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 341-360 of 471 results.
Sort by:
ID:
508
Year: 2018
Name: Ross Sweet
Institution: Simpson College
Subject area(s): math education, online learning
Title of Talk: Facilitating Peer Feedback in an Online Course
Abstract: When adapting a face-to-face course to an online format, many of our usual course activities are difficult to implement. In an introductory quantitative reasoning course, writing assignments with peer feedback were an essential part of the face-to-face course. When adapting this course to an online version, keeping the spirit of these assignments was a primary goal. An online question and answer platform, Piazza, was used for asynchronous peer feedback on writing assignments for the online version. In this context, we will discuss some benefits and drawbacks of this format and tool along with future refinements.
Year: 2018
Name: Ross Sweet
Institution: Simpson College
Subject area(s): math education, online learning
Title of Talk: Facilitating Peer Feedback in an Online Course
Abstract: When adapting a face-to-face course to an online format, many of our usual course activities are difficult to implement. In an introductory quantitative reasoning course, writing assignments with peer feedback were an essential part of the face-to-face course. When adapting this course to an online version, keeping the spirit of these assignments was a primary goal. An online question and answer platform, Piazza, was used for asynchronous peer feedback on writing assignments for the online version. In this context, we will discuss some benefits and drawbacks of this format and tool along with future refinements.
ID:
53
Year: 2004
Name: Stephen Walk
Institution: St. Cloud State University
Subject area(s):
Title of Talk: Avoiding Paradoxes in Joker Poker
Abstract: If we add a Joker to an ordinary deck of cards, we'll find that the three-of-a-kind hands are more prevalent than the two-pair hands. (By convention, the Joker is always interpreted to make the hand's rank as high as possible.) Since the two-pair hands are rarer, by all rights they should outrank the threes-of-a-kind. But if the ranking is redone so that two-pair hands rank higher, then some of the Joker hands have to be interpreted as two-pair hands instead of threes-of-a-kind, and as a result the two-pair hands are again more prevalent than threes-of-a-kind. There is simply no consistent way to rank the poker hands in this Joker deck. It's enough to make Bret Maverick spin in his grave. \par What if we don't confine ourselves to the ordinary deck? Is it possible to find a deck that avoids paradoxes like the one above? Yes! Is it \emph{easy} to avoid paradoxes? Sure---if the deck is big enough. This talk will include the results of an investigation into this situation as well as a few details about the methodology. Only decks of size smaller than one million are considered; bigger decks become somewhat difficult to shuffle.
Year: 2004
Name: Stephen Walk
Institution: St. Cloud State University
Subject area(s):
Title of Talk: Avoiding Paradoxes in Joker Poker
Abstract: If we add a Joker to an ordinary deck of cards, we'll find that the three-of-a-kind hands are more prevalent than the two-pair hands. (By convention, the Joker is always interpreted to make the hand's rank as high as possible.) Since the two-pair hands are rarer, by all rights they should outrank the threes-of-a-kind. But if the ranking is redone so that two-pair hands rank higher, then some of the Joker hands have to be interpreted as two-pair hands instead of threes-of-a-kind, and as a result the two-pair hands are again more prevalent than threes-of-a-kind. There is simply no consistent way to rank the poker hands in this Joker deck. It's enough to make Bret Maverick spin in his grave. \par What if we don't confine ourselves to the ordinary deck? Is it possible to find a deck that avoids paradoxes like the one above? Yes! Is it \emph{easy} to avoid paradoxes? Sure---if the deck is big enough. This talk will include the results of an investigation into this situation as well as a few details about the methodology. Only decks of size smaller than one million are considered; bigger decks become somewhat difficult to shuffle.
