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 181-200 of 471 results.
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ID:
269
Year: 2009
Name: Jonathan White
Institution: Coe College
Subject area(s): Teaching & Learning of Mathematics
Title of Talk: Essay Questions on Calculus Exams?
Abstract: How should a Calculus class be different at a liberal arts college? I present one aspect of my own answer to this question, namely that assessing students
Year: 2009
Name: Jonathan White
Institution: Coe College
Subject area(s): Teaching & Learning of Mathematics
Title of Talk: Essay Questions on Calculus Exams?
Abstract: How should a Calculus class be different at a liberal arts college? I present one aspect of my own answer to this question, namely that assessing students
ID:
270
Year: 2009
Name: YiLin Cheng
Institution: Iowa State University
Subject area(s):
Title of Talk: Classification of Hopf algebras 4p-dimension
Abstract: In recent years, there have been much development on the classification of finite dimensional Hopf algebras over a field of characteristic 0. The 4p-dimensional Hopf algebras when p=3 was classified 10 years ago and there are very few results for classification of nonsemisimple Hopf algebras with the dimension which is a mutiple of 4 during this period. In this talk, I will discuss some progress joint work with Richard Ng about 4p-dimensional nonsemisimple Hopf algebras when the odd prime p is less than or equal to 11.
Year: 2009
Name: YiLin Cheng
Institution: Iowa State University
Subject area(s):
Title of Talk: Classification of Hopf algebras 4p-dimension
Abstract: In recent years, there have been much development on the classification of finite dimensional Hopf algebras over a field of characteristic 0. The 4p-dimensional Hopf algebras when p=3 was classified 10 years ago and there are very few results for classification of nonsemisimple Hopf algebras with the dimension which is a mutiple of 4 during this period. In this talk, I will discuss some progress joint work with Richard Ng about 4p-dimensional nonsemisimple Hopf algebras when the odd prime p is less than or equal to 11.
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:
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:
254
Year: 2009
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching, Calculus
Title of Talk: Calculus for the 21st Century
Abstract: There are several deep issues with the way we have been delivering calculus to this generation of students. First is the issue of the audience. With the extreme growth in pre-health science majors, the majority of students in our first semester calculus courses are Biology majors who are taking the course because it is required for the MCAT. They are not particularly excited to be there and are not afraid to share that opinion with the rest of the class. Second, which is tied to the first, is the issue of AP calculus. Many students coming to college who do want to study in the mathematical sciences are not in that first semester calculus course because they have AP credit. Thus, we often do not see OUR students until after that critical first semester in college. Additionally, the AP calculus curriculum is not equivalent to the material we deliver in college, so the students are always lacking, especially in sequences and series. The last issue has to do with engineering. The fundamental reason calculus is the first mathematics course taught to STEM (science, technology, engineering, and mathematics) majors in College is because of the space race. As a nation, we sent a majority of our mathematically talented and gifted students into engineering for decades. However, Wartburg does not have an engineering College and neither do most of our liberal arts college kin. We do have a small number of engineering science majors every year, but they are dwarfed by the health sciences students who are probably not taking calculus based physics until their third or fourth year at Wartburg. <p> Our new applied calculus
Year: 2009
Name: Mariah Birgen
Institution: Wartburg College
Subject area(s): Teaching, Calculus
Title of Talk: Calculus for the 21st Century
Abstract: There are several deep issues with the way we have been delivering calculus to this generation of students. First is the issue of the audience. With the extreme growth in pre-health science majors, the majority of students in our first semester calculus courses are Biology majors who are taking the course because it is required for the MCAT. They are not particularly excited to be there and are not afraid to share that opinion with the rest of the class. Second, which is tied to the first, is the issue of AP calculus. Many students coming to college who do want to study in the mathematical sciences are not in that first semester calculus course because they have AP credit. Thus, we often do not see OUR students until after that critical first semester in college. Additionally, the AP calculus curriculum is not equivalent to the material we deliver in college, so the students are always lacking, especially in sequences and series. The last issue has to do with engineering. The fundamental reason calculus is the first mathematics course taught to STEM (science, technology, engineering, and mathematics) majors in College is because of the space race. As a nation, we sent a majority of our mathematically talented and gifted students into engineering for decades. However, Wartburg does not have an engineering College and neither do most of our liberal arts college kin. We do have a small number of engineering science majors every year, but they are dwarfed by the health sciences students who are probably not taking calculus based physics until their third or fourth year at Wartburg. <p> Our new applied calculus
ID:
255
Year: 2009
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics, mathematics education
Title of Talk: A Survey of MAA Study Tours and the Iowa Section
Abstract: Highlights of the MAA Study Tours, with special attention to the participation of members of the Iowa Section.
