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APS News November 2019, Vol. 28, No. 10
Professional The Optics of Topical Group on Back Page: Physics Education 02│ Skills Seminar 03│ Augmented Reality 05│ Data Science 08│ in Texas November 2019 • Vol. 28, No. 10 aps.org/apsnews A PUBLICATION OF THE AMERICAN PHYSICAL SOCIETY HONORS OUTREACH 2019 Nobel Prize in Physics Evaluating a Decade of BY LEAH POFFENBERGER PhysicsQuest BY LEAH POFFENBERGER he Royal Swedish Academy of Sciences has announced the or the past 10 years, middle winners of the 2019 Nobel T school classrooms all Prize in Physics, recognizing both theoretical and experimental F across the country have contributions to understanding had a chance to learn physics the universe. This year, the prize with hands-on demos thanks to is awarded to APS Fellow James the APS PhysicsQuest program. Peebles (Princeton University), PhysicsQuest distributes kits Michel Mayor (University of packed with experiment demos, Geneva), and Didier Queloz comic books, and a teacher’s guide (University of Geneva; University in hopes of inspiring students to of Cambridge). be more interested in physics. In New physics laureates (L-R): Didier Queloz, Michel Mayor, James Peebles Half of the prize is awarded the 2018-2019 school year alone, IMAGE: NOBEL FOUNDATION PhysicsQuest reached nearly to Peebles for his theoretical This year’s PhysicsQuest kits focus insights into physical cosmology Nobel Laureate David Gross. “Jim and measure the properties of the 184,000 students taught by more on the achievements of physicist that have impacted the trajec- is among the fathers of physical universe.” than 5,000 teachers. Chien-Shiung Wu. tory of cosmology research for cosmology that laid the foundation Peebles receives the Nobel Prize This year, APS commissioned good timing,” says James Roche, the past 50 years and form the for the now remarkably successful for his decoding of the cosmic an evaluation report of the Outreach Programs Manager basis of the current ideas about standard theory of the structure microwave background, left behind PhysicsQuest program to assess its at APS. -
Top 100 Global Innovators 2021 10-Year Anniversary
Top 100 Global Innovators 2021 10-year anniversary edition Celebrating 10 years of Top 100 Global Innovators Contents 06 Foreword 09 A habit for the new 10 Creating the list 12 Top 100 Global Innovators 2021 18 One year on 24 The hidden value of innovation culture 26 An ideation keel 3 Break– out 4 29 that have led the way. These 29 companies have appeared in the Top 100 Global Innovators list every single year since its inception a decade ago. With an average age of a century, the foundational stories of these firms and the themes they teach, endure and resonate today. Company history information was sourced from publicly available web records, including company websites, and best efforts were made to share with organizations for veracity. Break– 1665 — Saint-Gobain In October 1665, King Louis 14th of France granted a charter to minister Jean-Baptiste Colbert for a new glass and mirror making company, the Royal Mirror Glass Factory. With glassmaking expertise in the 17th century monopolized by Venice, the new company brought valuable Venetian glass makers, and their rare knowledge, across the Alps. After 365 years of prosperity and expansion with orders from the royal household (including the Hall of Mirrors at Versailles), today Saint-Gobain is a out global supplier and innovator of high- performance and sustainable materials (including glass) across a broad range of industries including construction, mobility, health and manufacturing. 1875 — Toshiba In 1875 Hisashige Tanaka opened Tanaka Engineering Works in Tokyo, manufacturing telegraphic equipment. Five years later, Ichisuke Fujioka established Hakunetsu-sha & Company, with a focus on developing the first Japanese-designed electric lamps. -
The Role of MIT
Entrepreneurial Impact: The Role of MIT Edward B. Roberts and Charles Eesley MIT Sloan School of Management February 2009 © 2009 by Edward B. Roberts. All rights reserved. ENTREPRENEURIAL IMPACT: THE ROLE OF MIT Entrepreneurial Impact: The Role of MIT Edward B. Roberts and Charles Eesley Edward B. Roberts is the David Sarnoff Professor of Management of Technology, MIT Sloan School of Management, and founder/chair of the MIT Entrepreneurship Center, which is sponsored in part by the Ewing Marion Kauffman Foundation. Charles Eesley is a doctoral candidate in the Technological Innovation & Entrepreneurship Group at the MIT Sloan School of Management and the recipient of a Kauffman Dissertation Fellowship. We thank MIT, the MIT Entrepreneurship Center, the Kauffman Foundation, and Gideon Gartner for their generous support of our research. The views expressed herein are those of the authors and do not necessarily reflect the views of the Ewing Marion Kauffman Foundation or MIT. Any mistakes are the authors’. ENTREPRENEURIAL IMPACT: THE ROLE OF MIT 1 TABLE OF CONTENTS Executive Summary................................................................................................................................4 Economic Impact of MIT Alumni Entrepreneurs......................................................................................4 The Types of Companies MIT Graduates Create......................................................................................5 The MIT Entrepreneurial Ecosystem ........................................................................................................6 -
