Unlike the

cooler people out there, I haven’t received my

_pre-ordered_ copy (via AppleStore) of Tiger yet. Partly my own fault

because I couldn’t resist the temptation to bundle up with a

personalized iPod Photo!

The good news is that it buys me more time to follow the

housecleaning tips. First, my idea was to make a CarbonCopyClooner–

image of my iBook and put it on the _iMac_ upstairs which I

rarely use these days, do a clean

Tiger install on the iBook and gradually copy over the essential

programs and files I need (and only those!). But reading the

macdev-article, I think it is better to keep my iBook running Panther

and experiment with Tiger on the redundant iMac. (Btw. unless you want

to have a copy of my Mac-installation there will be hardly a point

checking this blog the next couple of weeks as I intend to write down

all details of the Panther/Tiger switch here.)

Last week-end I

started a _Paper-rescue_ operation, that is, to find among the

multiple copies of books/papers/courses, the ones that contain all the

required material to re-TeX them and unfortunately my _archive_

is in a bad state. There is hardly a source-file left of a paper prior

to 1999 when I started putting all my papers on the arXiv.

On the other hand, I do

have saved most of my undergraduate courses. Most of them were still

using postscript-crap like _epsfig_ etc. so I had to convert all

the graphics to PDFs (merely using Preview ) and

modify the epsfig-command to _includegraphics_. So far, I

converted all my undergraduate _differential geometry_ courses

from 1998 to this year and made them available in a uniform

screen-friendly viewing format at TheLibrary/undergraduate.

There are two

ways to read the changes in these courses over the years. (1) as a shift

from _differential_ geometry to more _algebraic_ geometry

and (2) as a shift towards realism wrt.the level of our undegraduate

students. In 1998 I was still thinking

that I could teach them an easy way into Connes non-commutative standard

model but didn’t go further than the Lie group sections (maybe one day

I’ll rewrite this course as a graduate course when I ever get

reinterested in the Connes’ approach). In 1999 I had the illusion that

it might be a good idea to introduce manifolds-by-examples coming from

operads! In 2000 I gave in to the fact

that most of the students which had to follow this course were applied

mathematicians so perhaps it was a good idea to introduce them to

dynamical systems (quod non!). The 2001 course is probably the

most realistic one while still doing standard differential geometry. In

2002 I used the conifold

singularity and conifold transitions (deformations and blow-ups) as

motivation but it was clear that the students did have difficulties with

the blow-up part as they didn’t have enough experience in

_algebraic_ geometry. So the last two years I’m giving an

introduction to algebraic geometry culminating in blow-ups and some

non-commutative geometry.

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