Proposals
Below are some proposals for talks from the past (and current). By clicking on the ID number, more details are shown. By default, these are sorted chronologically (recent first) and by then by last name. The data can be sorted by alternate means by using the links at the top right, each allowing ascending or descending orders.
Displaying 241-260 of 471 results.
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ID:
244
Year: 2008
Name: Elgin Johnston
Institution: Iowa State University
Subject area(s):
Title of Talk: Running a Math Circle
Abstract: For the last ten years I have been running a Math Circle for local middle and high school students. I will talk a little about the organization of the circle, how the circle is conducted, and about the mathematics we investigate.
Year: 2008
Name: Elgin Johnston
Institution: Iowa State University
Subject area(s):
Title of Talk: Running a Math Circle
Abstract: For the last ten years I have been running a Math Circle for local middle and high school students. I will talk a little about the organization of the circle, how the circle is conducted, and about the mathematics we investigate.
ID:
252
Year: 2009
Name: Elgin Johnston
Institution: Iowa State University
Subject area(s): Math education, out reach
Title of Talk: A Teachers Circle for Middle School Math Teachers
Abstract: Last year I partnered with Jean Krusi, an Ames Middle School Mathematics teacher, and Gail Johnston, ISU Mathematics Lecturer, to organize and run a Teachers Circle for Middle School Mathematics Teachers. We followed up with a one week Teachers' Circle workshop in June 2009. This talk will describe our experience and supply good references for those interested in trying something like this in their own areas.
Year: 2009
Name: Elgin Johnston
Institution: Iowa State University
Subject area(s): Math education, out reach
Title of Talk: A Teachers Circle for Middle School Math Teachers
Abstract: Last year I partnered with Jean Krusi, an Ames Middle School Mathematics teacher, and Gail Johnston, ISU Mathematics Lecturer, to organize and run a Teachers Circle for Middle School Mathematics Teachers. We followed up with a one week Teachers' Circle workshop in June 2009. This talk will describe our experience and supply good references for those interested in trying something like this in their own areas.
ID:
193
Year: 2007
Name: Evan Jones
Institution: Coe College
Subject area(s): Combinatorial games theory
Title of Talk:
Abstract: I conducted research in the summer of 2006 dealing with the game of Hex, the two player combinatorial game developed independently by Piet Hein and John Nash. I wanted to know if modifying the game board by removing available playing spaces would effect the outcome of the game. I analyzed a 3x3 size board, then a 5x5 board, and some preliminary work on a 7x7 board.
Year: 2007
Name: Evan Jones
Institution: Coe College
Subject area(s): Combinatorial games theory
Title of Talk:
Abstract: I conducted research in the summer of 2006 dealing with the game of Hex, the two player combinatorial game developed independently by Piet Hein and John Nash. I wanted to know if modifying the game board by removing available playing spaces would effect the outcome of the game. I analyzed a 3x3 size board, then a 5x5 board, and some preliminary work on a 7x7 board.
ID:
242
Year: 2008
Name: Palle Jorgensen
Institution: University of Iowa
Subject area(s): Analysis
Title of Talk: Matrix functions
Abstract: When I was little my father, for reasons unbeknownst to me, told me about low-pass and high-pass filters. He was a telephone engineer and worked on filters in signal processing. The 'high' and 'low' part of the story refers to frequency bands. Not that this meant much to me at the time. Rather, I was fascinated by the pictures of filter designs in the EE journals stacked up on the floor. And it was only many years later I came across this stuff in mathematics: quadrature mirror filters and all that; yet the visual impression still lingered. The talk will cover some of this math, especially wavelets: Subband filters define operators in Hilbert space which satisfy all kinds of abstract relations, and they are terribly useful. They are used in math and in signal processing. Matrix functions from math are called poly-phase matrices by engineers, and they are scattering matrices in other circles, and quantum gates in physics. In fact a lot of the things we do in math are known and used in other fields, but under different names, and known in different ways.