You and Your Research & the Elements of Style
You and Your Research & The Elements of Style Philip Wadler University of Edinburgh Logic Mentoring Workshop Saarbrucken,¨ Monday 6 July 2020 Part I You and Your Research Richard W. Hamming, 1915–1998 • Los Alamos, 1945. • Bell Labs, 1946–1976. • Naval Postgraduate School, 1976–1998. • Turing Award, 1968. (Third time given.) • IEEE Hamming Medal, 1987. It’s not luck, it’s not brains, it’s courage Say to yourself, ‘Yes, I would like to do first-class work.’ Our society frowns on people who set out to do really good work. You’re not supposed to; luck is supposed to descend on you and you do great things by chance. Well, that’s a kind of dumb thing to say. ··· How about having lots of ‘brains?’ It sounds good. Most of you in this room probably have more than enough brains to do first-class work. But great work is something else than mere brains. ··· One of the characteristics of successful scientists is having courage. Once you get your courage up and believe that you can do important problems, then you can. If you think you can’t, almost surely you are not going to. — Richard Hamming, You and Your Research Develop reusable solutions How do I obey Newton’s rule? He said, ‘If I have seen further than others, it is because I’ve stood on the shoulders of giants.’ These days we stand on each other’s feet! Now if you are much of a mathematician you know that the effort to gen- eralize often means that the solution is simple. -
Division of Research and Economic Development
University of Rhode Island DigitalCommons@URI Reports (Research and Economic Development) Division of Research and Economic Development 2012 Division of Research and Economic Development Annual Report for FY2012 URI Division of Research and Economic Development Follow this and additional works at: http://digitalcommons.uri.edu/researchecondev_reports Recommended Citation URI Division of Research and Economic Development, "Division of Research and Economic Development Annual Report for FY2012" (2012). Reports (Research and Economic Development). Paper 7. http://digitalcommons.uri.edu/researchecondev_reports/7http://digitalcommons.uri.edu/researchecondev_reports/7 This Annual Report is brought to you for free and open access by the Division of Research and Economic Development at DigitalCommons@URI. It has been accepted for inclusion in Reports (Research and Economic Development) by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. Annual Report FY2012 PROPOSALS SUBMITTED through the Division of Research and Economic Development FY2012 Number of Proposals Dollar Amount 654 $299,726,030 AWARDS RECEIVED through the Division of Research and Economic Development FY2012 Type of Awards Dollar Amount Awards received through the Division of Research and Economic Development $95,004,749 Research-related awards through the URI Foundation $2,297,509 Research-related activity through the URI Research Foundation $343,245 Vice President for Research and Economic Development Support $506,998 -
History of Modern Applied Mathematics in Mathematics Education
HISTORY OF MODERN APPLIED MATHEMATICS IN MATHEMATICS EDUCATION UFFE THOMAS JANKVISI [I] When conversations turn to using history of mathematics in in-issues, of mathematics. When using history as a tool to classrooms, the rnferent is typically the old, often antique, improve leaining or instruction, we may distinguish at least history of the discipline (e g, Calinger, 1996; Fauvel & van two different uses: history as a motivational or affective Maanen, 2000; Jahnke et al, 1996; Katz, 2000) [2] This tool, and histmy as a cognitive tool Together with history tendency might be expected, given that old mathematics is as a goal these two uses of histoty as a tool are used to struc often more closely related to school mathematics However, ture discussion of the educational benefits of choosing a there seem to be some clear advantages of including histo history of modern applied mathematics ries of more modern applied mathematics 01 histories of History as a goal 'in itself' does not refor to teaching his modem applications of mathematics [3] tory of mathematics per se, but using histo1y to surface One (justified) objection to integrating elements of the meta-aspects of the discipline Of course, in specific teach history of modetn applied mathematics is that it is often com ing situations, using histmy as a goal may have the positive plex and difficult While this may be so in most instances, it side effect of offering students insight into mathematical is worthwhile to search for cases where it isn't so I consider in-issues of a specific history But the impo1tant detail is three here. -
Timeline of Computer History
