Since 2016 CDC has supported the Nepal Algebra Project (NAP) to support mathematics courses at the master leval at Tribhuvan University, Nepal.
The Nepal Algebra Project (NAP) has a span of six years starting with the summer of 2016, ending with the summer of 2021. Each of the six years one course of 50 hours will be offered at Tribhuvan University, Nepal by several international lecturers. Each course will last 10 weeks (five hours each week) starting the second week of May, ending by the end July. It will be divided into five modules, each of two weeks. Every module is taught different lecturers.
More information about the NAP can be found here: www.rnta.eu/nap/
In 2016 CDC supported the course with funds CDC received from the Abel Board Grant for 2016.
Detailed information about the supported course is available on the website of NAP hosted by RNTA: http://www.rnta.eu/nap/nap-2017/module_1.php
In May 2017 CDC supported the travel and living cost of Prof. Michel Waldschmidt (France) who taught Modul I during May 1 - 12, 2017. 13 Master Students participated in the course. Detailed information about the course is available on the website of NAP hosted by RNTA: http://www.rnta.eu/nap/nap-2017/module_1.php
Below you find pictures from the course, module 1.
Prof. Sylvia Wiegand (USA) and Prof. Roger Wiegand (USA) gave a course in the Nepal Algebra Project 2017, VLP, Module II from May 14-26, 2017.
They were responsible for Module II, the second of five modules. They presented material in lecture format, encouraging questions from students and asking questions of them. Each day they wrote a summary of what was covered that day; these summaries, as well as miscellaneous notes, homework assignments, and (after assignments were due) solutions, were promptly posted on the course website by Dr. Nilakantha Paudel. Homework was graded by graduate students at University of Rom (Italy) Roma Tre and grading policies were determined by the faculty at Roma Tre, in particular, Professor Francesco Pappalardi.)
Topics covered during Module II were algebraically closed fields; maps from simple extensions; splitting fields; multiple roots; groups of automorphisms of fields; separable, normal, and Galois extensions; Fundamental Theorem of Galois Theory; examples
The lecturers followed a prescribed syllabus which was available before the course began. The text for the course is "Fields and Galois Theory" by J. S. Milne, available free of charge at http://www.jmilne.org/math/CourseNotes/FT.pdf. During the course the lecturers followed the book fairly closely, augmenting certain sections with appropriate handouts. They also donated a copy of Dummit & Foote's "Algebra" to the University library and encouraged students to consult it. We used whiteboards for all presentations. The course was course in English and most of the students were quite fluent in English. From interactions with students we realized that any difficulties were mathematical, not linguistic.
Since this was only the second module of five (weeks 3 & 4 of a 10-week course), the lecturers goal was to guide the students through the material and prepare them for later modules. From the beginning, they emphasized the tight relationship between roots of polynomials and field homomorphisms. This relationship became formalized in the Fundamental Theorem, presented during the last two classes of Module II.
Both lecturers corresponded with some of the students after the end of Module II and told them where to find additional problems on Galois Theory, namely, in the book (which the lecturers donated to the Department Library) by Dummit and Foote.
In 2016 CDC supported the course on "Fields and Galois Theory" with funds CDC received from the Abel Board Grant for 2016.