Year: 2008
Name: Palle Jorgensen
Institution: University of Iowa
Subject area(s): Analysis
Title of Talk: Matrix functions
Abstract: When I was little my father, for reasons unbeknownst to me, told me about low-pass and high-pass filters. He was a telephone engineer and worked on filters in signal processing. The 'high' and 'low' part of the story refers to frequency bands. Not that this meant much to me at the time. Rather, I was fascinated by the pictures of filter designs in the EE journals stacked up on the floor. And it was only many years later I came across this stuff in mathematics: quadrature mirror filters and all that; yet the visual impression still lingered. The talk will cover some of this math, especially wavelets: Subband filters define operators in Hilbert space which satisfy all kinds of abstract relations, and they are terribly useful. They are used in math and in signal processing. Matrix functions from math are called poly-phase matrices by engineers, and they are scattering matrices in other circles, and quantum gates in physics. In fact a lot of the things we do in math are known and used in other fields, but under different names, and known in different ways.
ID:
575
Year: 2022
Name: johnansog jVddjdweBkriNeLUdzZ
Institution: WqXQtgMknm
Subject area(s): UYENATbCZewLr
Title of Talk: kCogoGTpEOaLyGxek
Abstract: http://imrdsoacha.gov.co/silvitra-120mg-qrms
Year: 2022
Name: johnansog jVddjdweBkriNeLUdzZ
Institution: WqXQtgMknm
Subject area(s): UYENATbCZewLr
Title of Talk: kCogoGTpEOaLyGxek
Abstract: http://imrdsoacha.gov.co/silvitra-120mg-qrms
ID:
262
Year: 2009
Name: Louis Kauffman
Institution: University of Illinois at Chicago
Subject area(s): MAA George Polya Lecturer
Title of Talk: Introduction to Knot Theory
Abstract: The theory of knots is a recent part of mathematics. It originated in the tabulation of tables of knots by the mathematicians Tait, Kirkman and Little in the 19th century. These tables were prepared at the behest of Lord Kelvin (Sir William Thompson) who had developed a theory that atoms were three dimensional knotted vortices in the luminiferous aether. Along with these speculations came the development of geometry and topology in the hands of Gauss, Riemann, Poincare and others. As the knotted vortex theory declined (it has never entirely disappeared!), the mathematics of topology ascended, and the theory of knots came into being as part of the study of low dimensional manifolds, using the fundamental group of Poincare and early versions of homology theory. Max Dehn used the fundamental group to show that a trefoil knot and its mirror image are topologically distinct. J. W. Alexander in the 1920's found a polynomial invariant of knots that bears his name to this day. Kurt Reidemeister, in the 1920's, discovered a set of moves on diagrams for knots that made their classification a (difficult) combinatorial problem. In the 1980's there came a rebirth of these combinatorial schemes in the discovery of the Jones polynomial invariant of knots and links (and its relatives and descendants). Along with the new combinatorial invariants came new relationships with physics and with many fields of mathematics (combinatorics, graph theory, Hopf algebras, Lie algebras, von Neumann algebras, functional integration, category theory) and new kinds of mathematics such as higher categories and categorification. This talk will discuss the history of knot theory and then it will concentrate on describing the Jones polynomial, its relationships with physics, and recent developments related to categorification.
Year: 2009
Name: Louis Kauffman
Institution: University of Illinois at Chicago
Subject area(s): MAA George Polya Lecturer
Title of Talk: Introduction to Knot Theory
Abstract: The theory of knots is a recent part of mathematics. It originated in the tabulation of tables of knots by the mathematicians Tait, Kirkman and Little in the 19th century. These tables were prepared at the behest of Lord Kelvin (Sir William Thompson) who had developed a theory that atoms were three dimensional knotted vortices in the luminiferous aether. Along with these speculations came the development of geometry and topology in the hands of Gauss, Riemann, Poincare and others. As the knotted vortex theory declined (it has never entirely disappeared!), the mathematics of topology ascended, and the theory of knots came into being as part of the study of low dimensional manifolds, using the fundamental group of Poincare and early versions of homology theory. Max Dehn used the fundamental group to show that a trefoil knot and its mirror image are topologically distinct. J. W. Alexander in the 1920's found a polynomial invariant of knots that bears his name to this day. Kurt Reidemeister, in the 1920's, discovered a set of moves on diagrams for knots that made their classification a (difficult) combinatorial problem. In the 1980's there came a rebirth of these combinatorial schemes in the discovery of the Jones polynomial invariant of knots and links (and its relatives and descendants). Along with the new combinatorial invariants came new relationships with physics and with many fields of mathematics (combinatorics, graph theory, Hopf algebras, Lie algebras, von Neumann algebras, functional integration, category theory) and new kinds of mathematics such as higher categories and categorification. This talk will discuss the history of knot theory and then it will concentrate on describing the Jones polynomial, its relationships with physics, and recent developments related to categorification.