ID:
572
Year: 2021
Name: Catherine Hsu
Institution: Swarthmore College
Subject area(s):
Title of Talk: Projective and Non-Abelian SET
Abstract: Mathematicians love SET. On the surface, this classic game is a con test of pattern recognition, but it also presents an interesting way to visualize the geometry of a torus over a finite field. In this talk, we will discuss some of the mathematics connected to SET and then explore several new versions of the game, including one arising from projective geometry and one arising from non-abelian groups. In particular, we will see how these non-abelian variations on SET can give intuitive visualizations of abstract group structures.
Year: 2021
Name: Catherine Hsu
Institution: Swarthmore College
Subject area(s):
Title of Talk: Projective and Non-Abelian SET
Abstract: Mathematicians love SET. On the surface, this classic game is a con test of pattern recognition, but it also presents an interesting way to visualize the geometry of a torus over a finite field. In this talk, we will discuss some of the mathematics connected to SET and then explore several new versions of the game, including one arising from projective geometry and one arising from non-abelian groups. In particular, we will see how these non-abelian variations on SET can give intuitive visualizations of abstract group structures.
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:
472
Year: 2017
Name: Corissa Goertzen
Institution: University of Dubuque
Subject area(s):
Title of Talk: STEMulating Activities
Abstract: With the emphasis on STEM in the K-12 grades, colleges are stepping up to hold STEM related events. We will discuss the activities we have used at STEM festivals and how we encouraged college students to get involved. Time will allow for sharing of ideas.
Year: 2017
Name: Corissa Goertzen
Institution: University of Dubuque
Subject area(s):
Title of Talk: STEMulating Activities
Abstract: With the emphasis on STEM in the K-12 grades, colleges are stepping up to hold STEM related events. We will discuss the activities we have used at STEM festivals and how we encouraged college students to get involved. Time will allow for sharing of ideas.
ID:
271
Year: 2009
Name: Aba Mbirika
Institution: University of Iowa
Subject area(s):
Title of Talk: Cool combinatorics arising on a cohomology hunt!
Abstract: Can cool combinatorics arise in a hunt for the cohomology ring of a variety? Yes indeed! In 1992, De Mari, Proces, and Shayman introduce Hessenberg varieties. These are a natural generalization of the famed Springer variety. Much is known about the cohomology ring of the Springer variety, but little is known in the case of a general Hessenberg. We provide a step in this direction by inspecting a certain subfamily of Hessenbergs called the Peterson variety. We conjecture that the cohomology ring of a Peterson variety has the presentation of a graded quotient of a polynomial ring modulo a special ideal with very nice combinatorial properties. Along the way, cute combinatorics pops up in the form of Dyck paths, Catalan numbers, etc. We also discuss tantalizing recent work that might help confirm our conjecture.
Year: 2009
Name: Aba Mbirika
Institution: University of Iowa
Subject area(s):
Title of Talk: Cool combinatorics arising on a cohomology hunt!
Abstract: Can cool combinatorics arise in a hunt for the cohomology ring of a variety? Yes indeed! In 1992, De Mari, Proces, and Shayman introduce Hessenberg varieties. These are a natural generalization of the famed Springer variety. Much is known about the cohomology ring of the Springer variety, but little is known in the case of a general Hessenberg. We provide a step in this direction by inspecting a certain subfamily of Hessenbergs called the Peterson variety. We conjecture that the cohomology ring of a Peterson variety has the presentation of a graded quotient of a polynomial ring modulo a special ideal with very nice combinatorial properties. Along the way, cute combinatorics pops up in the form of Dyck paths, Catalan numbers, etc. We also discuss tantalizing recent work that might help confirm our conjecture.
ID:
278
Year: 2010
Name: K Stroyan
Institution: University of Iowa
Subject area(s):
Title of Talk: Projects in Calculus Class
Abstract: My favorite calculus question is: Why did we eradicate polio by vaccination, but not measles? I use this as a training project for student projects in calculus. I'll talk about my experience with "modeling" projects in calculus.