Year: 2009
Name: Joel Haack
Institution: University of Northern Iowa
Subject area(s): history of mathematics, mathematics education
Title of Talk: A Survey of MAA Study Tours and the Iowa Section
Abstract: Highlights of the MAA Study Tours, with special attention to the participation of members of the Iowa Section.
ID:
273
Year: 2010
Name: Martha Ellen Waggoner
Institution: Simpson College
Subject area(s): linear algebra, teaching
Title of Talk: Linear Algebra: When am I ever going to use this?
Abstract: I tell my students that linear algebra is the most useful mathematical subject they will take, and of course, they expect me to support that claim. In this talk I will discuss applications that I use in both Linear Algebra and Mathematical Modeling that require matrix operations. I will focus on the difference between a forward problem and an inverse problem. The subject areas will include games, historical geography, and ray-based tomography.
Year: 2010
Name: Martha Ellen Waggoner
Institution: Simpson College
Subject area(s): linear algebra, teaching
Title of Talk: Linear Algebra: When am I ever going to use this?
Abstract: I tell my students that linear algebra is the most useful mathematical subject they will take, and of course, they expect me to support that claim. In this talk I will discuss applications that I use in both Linear Algebra and Mathematical Modeling that require matrix operations. I will focus on the difference between a forward problem and an inverse problem. The subject areas will include games, historical geography, and ray-based tomography.
ID:
274
Year: 2010
Name: A. M. Fink
Institution: Iowa State University
Subject area(s):
Title of Talk: A New Look at IQ
Abstract: We will discuss the Isoperimetric Quotient for low order polygons. If time permits, we can illustrate its connection with some linear algebra and markov chains. There are some intriguing geometric open problems.
Year: 2010
Name: A. M. Fink
Institution: Iowa State University
Subject area(s):
Title of Talk: A New Look at IQ
Abstract: We will discuss the Isoperimetric Quotient for low order polygons. If time permits, we can illustrate its connection with some linear algebra and markov chains. There are some intriguing geometric open problems.
ID:
275
Year: 2010
Name: Irvin Hentzel
Institution: Iowa State University
Subject area(s): Teaching Calculus
Title of Talk: Ideas and Examples for Calculus
Abstract: We give some non traditional problems from various sources that help with the understanding of the ideas of calculus. We show how the concept of continuity can be used to get a better grasp of a situation and to correct bad judgement. The goal is not to show nice calculations, but to show ways of thinking.
Year: 2010
Name: Irvin Hentzel
Institution: Iowa State University
Subject area(s): Teaching Calculus
Title of Talk: Ideas and Examples for Calculus
Abstract: We give some non traditional problems from various sources that help with the understanding of the ideas of calculus. We show how the concept of continuity can be used to get a better grasp of a situation and to correct bad judgement. The goal is not to show nice calculations, but to show ways of thinking.
ID:
276
Year: 2010
Name: Jihyeok Choi
Institution: Iowa State University
Subject area(s): Graph theory
Title of Talk: Monotonicity of mixed Ramsey numbers
Abstract: For two graphs, G, and H, an edge-coloring of a complete graph is (G;H)-good if there is no monochromatic subgraph isomorphic to G and no rainbow subgraph isomorphic to H in this coloring. The set of number of colors used by some (G;H)-colorings of Kn is called a mixed-Ramsey spectrum. In this talk, we will discuss whether the spectrum is an interval. This is joint work with Maria Axenovich.
