glimpse at Hilbert Space Operators: Paul R. Halmos in Memoriam
If the concatenation of syllables I chose here reminds you of other words, no great harm will be done; the rhymes alluded to are not completely accidental. ” When I am through, I hope you will recognize that most of you have known about mathophysics before, only you were probably calling it mathematics; I hope that all of you will recognize the distinction between mathology and mathophysics; and I hope that some of you will be ready to embrace, or at least applaud, or at the very least, recognize mathology as a respectable human endeavor.
Math. Soc. 21 (1974), 155–158. (1975-1) What to publish. Amer. Math. Monthly 82 (1975), 14–17. (1976-1) Products of involutions. Linear Algebra and Appl. H. Gustafson and H. Radjavi). (1976-2) American mathematics from 1940 to the day before yesterday. Amer. Math. H. H. H. H. P. Ziemer). (1976-3) Some unsolved problems of unknown depth about operators on Hilbert space. Proc. Royal Soc. Edinburgh Sect. A 76 (1976/77), 67–76. (1977-1) Logic from A to G. Math. Mag. 50 (1977), 5–11. (1977-2) The work of Frigyes Riesz (Hungarian).
Why must we cover everything that we hope students will ultimately learn? Even if (to stay with an example already mentioned) we think that the Weierstrass M -test is supremely important, and that every mathematics student must know that it exists and must understand how to apply it—even then a course on the pertinent branch of analysis might be better for omitting it. Suppose that there are 40 such important topics that a student must be exposed to in a term. Does it follow that we must give 40 complete lectures and hope that they will all sink in?