Year: 2010
Name: K Stroyan
Institution: University of Iowa
Subject area(s):
Title of Talk: Projects in Calculus Class
Abstract: My favorite calculus question is: Why did we eradicate polio by vaccination, but not measles? I use this as a training project for student projects in calculus. I'll talk about my experience with "modeling" projects in calculus.
ID:
283
Year: 2010
Name: Samuel Ferguson
Institution: University of Iowa
Subject area(s): Analysis, Teaching, Foundations
Title of Talk: Reals Revisited: NO SUP FOR YOU!
Abstract: Traditionally, first courses in analysis have started with certain axioms and then, in the course of deducing the consequences of these axioms, they prove the major theorems of calculus. The chief among these axioms is the "sup/least upper bound axiom," which seems obscure to most beginners. Where did such a thing come from, and how do we know that such a number system, satisfying such axioms, actually exists? Are the "reals" real? If teachers and students leave such questions unasked, they risk getting the impression that mathematics is just what happens when a somebody writes down a set of axioms and uses them to go on, in the words of Steven G. Krantz, "a magical mystery tour." Fortunately, in 1872 Dedekind and Cantor, independently and with different approaches, which have come to be known as the "Dedekind cut" approach to the "sup" and the "Cauchy sequence" approach to "completeness," constructed such real number systems, but their approaches are considered too complicated to present in their entirety at the beginning of most courses in analysis. In this talk, assisted by the intuition of Cauchy, Weierstrass, Courant, and others, we will give another (new?) construction of the reals, which has the advantages of both of the other constructions discussed and the complications of neither. Time permitting, the number "e" will be defined with this approach, or the Intermediate Value Theorem will be proved.
Year: 2010
Name: Samuel Ferguson
Institution: University of Iowa
Subject area(s): Analysis, Teaching, Foundations
Title of Talk: Reals Revisited: NO SUP FOR YOU!
Abstract: Traditionally, first courses in analysis have started with certain axioms and then, in the course of deducing the consequences of these axioms, they prove the major theorems of calculus. The chief among these axioms is the "sup/least upper bound axiom," which seems obscure to most beginners. Where did such a thing come from, and how do we know that such a number system, satisfying such axioms, actually exists? Are the "reals" real? If teachers and students leave such questions unasked, they risk getting the impression that mathematics is just what happens when a somebody writes down a set of axioms and uses them to go on, in the words of Steven G. Krantz, "a magical mystery tour." Fortunately, in 1872 Dedekind and Cantor, independently and with different approaches, which have come to be known as the "Dedekind cut" approach to the "sup" and the "Cauchy sequence" approach to "completeness," constructed such real number systems, but their approaches are considered too complicated to present in their entirety at the beginning of most courses in analysis. In this talk, assisted by the intuition of Cauchy, Weierstrass, Courant, and others, we will give another (new?) construction of the reals, which has the advantages of both of the other constructions discussed and the complications of neither. Time permitting, the number "e" will be defined with this approach, or the Intermediate Value Theorem will be proved.
ID:
284
Year: 2010
Name: Peter Blanchard
Institution: University of Iowa
Subject area(s): combinatorics, algebra
Title of Talk: Unit-connected pseudo-arithmetic super sets in the Gaussian Integers
Abstract: A set is pseudo-arithmetic if it has a difference which divides all other differences. A set is a pseudo-arithmetic super set if every subset is a pseudo-arithmetic set. Every pseudo-arithmetic super set can be contracted to have a unit difference, so the classification of pseudo-arithmetics super sets in Z[i] starts with the units. We give a complete classification of the unit-connected pseudo-arithmetic super sets in Z[i], and discuss which are maximal, which are bounded, and which may be extended.