Year: 2010
Name: Jihyeok Choi
Institution: Iowa State University
Subject area(s): Graph theory
Title of Talk: Monotonicity of mixed Ramsey numbers
Abstract: For two graphs, G, and H, an edge-coloring of a complete graph is (G;H)-good if there is no monochromatic subgraph isomorphic to G and no rainbow subgraph isomorphic to H in this coloring. The set of number of colors used by some (G;H)-colorings of Kn is called a mixed-Ramsey spectrum. In this talk, we will discuss whether the spectrum is an interval. This is joint work with Maria Axenovich.
ID:
277
Year: 2010
Name: Scott Searcy
Institution: Waldorf College
Subject area(s): Math Education
Title of Talk: A Survey of Technology Use and District Spending in North Iowa Schools
Abstract: Also presenting: Dr. Jeffrey Biessman. Conventional wisdom holds that technology use in public schools is commonplace and therefore college freshman have wide exposure to and experience with technology. Anecdotal suggest this may not be true. This survey was designed to reveal the extent of technology use in North Iowa school districts. The survey indicates that larger schools are less likely to budget money for technology on a per pupil basis than smaller districts.
Year: 2010
Name: Scott Searcy
Institution: Waldorf College
Subject area(s): Math Education
Title of Talk: A Survey of Technology Use and District Spending in North Iowa Schools
Abstract: Also presenting: Dr. Jeffrey Biessman. Conventional wisdom holds that technology use in public schools is commonplace and therefore college freshman have wide exposure to and experience with technology. Anecdotal suggest this may not be true. This survey was designed to reveal the extent of technology use in North Iowa school districts. The survey indicates that larger schools are less likely to budget money for technology on a per pupil basis than smaller districts.
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:
279
Year: 2010
Name: Christian Roettger
Institution: Iowa State University
Subject area(s): ODE, recurrence, power series, experimental mathematics
Title of Talk: Recurrences, power series, and ODE
Abstract: A three-term recurrence is connected to a power series, which solves a second-order ODE. The recurrence can be helpful in solving the ODE explicitly, and in approximating the power series. As is well-known, its growth rate is related to the radius of convergence of the power series. We will use a simple example straight from the textbook to investigate this in the case of a recurrence with *non-constant* coefficients. While the growth rate turns out to be surprisingly resistant to attack, it has great potential to be explored experimentally as well as theoretically - an opportunity for open-ended student projects.
Year: 2010
Name: Christian Roettger
Institution: Iowa State University
Subject area(s): ODE, recurrence, power series, experimental mathematics
Title of Talk: Recurrences, power series, and ODE
Abstract: A three-term recurrence is connected to a power series, which solves a second-order ODE. The recurrence can be helpful in solving the ODE explicitly, and in approximating the power series. As is well-known, its growth rate is related to the radius of convergence of the power series. We will use a simple example straight from the textbook to investigate this in the case of a recurrence with *non-constant* coefficients. While the growth rate turns out to be surprisingly resistant to attack, it has great potential to be explored experimentally as well as theoretically - an opportunity for open-ended student projects.
ID:
280
Year: 2010
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): combinatorics, number theory, undergraduate research
Title of Talk: Patterns and Structure in M-ary Partitions
Abstract: For a fixed natural number m, an m-ary partition of another number n is a way to write n as a sum of powers of m. For example 7= 3^0 + 3^1+3^1 is a 3-ary partition of 7. For each m, we can describe a sequence b_m(n) which counts the number of m-ary paritions of n, and this sequence has some some beautiful number theoretic properties. In joint work with James Sellers (Penn State) and Mac Roepke (UNI student), we describe and explain rich structure inside the m-ary partition sequences with a surprisingly straight-forward computation, and hint at other questions to come.
Year: 2010
Name: Theron Hitchman
Institution: University of Northern Iowa
Subject area(s): combinatorics, number theory, undergraduate research
Title of Talk: Patterns and Structure in M-ary Partitions
Abstract: For a fixed natural number m, an m-ary partition of another number n is a way to write n as a sum of powers of m. For example 7= 3^0 + 3^1+3^1 is a 3-ary partition of 7. For each m, we can describe a sequence b_m(n) which counts the number of m-ary paritions of n, and this sequence has some some beautiful number theoretic properties. In joint work with James Sellers (Penn State) and Mac Roepke (UNI student), we describe and explain rich structure inside the m-ary partition sequences with a surprisingly straight-forward computation, and hint at other questions to come.
