Curriculum Vitae
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Super-Curricular Suggestions
Super- curricular suggestions Strong applicants to Cambridge and other competitive universities tend to have explored their chosen subject through wider reading outside the classroom, as well as doing very well in their GCSEs and A-levels. We call this sort of exploration ‘super-curricular’, as it builds on and enhances what you are studying in school. We do not expect you to pay for this sort of exploration and have endeavoured to provide resources that are mostly freely available. This selection of suggested reading lists and resources has been gathered from the Cambridge departmental and College websites, other universities and other sources on the internet. These lists are certainly NOT ‘required reading’ for Cambridge applicants. They simply provide some suggestions for places to start exploring your own interests in your chosen subject independently - you do not need to engage with any of the specific websites, books, podcasts etc mentioned and can easily find your own alternatives. The following lists are suggestions only. It is important to read critically by thinking carefully about the arguments, assumptions and evidence presented by the author. Reading is a great way to explore subjects that you find interesting – but there are many other ways to deepen your understanding: investigate your local museums, monuments, galleries and natural features, and think analytically about nature, machinery or the built environment. After the COVID-19 lockdown, perhaps you can visit some of these! The best thing about super-curricular activities is that there are no exams or deadlines to worry about – you are free to follow your own lines of enquiry into the areas that interest you the most. -
Twenty Female Mathematicians Hollis Williams
Twenty Female Mathematicians Hollis Williams Acknowledgements The author would like to thank Alba Carballo González for support and encouragement. 1 Table of Contents Sofia Kovalevskaya ................................................................................................................................. 4 Emmy Noether ..................................................................................................................................... 16 Mary Cartwright ................................................................................................................................... 26 Julia Robinson ....................................................................................................................................... 36 Olga Ladyzhenskaya ............................................................................................................................. 46 Yvonne Choquet-Bruhat ....................................................................................................................... 56 Olga Oleinik .......................................................................................................................................... 67 Charlotte Fischer .................................................................................................................................. 77 Karen Uhlenbeck .................................................................................................................................. 87 Krystyna Kuperberg ............................................................................................................................. -
Writing the History of Dynamical Systems and Chaos
Historia Mathematica 29 (2002), 273–339 doi:10.1006/hmat.2002.2351 Writing the History of Dynamical Systems and Chaos: View metadata, citation and similar papersLongue at core.ac.uk Dur´ee and Revolution, Disciplines and Cultures1 brought to you by CORE provided by Elsevier - Publisher Connector David Aubin Max-Planck Institut fur¨ Wissenschaftsgeschichte, Berlin, Germany E-mail: [email protected] and Amy Dahan Dalmedico Centre national de la recherche scientifique and Centre Alexandre-Koyre,´ Paris, France E-mail: [email protected] Between the late 1960s and the beginning of the 1980s, the wide recognition that simple dynamical laws could give rise to complex behaviors was sometimes hailed as a true scientific revolution impacting several disciplines, for which a striking label was coined—“chaos.” Mathematicians quickly pointed out that the purported revolution was relying on the abstract theory of dynamical systems founded in the late 19th century by Henri Poincar´e who had already reached a similar conclusion. In this paper, we flesh out the historiographical tensions arising from these confrontations: longue-duree´ history and revolution; abstract mathematics and the use of mathematical techniques in various other domains. After reviewing the historiography of dynamical systems theory from Poincar´e to the 1960s, we highlight the pioneering work of a few individuals (Steve Smale, Edward Lorenz, David Ruelle). We then go on to discuss the nature of the chaos phenomenon, which, we argue, was a conceptual reconfiguration as -
Alwyn C. Scott