Year: 2010
Name: Peter Blanchard
Institution: University of Iowa
Subject area(s): combinatorics, algebra
Title of Talk: Unit-connected pseudo-arithmetic super sets in the Gaussian Integers
Abstract: A set is pseudo-arithmetic if it has a difference which divides all other differences. A set is a pseudo-arithmetic super set if every subset is a pseudo-arithmetic set. Every pseudo-arithmetic super set can be contracted to have a unit difference, so the classification of pseudo-arithmetics super sets in Z[i] starts with the units. We give a complete classification of the unit-connected pseudo-arithmetic super sets in Z[i], and discuss which are maximal, which are bounded, and which may be extended.
ID:
301
Year: 2010
Name: Darin Mohr
Institution: University of Iowa
Subject area(s):
Title of Talk: The Iowa Mathematical Modeling Challenge: Modeling in an Experimental Learning Setting
Abstract: We discuss the recent success of the third annual Iowa Mathematical Modeling Challenge (IMMC). The IMMC is a twenty-four hour contest similar to COMAP's Mathematical Contest in Modeling, but with an added emphasis on student assessment and mathematical communication. We also discuss the future of the IMMC at the University of Iowa.
Year: 2010
Name: Darin Mohr
Institution: University of Iowa
Subject area(s):
Title of Talk: The Iowa Mathematical Modeling Challenge: Modeling in an Experimental Learning Setting
Abstract: We discuss the recent success of the third annual Iowa Mathematical Modeling Challenge (IMMC). The IMMC is a twenty-four hour contest similar to COMAP's Mathematical Contest in Modeling, but with an added emphasis on student assessment and mathematical communication. We also discuss the future of the IMMC at the University of Iowa.
ID:
343
Year: 2012
Name: Mary Therese Padberg
Institution: University of Iowa
Subject area(s): Mathematical Biology
Title of Talk: The Twisted Tale of Protein-bound DNA
Abstract: DNA is important for our cells to function and grow, but it cannot accomplish this alone. DNA is just the blueprint and its information must be read and expressed by proteins. Understanding the shape of DNA when protein has bound to it (protein-bound DNA) is important for biological and medical research. Laboratory techniques exist which allow scientists to find the geometric structure for some protein-bound DNA complexes. When these techniques fail, we can often experimentally determine a topology for the complex, but topology alone is not enough. In order to understand the structure of protein-bound DNA at a scientifically useful level we need to know the geometry of the structure. In this talk we will create a mathematical model based on the DNA topology from laboratory experiments to describe the geometry of the DNA. We will discuss the flexibility of this model to accept user modifications in order to model the protein-bound DNA sample under variable conditions. Thus, by combining geometric and topological solutions we will be able to more accurately describe the shape of large protein-bound DNA complexes.
Year: 2012
Name: Mary Therese Padberg
Institution: University of Iowa
Subject area(s): Mathematical Biology
Title of Talk: The Twisted Tale of Protein-bound DNA
Abstract: DNA is important for our cells to function and grow, but it cannot accomplish this alone. DNA is just the blueprint and its information must be read and expressed by proteins. Understanding the shape of DNA when protein has bound to it (protein-bound DNA) is important for biological and medical research. Laboratory techniques exist which allow scientists to find the geometric structure for some protein-bound DNA complexes. When these techniques fail, we can often experimentally determine a topology for the complex, but topology alone is not enough. In order to understand the structure of protein-bound DNA at a scientifically useful level we need to know the geometry of the structure. In this talk we will create a mathematical model based on the DNA topology from laboratory experiments to describe the geometry of the DNA. We will discuss the flexibility of this model to accept user modifications in order to model the protein-bound DNA sample under variable conditions. Thus, by combining geometric and topological solutions we will be able to more accurately describe the shape of large protein-bound DNA complexes.
ID:
358
Year: 2013
Name: Paul Muhly
Institution: University of Iowa
Subject area(s): pedagogy
Title of Talk: TeX in the Classroom
Abstract: In this talk I will advocate for and share my experiences when requiring students to write their homework in LaTeX. The experiences I have had when requiring students to TeX their homework have been surprisingly positive. I will explain what I have done and offer suggestions, especially suggestions about how to get students started using TeX.