ID:
69
Year: 2004
Name: Perry Keely
Institution: Coe College
Subject area(s): Multivariable Calculus
Title of Talk: "Fill 'er Up!" -- Packing a VW Beetle with Ping-Pong Balls
Abstract: Ever wonder how people guess how many jelly beans are in a jar, or say, ping pong balls in a car? Using calculus, of course! (OK, well most of the time it
Year: 2004
Name: Perry Keely
Institution: Coe College
Subject area(s): Multivariable Calculus
Title of Talk: "Fill 'er Up!" -- Packing a VW Beetle with Ping-Pong Balls
Abstract: Ever wonder how people guess how many jelly beans are in a jar, or say, ping pong balls in a car? Using calculus, of course! (OK, well most of the time it
ID:
529
Year: 2019
Name: Mitchel Keller
Institution: Morningside College
Subject area(s): calculus, grading, assessment, feedback
Title of Talk: Standards-based Specifications Grading in First-Year Calculus
Abstract: After growing frustrated with the challenges of traditional, points-based grading in my calculus courses, I implemented a model I describe as standards-based specifications grading in my Calculus II class in Spring 2019 and my Calculus I class in Fall 2019. This model allows students repeated opportunities to demonstrate proficiency on critical aspects of the course and expects completely correct student work. Students are also given a choice of other assignments to do beyond test-type questions in order to earn their desired course grade. In this talk, I will give a brief overview of my experience and share some student feedback on this successful project.
Year: 2019
Name: Mitchel Keller
Institution: Morningside College
Subject area(s): calculus, grading, assessment, feedback
Title of Talk: Standards-based Specifications Grading in First-Year Calculus
Abstract: After growing frustrated with the challenges of traditional, points-based grading in my calculus courses, I implemented a model I describe as standards-based specifications grading in my Calculus II class in Spring 2019 and my Calculus I class in Fall 2019. This model allows students repeated opportunities to demonstrate proficiency on critical aspects of the course and expects completely correct student work. Students are also given a choice of other assignments to do beyond test-type questions in order to earn their desired course grade. In this talk, I will give a brief overview of my experience and share some student feedback on this successful project.
ID:
291
Year: 2010
Name: Robert Keller
Institution: Loras College
Subject area(s): Collaborative learning, discrete math
Title of Talk: Discrete Observations or Continuous Ramblings: Some Thoughts on Historical Projects in Discrete Mathematics
Abstract: I will share some of my recent experiences on the use of historical projects in a discrete mathematics course. I used the projects to reinforce broad key topics from discrete in a provocative way. These topics included recursive vs. exact formulas, counting and patterns, and proof techniques such as induction. I will share some details on how I integrated the projects into the class and some (limited) responses from students.
Year: 2010
Name: Robert Keller
Institution: Loras College
Subject area(s): Collaborative learning, discrete math
Title of Talk: Discrete Observations or Continuous Ramblings: Some Thoughts on Historical Projects in Discrete Mathematics
Abstract: I will share some of my recent experiences on the use of historical projects in a discrete mathematics course. I used the projects to reinforce broad key topics from discrete in a provocative way. These topics included recursive vs. exact formulas, counting and patterns, and proof techniques such as induction. I will share some details on how I integrated the projects into the class and some (limited) responses from students.
ID:
564
Year: 2021
Name: Mitchel Keller
Institution: Morningside University
Subject area(s): Undergraduate mathematics teaching, inquiry-based learning
Title of Talk: Implementing a Class Journal in a Small Upper-Division IBL Course
Abstract: In Fall 2020, I made a change to my upper-division IBL modern geometries course by making publishing in and refereeing for a class journal a significant part of the students' class grade. In this model, a student (or small group of students) who present a proof of a result in class submit a typed proof of the result to a class journal. The paper is then refereed and ultimately published. My first two iterations of this (including real analysis in Spring 2021) proved less successful than I had hoped, and I felt like part of the reason was having fewer than 10 students in my classes was partially at fault. I was not deterred. This fall, I am teaching Modern Algebra I using a class journal, and adjustments made appear to be paying off. In this talk, I will discuss the models that I have used, the struggles I encountered during the 2020–2021 academic year, and the changes made for Fall 2021 that have made a positive impact.
