Search results for "Group identity"
showing 5 items of 5 documents
Star-group identities and groups of units
2010
Analogous to *-identities in rings with involution we define *-identities in groups. Suppose that G is a torsion group with involution * and that F is an infinite field with char F ≠ 2. Extend * linearly to FG. We prove that the unit group \({\mathcal{U}}\) of FG satisfies a *-identity if and only if the symmetric elements \({\mathcal{U}^+}\) satisfy a group identity.
Group identities on symmetric units
2009
Abstract Let F be an infinite field of characteristic different from 2, G a group and ∗ an involution of G extended by linearity to an involution of the group algebra FG. Here we completely characterize the torsion groups G for which the ∗-symmetric units of FG satisfy a group identity. When ∗ is the classical involution induced from g → g − 1 , g ∈ G , this result was obtained in [A. Giambruno, S.K. Sehgal, A. Valenti, Symmetric units and group identities, Manuscripta Math. 96 (1998) 443–461].
The skill paradox: explaining and reducing employment discrimination against skilled immigrants
2015
Using a social identity theory approach, we theorized that recruiters might be particularly biased against skilled immigrant applicants. We refer to this phenomenon as a skill paradox, according to which immigrants are more likely to be targets of employment discrimination the more skilled they are. Furthermore, building on the common ingroup identity model, we proposed that this paradox can be resolved through human resource management (HRM) strategies that promote inclusive hiring practices (e.g., by emphasizing fit with a diverse clientele). The results from a laboratory experiment were consistent with our predictions: Local recruiters preferred skilled local applicants over skilled immi…
Do Children Cooperate Conditionally?:Adapting the Strategy Method for First-Graders
2020
We develop a public goods game (PGG) to measure cooperation and conditional cooperation in young children. Our design addresses several obstacles in adapting simultaneous and sequential PGGs to children who are not yet able to read or write, do not possess advanced abilities to calculate payoffs, and only have a very limited attention span. It features the combination of haptic offline explanation, fully standardized audiovisual instructions, computerized choices based on touchscreens, and a suitable incentive scheme. Applying our experimental protocol to 129 German first-graders, we find that already 6-year-olds cooperate conditionally and that the relative frequency of different cooperati…