the frontiers collection the frontiers collection Series Editors: A.C. Elitzur M.P. Silverman J. Tuszynski R. Vaas H.D. Zeh The books in this collection are devoted to challenging and open problems at the forefront of modern science, including related philosophical debates. In contrast to typical research monographs, however, they strive to present their topics in a manner accessible also to scientifically literate non-specialists wishing to gain insight into the deeper implications and fascinating questions involved. Taken as a whole, the series reflects the need for a fundamental and interdisciplinary approach to modern science. Furthermore, it is intended to encourage active scientists in all areas to ponder over important and perhaps controversial issues beyond their own speciality. Extending from quantum physics and relativity to entropy, consciousness and complex systems – the Frontiers Collection will inspire readers to push back the frontiers of their own knowledge. Other Recent Titles The Thermodynamic Machinery of Life By M. Kurzynski The Emerging Physics of Consciousness Edited by J. A. Tuszynski Weak Links Stabilizers of Complex Systems from Proteins to Social Networks By P. Csermely Quantum Mechanics at the Crossroads New Perspectives from History, Philosophy and Physics Edited by J. Evans, A.S. Thorndike Particle Metaphysics A Critical Account of Subatomic Reality By B. Falkenburg The Physical Basis of the Direction of Time By H.D. Zeh Asymmetry: The Foundation of Information By S.J. Muller Mindful Universe Quantum Mechanics and the Participating Observer By H. Stapp Decoherence and the Quantum-to-Classical Transition By M. Schlosshauer For a complete list of titles in The Frontiers Collection, see back of book Alwyn C. -
A Fairly Complete History and Tour of Aynho Village – Updated January 2017 Aynho Is a Two-Part Name
A Fairly Complete History and Tour of Aynho Village – updated January 2017 Aynho is a two-part name - ‘Ayn’ is either a corruption of a Saxon personal name, or more likely the Saxon word for a spring or stream. The ‘Hoh’ is a Saxon word for a promontory/projecting ridge of land standing on a plain as Aynho does. The earliest mention (in the Domesday Book) of an owner of the manor of Aynho is Asgar - a Danish thane (knight). He was standard bearer for Edward the Confessor who reigned from 1042 to 1066. (Edward was born at Islip about fifteen miles south east of Aynho, so he probably knew Asgar). The entry showed 3¼ hides (about 400 acres altogether), land for 8 ploughs, a mill and 20 acres of meadow. Why was Aynho so relatively important in the mid-ten hundreds? Probably because of its location high up overlooking the whole Cherwell valley. There were very few significant houses in existence within a radius of twenty miles at that time, and it is believed that Aynho had a substantial wooden Saxon manor house then. For example Oxford Castle was not built until 1073, Banbury Castle 1135, Broughton Castle 1300, Rousham House 1635 and Upton House 1695. The first proper Oxford College, University College, wasn’t founded until1249. Apart from Aynho north of Oxford only Sulgrave Manor is recorded as having an Anglo-Saxon Manor House around the late 9th century. William the Conqueror gave the village to one of his barons, Geoffrey de Mandeville, for helping him win the Battle of Hastings in 1066. -
Complex Numbers and Colors
Complex Numbers and Colors For the sixth year, “Complex Beauties” provides you with a look into the wonderful world of complex functions and the life and work of mathematicians who contributed to our understanding of this field. As always, we intend to reach a diverse audience: While most explanations require some mathemati- cal background on the part of the reader, we hope non-mathematicians will find our “phase portraits” exciting and will catch a glimpse of the richness and beauty of complex functions. We would particularly like to thank our guest authors: Jonathan Borwein and Armin Straub wrote on random walks and corresponding moment functions and Jorn¨ Steuding contributed two articles, one on polygamma functions and the second on almost periodic functions. The suggestion to present a Belyi function and the possibility for the numerical calculations came from Donald Marshall; the November title page would not have been possible without Hrothgar’s numerical solution of the Bla- sius equation. The construction of the phase portraits is based on the interpretation of complex numbers z as points in the Gaussian plane. The horizontal coordinate x of the point representing z is called the real part of z (Re z) and the vertical coordinate y of the point representing z is called the imaginary part of z (Im z); we write z = x + iy. Alternatively, the point representing z can also be given by its distance from the origin (jzj, the modulus of z) and an angle (arg z, the argument of z). The phase portrait of a complex function f (appearing in the picture on the left) arises when all points z of the domain of f are colored according to the argument (or “phase”) of the value w = f (z). -
Engaging Mathematics for All Learners