Year: 2021
Name: Mitchel Keller
Institution: Morningside University
Subject area(s): Undergraduate mathematics teaching, inquiry-based learning
Title of Talk: Implementing a Class Journal in a Small Upper-Division IBL Course
Abstract: In Fall 2020, I made a change to my upper-division IBL modern geometries course by making publishing in and refereeing for a class journal a significant part of the students' class grade. In this model, a student (or small group of students) who present a proof of a result in class submit a typed proof of the result to a class journal. The paper is then refereed and ultimately published. My first two iterations of this (including real analysis in Spring 2021) proved less successful than I had hoped, and I felt like part of the reason was having fewer than 10 students in my classes was partially at fault. I was not deterred. This fall, I am teaching Modern Algebra I using a class journal, and adjustments made appear to be paying off. In this talk, I will discuss the models that I have used, the struggles I encountered during the 2020–2021 academic year, and the changes made for Fall 2021 that have made a positive impact.
ID:
104
Year: 2005
Name: Joseph Keller
Institution: Iowa State University
Subject area(s): general relativity
Title of Talk: Explanation of Lepton and Meson Masses
Abstract: Let the muon be a gaussian distribution of electric charge, as small as the Heisenberg uncertainty principle allows. Using G.D. Birkhoff's theorem, apply the Schwarzschild metric as if electric force were the same as gravitational force. Hawking's theorem says that the entropy of a black hole is proportional to its area. Choosing the mass to maximize entropy per unit mass, gives the muon mass within about 1%. There will be an inner infinite redshift surface also. This surface encloses a "core". Choosing the mass just large enough to trap the "core", gives the mass of the tauon to better than 1%. Two quarks, one inside the other, give a model of mesons. Similar considerations give the charged pion, K, B and D meson masses to within about 1% or better.
Year: 2005
Name: Joseph Keller
Institution: Iowa State University
Subject area(s): general relativity
Title of Talk: Explanation of Lepton and Meson Masses
Abstract: Let the muon be a gaussian distribution of electric charge, as small as the Heisenberg uncertainty principle allows. Using G.D. Birkhoff's theorem, apply the Schwarzschild metric as if electric force were the same as gravitational force. Hawking's theorem says that the entropy of a black hole is proportional to its area. Choosing the mass to maximize entropy per unit mass, gives the muon mass within about 1%. There will be an inner infinite redshift surface also. This surface encloses a "core". Choosing the mass just large enough to trap the "core", gives the mass of the tauon to better than 1%. Two quarks, one inside the other, give a model of mesons. Similar considerations give the charged pion, K, B and D meson masses to within about 1% or better.
ID:
150
Year: 2006
Name: Joseph Keller
Institution: Iowa State University
Subject area(s): functional analysis
Title of Talk: "Convergence depth": proof of the nonrotation and nontranslation of galaxies
Abstract: HC Arp (Max Planck Inst.) amassed evidence that most large redshift is intrinsic, not due to motion or expansion. WG Tifft (Univ. of Arizona) says that redshift periods, large and small, suggest abandoning the motion/expansion hypothesis altogether. "Convergence depth", a phenomenon studied by this author since 2002, means that the average velocity over successive shells of galaxies, converges in a mere 400 M lt yr, to the apparent velocity ("anisotropy") of the sources of the cosmic microwave background ("CMB"). The shape of the convergence depth curve, and the observed 400 M lt yr period of galaxy distribution, suggest that Hubble's parameter varies sinusoidally along the axis of the CMB anisotropy, with half-period 400 M lt yr. Taylor series extrapolation of the convergence depth curve to the origin, then shows that the velocity of the sun relative to distant galaxies is about equal to its velocity relative to nearby stars. Galaxies neither rotate nor translate. "Dark matter" need not exist. Oort's law is not due to motion. An absolute frame of reference (Maxwell/FitzGerald ether?) is supported. DC Miller (Case Univ.) found that apparent "ether drift" agrees, in its component parallel to Earth's axis, with the solar apex motion, i.e., motion in the extragalactic frame.