Timeline of Computer History By Year By Category Search AI & Robotics (55) Computers (145)(145) Graphics & Games (48) Memory & Storage (61) Networking & The Popular Culture (50) Software & Languages (60) Bell Laboratories scientist 1937 George Stibitz uses relays for a Hewlett-Packard is founded demonstration adder 1939 Hewlett and Packard in their garage workshop “Model K” Adder David Packard and Bill Hewlett found their company in a Alto, California garage. Their first product, the HP 200A A Called the “Model K” Adder because he built it on his Oscillator, rapidly became a popular piece of test equipm “Kitchen” table, this simple demonstration circuit provides for engineers. Walt Disney Pictures ordered eight of the 2 proof of concept for applying Boolean logic to the design of model to test recording equipment and speaker systems computers, resulting in construction of the relay-based Model the 12 specially equipped theatres that showed the movie I Complex Calculator in 1939. That same year in Germany, “Fantasia” in 1940. engineer Konrad Zuse built his Z2 computer, also using telephone company relays. The Complex Number Calculat 1940 Konrad Zuse finishes the Z3 (CNC) is completed Computer 1941 The Zuse Z3 Computer The Z3, an early computer built by German engineer Konrad Zuse working in complete isolation from developments elsewhere, uses 2,300 relays, performs floating point binary arithmetic, and has a 22-bit word length. The Z3 was used for aerodynamic calculations but was destroyed in a bombing raid on Berlin in late 1943. Zuse later supervised a reconstruction of the Z3 in the 1960s, which is currently on Operator at Complex Number Calculator (CNC) display at the Deutsches Museum in Munich. -
Computing As Engineering
Journal of Universal Computer Science, vol. 15, no. 8 (2009), 1642-1658 submitted: 14/3/09, accepted: 27/4/09, appeared: 28/4/09 © J.UCS Computing as Engineering Matti Tedre (Tumaini University, Iringa, Tanzania fi[email protected]) Abstract: Computing as a discipline is often characterized as a combination of three major traditions: theoretical, scientific, and engineering tradition. Although the three traditions are all considered equally necessary for modern computing, the engineering tradition is often considered to be useful but to lack intellectual depth. This article discusses the basic intellectual background of the engineering tradition of computing. The article depicts the engineering aims manifest in the academic field of computing, compares the engineering tradition with the other traditions of computing as a disci- pline, and presents some epistemological, ontological, and methodological views con- cerning the engineering tradition of computing. The article aims at giving the reader an overview of the engineering tradition in computing and of some open questions about the intellectual foundations and contributions of the engineering tradition in computing. Key Words: information technology, philosophy of computer science, philosophy of technology, computing, engineering Category: K.7, K.7.1, K.7.m 1 Introduction The juxtaposing of science and technology is perhaps nowhere else as marked as in the computing disciplines. The division of computing into its mathemat- ical/theoretical, scientific/empirical, and design/engineering traditions ([Weg- ner, 1976], [Denning et al., 1989]) has spurred fiery debates about the merits and shortcomings of each tradition. In those debates, the theoretical tradition leans on the recognition of mathematics and logic as the theoretical cornerstones of computing, the scientific tradition draws support from arguments from the philosophy of science, but the design/engineering tradition is usually only rec- ognized for its utility and not for its intellectual foundations. -
OF the AMERICAN MATHEMATICAL SOCIETY 157 Notices February 2019 of the American Mathematical Society
ISSN 0002-9920 (print) ISSN 1088-9477 (online) Notices ofof the American MathematicalMathematical Society February 2019 Volume 66, Number 2 THE NEXT INTRODUCING GENERATION FUND Photo by Steve Schneider/JMM Steve Photo by The Next Generation Fund is a new endowment at the AMS that exclusively supports programs for doctoral and postdoctoral scholars. It will assist rising mathematicians each year at modest but impactful levels, with funding for travel grants, collaboration support, mentoring, and more. Want to learn more? Visit www.ams.org/nextgen THANK YOU AMS Development Offi ce 401.455.4111 [email protected] A WORD FROM... Robin Wilson, Notices Associate Editor In this issue of the Notices, we reflect on the sacrifices and accomplishments made by generations of African Americans to the mathematical sciences. This year marks the 100th birthday of David Blackwell, who was born in Illinois in 1919 and went on to become the first Black professor at the University of California at Berkeley and one of America’s greatest statisticians. Six years after Blackwell was born, in 1925, Frank Elbert Cox was to become the first Black mathematician when he earned his PhD from Cornell University, and eighteen years later, in 1943, Euphemia Lofton Haynes would become the first Black woman to earn a mathematics PhD. By the late 1960s, there were close to 70 Black men and women with PhDs in mathematics. However, this first generation of Black mathematicians was forced to overcome many obstacles. As a Black researcher in America, segregation in the South and de facto segregation elsewhere provided little access to research universities and made it difficult to even participate in professional societies. -