Year: 2013
Name: Paul Muhly
Institution: University of Iowa
Subject area(s): pedagogy
Title of Talk: TeX in the Classroom
Abstract: In this talk I will advocate for and share my experiences when requiring students to write their homework in LaTeX. The experiences I have had when requiring students to TeX their homework have been surprisingly positive. I will explain what I have done and offer suggestions, especially suggestions about how to get students started using TeX.
ID:
103
Year: 2005
Name: Matthew Johnson
Institution: University of Iowa
Subject area(s): Functional Analysis, C*-Algebras
Title of Talk: The Graph Traces of Finite Graphs and Applications to Tracial States of C*-Algebras
Abstract: We determine the extreme points of the set of graph traces of norm one for any finite graph E satisfying Condition (K). We also describe and application to the space of tracial states on the graph C*-algebra.
Year: 2005
Name: Matthew Johnson
Institution: University of Iowa
Subject area(s): Functional Analysis, C*-Algebras
Title of Talk: The Graph Traces of Finite Graphs and Applications to Tracial States of C*-Algebras
Abstract: We determine the extreme points of the set of graph traces of norm one for any finite graph E satisfying Condition (K). We also describe and application to the space of tracial states on the graph C*-algebra.
ID:
110
Year: 2005
Name: Jenelle McAtee
Institution: University of Iowa
Subject area(s): knot theory, differential geometry
Title of Talk: Knots of Constant Curvature
Abstract: In this paper, we use the method of Richard Koch and Christoph Engelhardt to construct many knots of constant curvature.
Year: 2005
Name: Jenelle McAtee
Institution: University of Iowa
Subject area(s): knot theory, differential geometry
Title of Talk: Knots of Constant Curvature
Abstract: In this paper, we use the method of Richard Koch and Christoph Engelhardt to construct many knots of constant curvature.
ID:
131
Year: 2005
Name: K Stroyan
Institution: University of Iowa
Subject area(s): Trig and basic calculus
Title of Talk: Retinal disparity via computer
Abstract: The horizontal separation of our eyes causes the image each eye receives to fall on a slightly different portion of the retina. This difference is called "retinal disparity" and has been studied extensively for its relation to depth perception. (This kind of depth perception is called stereopsis. Helmholtz' book in 1910 is an old "standard" reference to this) Recently a psychologist friend mentioned that he was studying how retinal disparity changes as a driver views two objects off to the side of the road. He also mentioned that most of his colleagues are "math-o-phobic" and used rather coarse approximations to retinal disparity. I wrote a Mathematica animation to show the motion of the eyes of a driver and compute the time derivative of retinal disparity. We corresponded sending graphs via email until I had a start at what interests the scientists. The math is simple vector geometry with some arc tangents, but it is a little messy, so I didn't immediately look at the formulas. When I did, I had a surprise. And I believe the surprise means we could train better users of mathematics if we worked towards better integration of modern computing in basic math. We hope to build a web-Mathematica site for psychologists to use for their computations.
Year: 2005
Name: K Stroyan
Institution: University of Iowa
Subject area(s): Trig and basic calculus
Title of Talk: Retinal disparity via computer
Abstract: The horizontal separation of our eyes causes the image each eye receives to fall on a slightly different portion of the retina. This difference is called "retinal disparity" and has been studied extensively for its relation to depth perception. (This kind of depth perception is called stereopsis. Helmholtz' book in 1910 is an old "standard" reference to this) Recently a psychologist friend mentioned that he was studying how retinal disparity changes as a driver views two objects off to the side of the road. He also mentioned that most of his colleagues are "math-o-phobic" and used rather coarse approximations to retinal disparity. I wrote a Mathematica animation to show the motion of the eyes of a driver and compute the time derivative of retinal disparity. We corresponded sending graphs via email until I had a start at what interests the scientists. The math is simple vector geometry with some arc tangents, but it is a little messy, so I didn't immediately look at the formulas. When I did, I had a surprise. And I believe the surprise means we could train better users of mathematics if we worked towards better integration of modern computing in basic math. We hope to build a web-Mathematica site for psychologists to use for their computations.