Year: 2006
Name: Joseph Keller
Institution: Iowa State University
Subject area(s): functional analysis
Title of Talk: "Convergence depth": proof of the nonrotation and nontranslation of galaxies
Abstract: HC Arp (Max Planck Inst.) amassed evidence that most large redshift is intrinsic, not due to motion or expansion. WG Tifft (Univ. of Arizona) says that redshift periods, large and small, suggest abandoning the motion/expansion hypothesis altogether. "Convergence depth", a phenomenon studied by this author since 2002, means that the average velocity over successive shells of galaxies, converges in a mere 400 M lt yr, to the apparent velocity ("anisotropy") of the sources of the cosmic microwave background ("CMB"). The shape of the convergence depth curve, and the observed 400 M lt yr period of galaxy distribution, suggest that Hubble's parameter varies sinusoidally along the axis of the CMB anisotropy, with half-period 400 M lt yr. Taylor series extrapolation of the convergence depth curve to the origin, then shows that the velocity of the sun relative to distant galaxies is about equal to its velocity relative to nearby stars. Galaxies neither rotate nor translate. "Dark matter" need not exist. Oort's law is not due to motion. An absolute frame of reference (Maxwell/FitzGerald ether?) is supported. DC Miller (Case Univ.) found that apparent "ether drift" agrees, in its component parallel to Earth's axis, with the solar apex motion, i.e., motion in the extragalactic frame.
ID:
505
Year: 2018
Name: Mitchel T. Keller
Institution: Morningside College
Subject area(s): Mathematical writing/publishing
Title of Talk: PreTeXt: One Input, Many Beautiful Outputs
Abstract: In this talk, we will take a look at some of the features of PreTeXt (formerly MathBook XML), which is a language designed for authors to be able to use a master source file to produce a variety of output formats. A PreTeXt source file marks up the structure of the document (theorems, proofs, exercises, examples, figures, etc.) using an XML syntax that may remind users of HTML, but with a total focus on structure and not presentation. Mathematical expressions in the source are marked up using LaTeX notation. Support for including a variety of interactive elements in the document is available, with additional interactive features planned. While most existing PreTeXt projects are book-length, the system is now mature and stable enough that interested individuals are encouraged to use it for developing materials for their courses, regardless of whether they might eventually develop into a larger project. PreTeXt source files are easily converted to HTML that looks good on both desktops and mobile devices and LaTeX for producing print versions. A conversion from PreTeXt to the EPUB format used by Apple's iBooks is under development, and a PreTeXt to Kindle conversion will follow. The speaker is the author of one open-source text written in PreTeXt (Applied Combinatorics with W.T. Trotter), co-editor of the PreTeXt edition of Bogart's Combinatorics through Guided Discovery (with Oscar Levin and Kent E. Morrison), Production Editor for Active Calculus by Boelkins et al., and is a core member of the group guiding further development of PreTeXt.
Year: 2018
Name: Mitchel T. Keller
Institution: Morningside College
Subject area(s): Mathematical writing/publishing
Title of Talk: PreTeXt: One Input, Many Beautiful Outputs
Abstract: In this talk, we will take a look at some of the features of PreTeXt (formerly MathBook XML), which is a language designed for authors to be able to use a master source file to produce a variety of output formats. A PreTeXt source file marks up the structure of the document (theorems, proofs, exercises, examples, figures, etc.) using an XML syntax that may remind users of HTML, but with a total focus on structure and not presentation. Mathematical expressions in the source are marked up using LaTeX notation. Support for including a variety of interactive elements in the document is available, with additional interactive features planned. While most existing PreTeXt projects are book-length, the system is now mature and stable enough that interested individuals are encouraged to use it for developing materials for their courses, regardless of whether they might eventually develop into a larger project. PreTeXt source files are easily converted to HTML that looks good on both desktops and mobile devices and LaTeX for producing print versions. A conversion from PreTeXt to the EPUB format used by Apple's iBooks is under development, and a PreTeXt to Kindle conversion will follow. The speaker is the author of one open-source text written in PreTeXt (Applied Combinatorics with W.T. Trotter), co-editor of the PreTeXt edition of Bogart's Combinatorics through Guided Discovery (with Oscar Levin and Kent E. Morrison), Production Editor for Active Calculus by Boelkins et al., and is a core member of the group guiding further development of PreTeXt.