The Art of Proof
Matthias Beck & Ross Geoghegan The Art Of Proof Basic Training For Deeper Mathematics August 8, 2011 Springer Great teachers introduced us to the arts of mathematics and writing: To Harald Kohl and Hartmut Stapf To the memory of Fr. Harry Lawlor, SJ and Fr. Joseph Veale, SJ Preface PEANUTS: c United Feature Syndicate, Inc. Reprinted with permission. We have written this book with several kinds of readers in mind: (a) Undergraduates who have taken courses such as calculus and linear algebra, but who are not yet prepared for upper-level mathematics courses. We cover mathematical topics that these students should know. The book also provides a bridge to the upper-level courses, since we discuss formalities and conventions in detail, including the axiomatic method and how to deal with proofs. (b) Mathematics teachers and teachers-in-training. We present here some of the foundations of mathematics that anyone teaching mathematics beyond the most elementary levels should know. (c) High-school students with an unusually strong interest in mathematics. Such students should find this book interesting and (we hope) unconventional. (d) Scientists and social scientists who have found that the mathematics they studied as undergraduates is not sufficient for their present needs. Typically, the problem here is not the absence of training in a particular technique, but rather a general feeling of insecurity about what is correct or incorrect in mathematics, a sense of material only partly understood. Scientists must be confident that they are using mathematics correctly: fallacious mathematics almost guarantees bad science. In so far as possible we try to “work in” the formal methods indirectly, as we take the reader through some interesting mathematics. -
Naval Postgraduate School
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Calhoun, Institutional Archive of the Naval Postgraduate School Calhoun: The NPS Institutional Archive Faculty and Researcher Publications News Articles 2015-01-06 Iconic Researcher, Teacher Richard Hamming Maintains Lasting Legacy on Campus Stewart, Kenneth A. Monterey, California, Naval Postgraduate School http://hdl.handle.net/10945/44775 Naval Postgraduate School - Iconic Researcher, Teacher Richard Hamming Maintains Lasting Legacy on Campus Library Research Technology Services NPS Home About NPS Academics Administration Library Research Technology Services NPS Home About NPS Academics Administration Calendar | Directory SEARCH About NPS Academics Administration Library Research Technology Services Iconic Researcher, Teacher Richard Hamming Maintains Lasting Legacy on Campus NPS > About NPS > News Article By: Kenneth A. Stewart “The purpose of computing is insight, not numbers,” once noted renowned mathematician and former Naval Postgraduate School (NPS) Professor Richard W. Hamming. For the man who set aside a lifetime of groundbreaking discoveries for the love of teaching, at a self-imposed $1 per year salary, it would prove to be a prophetic statement indeed. Hamming held his final lecture at NPS in December of 1997, some 17 years ago, but his presence is as identifiable on campus as the vibrant red plaid sport coat he frequently donned to draw attention … “Because great ideas require an audience,” he would say. Hamming’s name is front and center each year, when the university honors its best teacher with the Richard W. Hamming Award for Teaching, and its top researcher with the Hamming Interdisciplinary Achievement Award. -
From Electronic to Video Gaming (Computing in Canada: Historical
From Electronic to Video Gaming (Computing in Canada: Historical Assessment Update) Sharing the Fun: Video Games in Canada, 1950-2015 Canada Science and Technology Museum Version 2 — January 30, 2015 Jean-Louis Trudel 1 Introduction Why is the playing of games so important? Even today, the approximately two billion dollars generated in GDP for the Canadian economy by the indigenous video game industry is far outweighed by the $155 billion in annual revenues of the overall information and communications technology (ICT) field. Similarly, while the video game industry may claim about 16,000 employees, the entire ICT sector employs over 520,000 Canadians. 1 Yet, 65 video game and computer science programs have sprung up in Canadian colleges and universities to cater to this new field where 97% of new graduate hires happen within Canada. 2 Furthermore, electronic gaming has become a pervasive form of entertainment, with 61% of Canadian households reporting by 2012 that they owned at least one game console and about 30% of Canadians playing every single day. 3 With the increasing adoption of mobile platforms (smartphones, tablets) available for use throughout the day, that percentage is expected to rise. Indeed, by 2014, 54% of Canadians had played a computer or video game within the past four weeks. 4 Therefore, paying attention to an industry that is able to capture the attention of so many Canadians on a regular basis is a recognition of its catering to a very deep-seated human instinct, sometimes identified as a neotenous feature rooted in early hominid evolution. Playfulness has long been recognized as a basic wellspring of human existence.