ID:
388
Year: 2014
Name: Morgan Fonley
Institution: University of Iowa
Subject area(s):
Title of Talk: Amplification and damping of an oscillating streamflow signal in a river network
Abstract: When river flow is observed under dry conditions (such as late summer), a daily fluctuation can be seen. Without the addition of precipitation, the source of these fluctuations is understood to be evapotranspiration of water from the riparian zone of trees near the river network. The flow at any point in the river network exhibits a time delay between the time of maximal evaporation (around midday) and the minimal streamflow. Several hypotheses suggest reasons for this time delay including different methods by which water moves through the soil. An alternative hypothesis is that the time delay instead comes from constructive and destructive interference that occurs when the oscillating flows of river links undergo different phase shifts and combine their signals. In this way, the flow at a downstream river link can be amplified or damped. I present an analytic solution to the transport equation, a linear ordinary differential equation that can be used to determine the flow at any point in a river network when all hillslopes are assumed to have uniform parameters. I use this solution to demonstrate the extent of amplification or damping that can occur when different parameter values are varied.
Year: 2014
Name: Morgan Fonley
Institution: University of Iowa
Subject area(s):
Title of Talk: Amplification and damping of an oscillating streamflow signal in a river network
Abstract: When river flow is observed under dry conditions (such as late summer), a daily fluctuation can be seen. Without the addition of precipitation, the source of these fluctuations is understood to be evapotranspiration of water from the riparian zone of trees near the river network. The flow at any point in the river network exhibits a time delay between the time of maximal evaporation (around midday) and the minimal streamflow. Several hypotheses suggest reasons for this time delay including different methods by which water moves through the soil. An alternative hypothesis is that the time delay instead comes from constructive and destructive interference that occurs when the oscillating flows of river links undergo different phase shifts and combine their signals. In this way, the flow at a downstream river link can be amplified or damped. I present an analytic solution to the transport equation, a linear ordinary differential equation that can be used to determine the flow at any point in a river network when all hillslopes are assumed to have uniform parameters. I use this solution to demonstrate the extent of amplification or damping that can occur when different parameter values are varied.
ID:
147
Year: 2006
Name: Scott Wood
Institution: University of Iowa
Subject area(s): Bayesian statistics, spatial statistics, medical geography
Title of Talk: Model Fitting and Selection for County-Level Depression Hospitalization Rates Using Bayesian Statistical Methods
Abstract: Researchers in the health sciences are interested in identifying and modeling the risk factors that are associated with high rates of hospitalization for depression. Being able to identify U.S. counties with high standardized hospitalization rates (SHR) would be useful in allocating federal resources. This project analyzes and critiques three potential Bayesian statistical models that can be implemented using WinBUGS software. Ordinary least squares, Poisson regression, and Bayesian conditional autoregressive (CAR) models are considered in detail. Though each has its advantages and disadvantages, qualitative and quantitative evidence suggest that the Bayesian CAR model is the optimal choice for this data. While a Bayesian CAR model will be shown to account for spatial autocorrelation and Poisson response variables, it was not as reliable as hoped for making accurate predictions at the county level.
Year: 2006
Name: Scott Wood
Institution: University of Iowa
Subject area(s): Bayesian statistics, spatial statistics, medical geography
Title of Talk: Model Fitting and Selection for County-Level Depression Hospitalization Rates Using Bayesian Statistical Methods
Abstract: Researchers in the health sciences are interested in identifying and modeling the risk factors that are associated with high rates of hospitalization for depression. Being able to identify U.S. counties with high standardized hospitalization rates (SHR) would be useful in allocating federal resources. This project analyzes and critiques three potential Bayesian statistical models that can be implemented using WinBUGS software. Ordinary least squares, Poisson regression, and Bayesian conditional autoregressive (CAR) models are considered in detail. Though each has its advantages and disadvantages, qualitative and quantitative evidence suggest that the Bayesian CAR model is the optimal choice for this data. While a Bayesian CAR model will be shown to account for spatial autocorrelation and Poisson response variables, it was not as reliable as hoped for making accurate predictions at the county level.