ID:
456
Year: 2016
Name: Stephen Kennedy
Institution: Carleton College
Subject area(s):
Title of Talk: Halving Your Cake
Abstract: It is a problem as old as humanity: given a resource to be shared (water, land, cake) how can it be shared fairly between several people? The answer, in the case of two claimants, is simple and ancient and known to every five-year-old with a sibling: I cut,You choose. Things get much more interesting, and challenging, if one has more than one sibling. We are forced to ask ourselves exactly what “fairly” means in the question; “fair” from whose point of view and by what criteria?
Year: 2016
Name: Stephen Kennedy
Institution: Carleton College
Subject area(s):
Title of Talk: Halving Your Cake
Abstract: It is a problem as old as humanity: given a resource to be shared (water, land, cake) how can it be shared fairly between several people? The answer, in the case of two claimants, is simple and ancient and known to every five-year-old with a sibling: I cut,You choose. Things get much more interesting, and challenging, if one has more than one sibling. We are forced to ask ourselves exactly what “fairly” means in the question; “fair” from whose point of view and by what criteria?
ID:
435
Year: 2016
Name: Deborah Kent
Institution: Drake University
Subject area(s): Game Theory, Graph Theory
Title of Talk: Can you be happy with your piece of cake?
Abstract: This talk will consider questions of equitable and envy-free division. We will prove Sperner's Lemma -- an elegant graph-theoretic result due to Emmanuel Sperner -- and apply it to conclude the existence of an envy-free division of cake.
Year: 2016
Name: Deborah Kent
Institution: Drake University
Subject area(s): Game Theory, Graph Theory
Title of Talk: Can you be happy with your piece of cake?
Abstract: This talk will consider questions of equitable and envy-free division. We will prove Sperner's Lemma -- an elegant graph-theoretic result due to Emmanuel Sperner -- and apply it to conclude the existence of an envy-free division of cake.
ID:
203
Year: 2007
Name: In-Jae Kim
Institution: Minnesota State University, Mankato
Subject area(s):
Title of Talk: Sign patterns that allow a positive or nonnegative left inverse
Abstract: An m x n sign pattern S is an m x n matrix with entries in {+,-,0}. An m x n sign pattern S allows a positive (resp., nonnegative) left inverse provided that there exist an m x n matrix A with sign pattern S and an m x n matrix with only positive (resp., nonnegative) entries satisfying BA=I_{n}, where I_{n} is the n x n identity matrix. Using associated bipartite digraphs, we characterize m x n (m >= n >= 2) sign patterns that allow a positive left inverse. This generalizes the known result for the square case. Some results on sign patterns allowing a nonnegative left inverse are also presented. (This is joint work with D.D. Olesky, B.L. Shader and P. van den Driessche.)
Year: 2007
Name: In-Jae Kim
Institution: Minnesota State University, Mankato
Subject area(s):
Title of Talk: Sign patterns that allow a positive or nonnegative left inverse
Abstract: An m x n sign pattern S is an m x n matrix with entries in {+,-,0}. An m x n sign pattern S allows a positive (resp., nonnegative) left inverse provided that there exist an m x n matrix A with sign pattern S and an m x n matrix with only positive (resp., nonnegative) entries satisfying BA=I_{n}, where I_{n} is the n x n identity matrix. Using associated bipartite digraphs, we characterize m x n (m >= n >= 2) sign patterns that allow a positive left inverse. This generalizes the known result for the square case. Some results on sign patterns allowing a nonnegative left inverse are also presented. (This is joint work with D.D. Olesky, B.L. Shader and P. van den Driessche.)
ID:
561
Year: 2021
Name: Presley Kimball
Institution: Creighton University
Subject area(s): Mathematical Models, Epidimiology
Title of Talk: An ODE model of yaws elimination in Lihir Island, Papua New Guinea
Abstract: Yaws is a chronic infection that affects mainly the skin, bone, and cartilage and spreads mostly between children. The new approval of a medication as treatment in 2012 has revived eradication efforts and now only few localized foci of infection remain. The World Health Organization strategy mandates an initial round of total community treatment (TCT) with single-dose azithromycin followed either by further TCT or by total targeted treatment (TTT), an active case-finding and treatment of cases and their contacts. We develop the compartmental ODE model of yaws transmission and treatment for these scenarios. We solve for disease-free and endemic equilibria and also perform the stability analysis. We calibrate the model and validate its predictions on the data from Lihir Island in Papua New Guinea. We demonstrate that TTT strategy is efficient in preventing outbreaks but, due to the presence of asymptomatic latent cases, TTT will not eliminate yaws within a reasonable time frame. To achieve the 2030 eradication target, TCT should be applied instead.