Engaging mathematics for all learners PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES 2 Engaging mathematics for all learners Contents Foreword . .3 Introduction . .5 What are you trying to achieve? . .6 How will you organise learning? . .8 Planning a compelling learning experience 8 Getting started – what are rich mathematical activities? 8 Some strategies for devising and working with rich mathematical activities 9 Finding rich contexts for mathematics 13 How will you know that you are achieving your aims? . .20 Case studies . .22 1: Every Child Matters – using recreational activities to engage learners 22 2: Every Child Matters – working inclusively with all ability groups 23 3: Historical and cultural roots of mathematics – understanding numbers 24 4: Historical and cultural roots of mathematics – the golden ratio 26 5: Modelling with mathematics 27 6: Mathematics in society – ‘number sense’ 28 7: Mathematics in society – technology and the environment 29 8: Mathematics across the curriculum – performing arts 31 9: Mathematics across the curriculum – STEM 32 10: Mathematics across the curriculum – STEM and PE 33 11: Mathematics and curriculum dimensions – healthy lifestyles 34 12: Mathematics and curriculum dimensions – technology and the media 34 13: Mathematics and curriculum dimensions – creativity and critical thinking 35 14: Using timetable opportunities for engaging mathematical activities 1 36 15: Using timetable opportunities for engaging mathematical activities 2 37 16: Working together to trial engaging mathematical activities (Bowland maths)38 17: Working together to introduce rich tasks into the mathematics curriculum for all learners 39 Working together to engage learners . .40 Making it happen . .44 Resources . .46 Acknowledgements . -
Popularising Mathematics
Popularising Mathematics Philipp Legner August 2013 Abstract Mathematics has countless applications in science, engineering and technology, yet school mathematics is one of the most unpopular subjects, perceived as difficult, boring and not useful in life. ‘Popularisation’ projects can help bridge this gap, by showing how exciting, applicable and beautiful mathematics is. Some popularisation projects focus on telling the wider public about mathematics, including its history, philosophy and applications; other projects encourage you to actively do mathematics and discover surprising relationships and beautiful results using mathematical reasoning and thinking. In this report I will develop a framework to classify and evaluate popularisation, and analyse a wide range of existing projects – ranging from competitions to websites, movies, exhibitions, books and workshops. I also reflect upon my personal experiences in designing popularisation activities. I would like to thank Professor Dave Pratt for his advise while writing this report. Table of Contents Introduction 1 Part 1: A Framework for Mathematics Popularisation The Value of Mathematics ........................................................................... 2 Defining Mathematics Popularisation ...................................................... 4 Designing Mathematics Popularisation ................................................... 8 Evaluating Popularisation Projects ............................................................ 11 Part 2: Case Studies of Popularisation Projects -
Birds and Frogs Equation
Notices of the American Mathematical Society ISSN 0002-9920 ABCD springer.com New and Noteworthy from Springer Quadratic Diophantine Multiscale Principles of Equations Finite Harmonic of the American Mathematical Society T. Andreescu, University of Texas at Element Analysis February 2009 Volume 56, Number 2 Dallas, Richardson, TX, USA; D. Andrica, Methods A. Deitmar, University Cluj-Napoca, Romania Theory and University of This text treats the classical theory of Applications Tübingen, quadratic diophantine equations and Germany; guides readers through the last two Y. Efendiev, Texas S. Echterhoff, decades of computational techniques A & M University, University of and progress in the area. The presenta- College Station, Texas, USA; T. Y. Hou, Münster, Germany California Institute of Technology, tion features two basic methods to This gently-paced book includes a full Pasadena, CA, USA investigate and motivate the study of proof of Pontryagin Duality and the quadratic diophantine equations: the This text on the main concepts and Plancherel Theorem. The authors theories of continued fractions and recent advances in multiscale finite emphasize Banach algebras as the quadratic fields. It also discusses Pell’s element methods is written for a broad cleanest way to get many fundamental Birds and Frogs equation. audience. Each chapter contains a results in harmonic analysis. simple introduction, a description of page 212 2009. Approx. 250 p. 20 illus. (Springer proposed methods, and numerical 2009. Approx. 345 p. (Universitext) Monographs in Mathematics) Softcover examples of those methods. Softcover ISBN 978-0-387-35156-8 ISBN 978-0-387-85468-7 $49.95 approx. $59.95 2009. X, 234 p. (Surveys and Tutorials in The Strong Free Will the Applied Mathematical Sciences) Solving Softcover Theorem Introduction to Siegel the Pell Modular Forms and ISBN: 978-0-387-09495-3 $44.95 Equation page 226 Dirichlet Series Intro- M. -