ID:
148
Year: 2006
Name: Alfredo Villanueva
Institution: University of Iowa
Subject area(s): Differential Geometry
Title of Talk: Prolongations on a Riemannian Manifold
Abstract: Traditionally the method of prolongations is carry out by algebraic manipulations which become very complex, especially in cases of partial differential equations on curved spaces, here we are applying some results from representation theory and differential operators to have a systematic method that allow us to close some overdetermined systems on a Riemannian manifold.
Year: 2006
Name: Alfredo Villanueva
Institution: University of Iowa
Subject area(s): Differential Geometry
Title of Talk: Prolongations on a Riemannian Manifold
Abstract: Traditionally the method of prolongations is carry out by algebraic manipulations which become very complex, especially in cases of partial differential equations on curved spaces, here we are applying some results from representation theory and differential operators to have a systematic method that allow us to close some overdetermined systems on a Riemannian manifold.
ID:
410
Year: 2014
Name: Jennifer Good
Institution: University of Iowa
Subject area(s):
Title of Talk: What did J.S. Bach know about fractals?
Abstract: The mathematical term 'fractal', coined in the late 20th century, is used to describe detailed mathematical objects with certain repeating patterns. Bach's 3rd cello suite, composed 250 years earlier, contains evidence of a fractal embedded in one of its movements. Come learn about fractals as we see (and hear) how one appears in this famous piece of music!
Year: 2014
Name: Jennifer Good
Institution: University of Iowa
Subject area(s):
Title of Talk: What did J.S. Bach know about fractals?
Abstract: The mathematical term 'fractal', coined in the late 20th century, is used to describe detailed mathematical objects with certain repeating patterns. Bach's 3rd cello suite, composed 250 years earlier, contains evidence of a fractal embedded in one of its movements. Come learn about fractals as we see (and hear) how one appears in this famous piece of music!
ID:
417
Year: 2015
Name: Catherine Patterson
Institution: University of Iowa
Subject area(s): Mathematical biology, applied math, modeling
Title of Talk: Modeling the Effects of Multiple Myeloma Bone Disease
Abstract: Cancer is a lot like a hurricane; you can see it coming, but you don't know exactly where it will go or how much damage it will do. However, by combining a mathematical model with patient data, we can make predictions about the development of a patient's cancer. My research focuses on multiple myeloma, a plasma cell cancer that disrupts the bone remodeling process. In multiple myeloma patients, bone destruction outpaces bone replacement, producing bone lesions. This talk will describe the cell dynamics that regulate bone remodeling and explain how they are impacted by multiple myeloma. I will then discuss techniques used to model this system, including Savageau's power law approximations.
Year: 2015
Name: Catherine Patterson
Institution: University of Iowa
Subject area(s): Mathematical biology, applied math, modeling
Title of Talk: Modeling the Effects of Multiple Myeloma Bone Disease
Abstract: Cancer is a lot like a hurricane; you can see it coming, but you don't know exactly where it will go or how much damage it will do. However, by combining a mathematical model with patient data, we can make predictions about the development of a patient's cancer. My research focuses on multiple myeloma, a plasma cell cancer that disrupts the bone remodeling process. In multiple myeloma patients, bone destruction outpaces bone replacement, producing bone lesions. This talk will describe the cell dynamics that regulate bone remodeling and explain how they are impacted by multiple myeloma. I will then discuss techniques used to model this system, including Savageau's power law approximations.