ID:
281
Year: 2010
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Placement,
Title of Talk: A System to Place Incoming Students in Computer Science, Mathematics and Statistics
Abstract: Joint work with Andrew Hirakawa and Russel Steinbach. Colleges utilize various methods of placing students, but many methods are time intensive, have limited scope, or lack precision. The placement system described here resolves many of these issues using a PHP based inference engine with extensively-researched rules. The system's placements compare favorably with those created manually by faculty, and students perform well in the system-recommended courses. Scripts store placements in a MySQL database and later generate individual LaTeX-based letter for each student. The scripts from this project run efficiently, follow established software-engineering principles, and are easily modifiable. The project automates every step of the process from loading student data into the database to generating individual letters for students.
Year: 2010
Name: Henry Walker
Institution: Grinnell College
Subject area(s): Placement,
Title of Talk: A System to Place Incoming Students in Computer Science, Mathematics and Statistics
Abstract: Joint work with Andrew Hirakawa and Russel Steinbach. Colleges utilize various methods of placing students, but many methods are time intensive, have limited scope, or lack precision. The placement system described here resolves many of these issues using a PHP based inference engine with extensively-researched rules. The system's placements compare favorably with those created manually by faculty, and students perform well in the system-recommended courses. Scripts store placements in a MySQL database and later generate individual LaTeX-based letter for each student. The scripts from this project run efficiently, follow established software-engineering principles, and are easily modifiable. The project automates every step of the process from loading student data into the database to generating individual letters for students.
ID:
282
Year: 2010
Name: Brian Patterson
Institution: Iowa State University
Subject area(s): Real Analysis, Computability Theory
Title of Talk: Multi-Resolution Cellular Automata for Real Computation
Abstract: We will first briefly review cellular automata and why representing and computing with real numbers with a computer is problematic. Then we will discuss a new approach that uses the concept of fissioning cells to approximate real-valued regions. I will close with a brief explanation of my simulator.
Year: 2010
Name: Brian Patterson
Institution: Iowa State University
Subject area(s): Real Analysis, Computability Theory
Title of Talk: Multi-Resolution Cellular Automata for Real Computation
Abstract: We will first briefly review cellular automata and why representing and computing with real numbers with a computer is problematic. Then we will discuss a new approach that uses the concept of fissioning cells to approximate real-valued regions. I will close with a brief explanation of my simulator.
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:
285
Year: 2010
Name: Reza Rastegar
Institution: Iowa State University
Subject area(s): Probability
Title of Talk: Random walks in a sparse ``cookie" environment
Abstract: ``Cookie random walks" is a popular model of self-interacting random walks. Several variations of this model have been studied during the last decade. In this talk we will focus on the random walk on the integer lattice, where the ``cookies" perturbing the random walk are placed in a regular random sub-lattice of Z. We will present the model, briefly discuss an associated branching process, and then state criteria for transience and recurrence for this random walk.
Year: 2010
Name: Reza Rastegar
Institution: Iowa State University
Subject area(s): Probability
Title of Talk: Random walks in a sparse ``cookie" environment
Abstract: ``Cookie random walks" is a popular model of self-interacting random walks. Several variations of this model have been studied during the last decade. In this talk we will focus on the random walk on the integer lattice, where the ``cookies" perturbing the random walk are placed in a regular random sub-lattice of Z. We will present the model, briefly discuss an associated branching process, and then state criteria for transience and recurrence for this random walk.
ID:
286
Year: 2010
Name: Jitka Stehnova
Institution: Mt. Mercy College
Subject area(s): Number Theory, Representation Theory
Title of Talk: Representation Theory
Abstract: In this talk, we first give an introduction to the representation theory of p-adic groups. We will then focus on the subset of unitary groups, specifically U(1,1) and U(2) and show a process of parametrization of irreducible admissible supercuspidal representations.
Year: 2010
Name: Jitka Stehnova
Institution: Mt. Mercy College
Subject area(s): Number Theory, Representation Theory
Title of Talk: Representation Theory
Abstract: In this talk, we first give an introduction to the representation theory of p-adic groups. We will then focus on the subset of unitary groups, specifically U(1,1) and U(2) and show a process of parametrization of irreducible admissible supercuspidal representations.