Introduction
Notes Introduction 1 Marie Corelli, or Mary Mackay (1855–1924) was a successful romantic novelist. The quotation is from her pamphlet, Woman or – Suffragette? A Question of National Choice (London: C. Arthur Pearson, 1907). 2 Sally Ledger and Roger Luckhurst, eds, The Fin de Siècle: A Reader in Cultural History c.1880–1900 (Oxford: Oxford University Press, 2000), p. xii. 3 A central text is Steven Shapin and Simon Schaffer, Leviathan and the Air- pump: Hobbes, Boyle and the Experimental Life (Princeton: Princeton University Press, 1985). 4 Otto Mayr, ‘The science-technology relationship’, in Science in Context: Readings in the Sociology of Science, ed. by Barry Barnes and David Edge (Milton Keynes: Open University Press, 1982), pp. 155–163. 5 Nature, November 8 1900, News, p. 28. 6 For example Alison Winter, ‘A calculus of suffering: Ada Lovelace and the bodily constraints on women’s knowledge in early Victorian England’, in Science Incarnate: Historical Embodiments of Natural Knowledge, ed. by Christopher Lawrence and Steven Shapin (Chicago: University of Chicago Press, 1998), pp. 202–239 and Margaret Wertheim, Pythagoras’ Trousers: God, Physics and the Gender Wars (London: Fourth Estate, 1997). 7 Carl B. Boyer, A History of Mathematics (New York: Wiley, 1968), pp. 649–650. 8 For the social construction of mathematics see David Bloor, ‘Formal and informal thought’, in Science in Context: Readings in the Sociology of Science, ed. by Barry Barnes and David Edge (Milton Keynes: Open University Press, 1982), pp. 117–124; Math Worlds: Philosophical and Social Studies of Mathematics and Mathematics Education, ed. by Sal Restivo, Jean Paul Bendegem and Roland Fisher (Albany: State University of New York Press, 1993). -
The 1999 Notices Index, Volume 46, Number 11
index.qxp 10/15/99 11:17 AM Page 1480 The 1999 Notices Index Index Section Page Number The AMS 1480 Meetings Information 1489 Announcements 1481 Memorial Articles 1490 Authors of Articles 1482 New Publications Offered by the AMS 1490 Reference and Book List 1420 Officers and Committee Members 1490 Deaths of Members of the Society 1483 Opinion 1490 Education 1484 Opportunities 1490 Feature Articles 1484 Prizes and Awards 1491 Forum 1485 Articles on the Profession 1492 Letters to the Editor 1486 Reviews 1492 Mathematicians 1487 Surveys 1493 Mathematics Articles 1489 Tables of Contents 1493 Mathematics History 1489 About the Cover, 26, 245, 318, 420, 534, 658, 781, 918, AMS Meeting in August 2000, 355 1073, 1208, 1367 AMS Menger Awards at the 1999 Intel-International Science and Engineering Fair, 912 Acknowledgment of Contributions, 947 AMS Officers and Committee Members, 1271 AMS Participates in Capitol Hill Exhibition, 918 The AMS AMS Participates in Faculty Preparation Program, 1072 1998 Election Results, 266 AMS Short Courses, 1171 1998 Report of the Committee on Meetings and Confer- AMS Standard Cover Sheet, 60, 270, 366, 698, 972, 1102, ences, 810 1282, 1428 1999 AMS Centennial Fellowships Awarded, 684 (The) Birth of an AMS Meeting, 1029 1999 AMS Election, 58, 267 Bylaws of the American Mathematical Society, 1252 1999 AMS-MAA-SIAM Morgan Prize, 469 Call for Proposals for 2001 Conferences, 1177, 1331 1999 Arnold Ross Lectures, 692 Conference Announced (Summer Mathematics Experience: 1999 Bôcher Prize, 463 A Working Conference on Summer -
January 2006
THE LONDON MATHEMATICAL SOCIETY NEWSLETTER No. 344 January 2006 Forthcoming COUNCIL DIARY Independently of these dis- 18 November 2005 cussions, October Council had Society highlighted the need for possi- Meetings The main business at this, the ble radical revision of the last Council meeting of Frances Society's organisation. To 2006 Kirwan's presidency, was con- progress this, a Council Retreat Friday 10 February sideration of the Framework will be held in January 2006 to London Studies Initiative on the rela- discuss matters such as the G. Segal tionship between the London Society's core values and objec- U. Tillmann Mathematical Society and the tives in the modern world, and (Mary Cartwright Institute for Mathematics and to identify and prioritise the Lecture) its Applications. Council was activities that are central to very grateful for the carefully members’ perception of the 1 Monday 15 May considered views that had been LMS. This will lead on to consid- Leicester received from many members eration of the governance and Midlands Regional during the consultation period. management best suited to Meeting Council authorised further con- delivering these outcomes. M. Bridson sideration of versions of the Reporting from the N. Hitchin H-framework and the inverted November meeting of the H. Kraft Y-framework, as a route to uni- Council for the Mathematical A. Zelevinsky fication of the two societies. Sciences, the President and the A choice between the two alter- Education Secretary expressed Friday 16 June natives will be made in March concern at the momentum London 2006. It was recognised that the building up from the Bologna Yu Manin H-framework was viable only if agreement, intended to unify (Hardy Lecture) it had a life of at most 10 years qualifications across Europe.