Year: 2021
Name: Presley Kimball
Institution: Creighton University
Subject area(s): Mathematical Models, Epidimiology
Title of Talk: An ODE model of yaws elimination in Lihir Island, Papua New Guinea
Abstract: Yaws is a chronic infection that affects mainly the skin, bone, and cartilage and spreads mostly between children. The new approval of a medication as treatment in 2012 has revived eradication efforts and now only few localized foci of infection remain. The World Health Organization strategy mandates an initial round of total community treatment (TCT) with single-dose azithromycin followed either by further TCT or by total targeted treatment (TTT), an active case-finding and treatment of cases and their contacts. We develop the compartmental ODE model of yaws transmission and treatment for these scenarios. We solve for disease-free and endemic equilibria and also perform the stability analysis. We calibrate the model and validate its predictions on the data from Lihir Island in Papua New Guinea. We demonstrate that TTT strategy is efficient in preventing outbreaks but, due to the presence of asymptomatic latent cases, TTT will not eliminate yaws within a reasonable time frame. To achieve the 2030 eradication target, TCT should be applied instead.
ID:
546
Year: 2019
Name: Melanie King
Institution: The University of Iowa
Subject area(s): Math Education
Title of Talk: Introducing College Algebra Students to the IBL Learning Style
Abstract: Learning driven by student curiosity is more difficult in a setting such as College Algebra, where students typically have lower moral for learning math effectively. The purpose of this talk is to propose a general guideline for understanding the problems of students in College Algebra and address these problems using some IBL techniques. Here are some noted problems framed as student responses: "I hate/am not good at math”, “Can I cancel these?”, "I don't know how to start this", and "This problem wasn't on the homework/practice quiz, so I didn't know how to do it on the quiz/test". I will suggest learning techniques to help students tap into their curiosities without relying solely on teacher intervention to solve problems as is true to the IBL style of learning. I will also discuss some intermediary results of implementing some strategies in a blackboard section of College Algebra in Fall 2019 at the University of Iowa.
Year: 2019
Name: Melanie King
Institution: The University of Iowa
Subject area(s): Math Education
Title of Talk: Introducing College Algebra Students to the IBL Learning Style
Abstract: Learning driven by student curiosity is more difficult in a setting such as College Algebra, where students typically have lower moral for learning math effectively. The purpose of this talk is to propose a general guideline for understanding the problems of students in College Algebra and address these problems using some IBL techniques. Here are some noted problems framed as student responses: "I hate/am not good at math”, “Can I cancel these?”, "I don't know how to start this", and "This problem wasn't on the homework/practice quiz, so I didn't know how to do it on the quiz/test". I will suggest learning techniques to help students tap into their curiosities without relying solely on teacher intervention to solve problems as is true to the IBL style of learning. I will also discuss some intermediary results of implementing some strategies in a blackboard section of College Algebra in Fall 2019 at the University of Iowa.
ID:
526
Year: 2019
Name: O'Neill Kingston
Institution: Iowa State University
Subject area(s): Representation theory
Title of Talk: Jeux de taquin
Abstract: Or, in English, the 15 puzzle(s). From integer partitions to algebraic structures, in this talk we explore a classic combinatorial technique and a few of its applications.
Year: 2019
Name: O'Neill Kingston
Institution: Iowa State University
Subject area(s): Representation theory
Title of Talk: Jeux de taquin
Abstract: Or, in English, the 15 puzzle(s). From integer partitions to algebraic structures, in this talk we explore a classic combinatorial technique and a few of its applications.
ID:
68
Year: 2004
Name: Alexander Kleiner
Institution: Drake University
Subject area(s): Analysis, History
Title of Talk: "Summing" Unbounded Sequences: Some History Preliminary Report
Abstract: The question of which, if any, unbounded sequences were summed by regular methods of summation was considerd repeatedly. This talk will show how these questions were answered (over and over).
Year: 2004
Name: Alexander Kleiner
Institution: Drake University
Subject area(s): Analysis, History
Title of Talk: "Summing" Unbounded Sequences: Some History Preliminary Report
Abstract: The question of which, if any, unbounded sequences were summed by regular methods of summation was considerd repeatedly. This talk will show how these questions were answered (over and over).