IAMP News Bulletin October 2016
International Association of Mathematical Physics Contents
International Association of Mathematical Physics News Bulletin, October 2016
Contents
Comments from the Editor3
A Walk in Barry Simon’s Mathematical Garden4
The Advance of Mathematics, Physics, and Computer Science in Developing Countries 31
Centre for the Mathematics of Quantum Theory (QMATH) at the University of Copenhagen 47
News from the IAMP Executive Committee 49
Contact Coordinates for this Issue 51
Bulletin Editor Editorial Board Evans Harrell Rafael Benguria, Virginie Bonnaillie-No¨el, Yasuyuki Kawahigashi, Manfred Salmhofer, Robert Sims Contacts. http://www.iamp.org and e-mail: [email protected]
Cover picture: Barry Simon (photograph courtesy of Bob Paz)
The views expressed in this IAMP News Bulletin are those of the authors and do not necessarily represent those of the IAMP Executive Committee, Editor or Editorial Board. Any complete or partial performance or reproduction made without the consent of the author or of his successors in title or assigns shall be unlawful. All reproduction rights are Mhenceforth reserved, and mention of the IAMP News Bulletin is obligatory in theΦ reference. (Art.L.122-4 of the Code of Intellectual Property).
ISSN 2304-7348 News Bulletin (International Association of Mathematical Physics) 2 ∩IAMP News Bulletin, October 2016 Comments from the Editor
Comments from the Editor
As was reported in these pages several months ago, our colleague Barry Simon was awarded the Steele Prize of the American Mathematical Society, for lifetime achievement, and recently his 70th birth year was celebrated with a pair of conferences in Canada. See http://www.fields.utoronto.ca/activities/16-17/modern-physics and http://www.crm.umontreal.ca/2016/Simon16/.
We are grateful to the Notices of the American Mathematical Society for permission to reprint two linked articles of reminiscences of Barry throughout his career, which were put together by Fritz Gesztesy. Another feature of this issue is an article on the state of mathematical sciences in the developing world, The Advance of Mathematics, Physics, and Computer Science in Developing Countries, by Wayne Patterson. The author shares perspectives from his extensive experience with scientific programs in developing countries through service at the US National Science Foundation and personal participation in numerous educational and scientific programs. This is the first of a planned series of articles on the spread of mathematical sciences in developing countries. The developing world is an essential topic for anyone concerned with the future of our field. International organizations like the IAMP not only have a philosophical commit- ment to international cooperation, but need to look south out of enlightened self-interest. Consider the remarkable fact that the world-wide adult literacy rate is now at about 85% for the first time in history. The greatest increases in education are taking place in the countries of the Global South, along with the greatest population growth. By the middle of this century the population of Africa, for example, will be substantially larger than either China or India, and with a much younger age distribution. Therefore, in one more generation, a significant fraction of the young researchers entering mathematical physics will very likely arrive from regions of the world that are unfamiliar to many universities and scientific institutions operating today. Knowing about mathematical and scientific activities in these regions and building bridges now will help the IAMP adapt successfully to the coming changes.
Evans Harrell, Editor of the IAMP News Bulletin
IAMP News Bulletin, October 20163 Fritz Gesztesy
From Mathematical Physics to Analysis: A Walk in Barry Simon’s Mathematical Garden by Fritz Gesztesy (Baylor University)
This article has been reprinted with permission from the original publication in The Notices of the American Mathematical Society 63 (2016) 740-752 and 878-889.
4 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
Notices of the American Mathematical Society August 2016 FEATURES
P * P P
732 740 772 P + P = 2 P Tverberg's Theorem at 50: From Mathematical WHAT IS... Extensions and Physics to Analysis: a Diophantine m-tuple? Counterexamples A Walk in Barry Simon’s by Andrej Dujella by Imre Bárány, Pavle V. M. Blagojevic, Mathematical Garden and Günter M. Ziegler Coordinating Editor Fritz Gesztesy
Our August issue features the recent counterexample to the conjectured topological version of Tverberg's 1966 theorem and 2016 Steele Prize winner Barry Simon on the occasion of his 70th birthday conference this month. —Frank Morgan, Editor-in-Chief
ALSO IN THIS ISSUE THE GRADUATE STUDENT SECTION Report on the 2014–2015 New Doctoral Recipients 754 Helen Moore Interview 768 William Yslas Vélez, Thomas H. Barr, and Colleen A. Rose Alexander Diaz-Lopez
AMS Executive Director Donald E. McClure Retires 777 Allyn Jackson FROM THE SECRETARY'S OFFICE
Chinese Mathematics and ICCM 780 Voting Information for 2016 AMS Election 775 Lizhen Ji
Baa Hózhó Math: Math Circles for Navajo Students and Teachers 784 Dave Auckly, Bob Klein, Amanda Serenevy, and Tatiana Shubin
Doctoral Degrees Conferred 790 The background figures on the cover show reflections 2014–2015 in the Poincaré Disk (left) and a spiraling line compac- tification that adds a circle at infinity (right) © Mihai The Mathematics of Love 821 Stoiciu, from Barry Simon's 5-volume set A Compre- Reviewed by Marc Colyvan hensive Course in Analysis. bookstore.ams.org/simon-set
IAMP News Bulletin, October 20165 Fritz Gesztesy
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6 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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8 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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IAMP News Bulletin, October 20169 Fritz Gesztesy
VOJUBSZ HSPVQ PG EJMBUBUJPOT DBO CF EFʱOFE WJB
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10 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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IAMP News Bulletin, October 2016 11 Fritz Gesztesy
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12 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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IAMP News Bulletin, October 2016 13 Fritz Gesztesy
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/ƪƯƤƞƠƮ ƪơ ƯƣƠ ".4 7ƪƧưƨƠ /ưƨƝƠƭ
14 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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IAMP News Bulletin, October 2016 15 Fritz Gesztesy
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16 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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IAMP News Bulletin, October 2016 17 Fritz Gesztesy
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18 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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IAMP News Bulletin, October 2016 19 Fritz Gesztesy
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20 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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IAMP News Bulletin, October 2016 21 Fritz Gesztesy
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22 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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IAMP News Bulletin, October 2016 23 Fritz Gesztesy
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4ƠƫƯƠƨƝƠƭ /ƪƯƤƞƠƮ ƪơ ƯƣƠ ".4
24 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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IAMP News Bulletin, October 2016 25 Fritz Gesztesy
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26 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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IAMP News Bulletin, October 2016 27 Fritz Gesztesy
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4ƠƫƯƠƨƝƠƭ /ƪƯƤƞƠƮ ƪơ ƯƣƠ ".4
28 IAMP News Bulletin, October 2016 A Walk in Barry Simon’s Mathematical Garden
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/ƪƯƤƞƠƮ ƪơ ƯƣƠ ".4 7ƪƧưƨƠ /ưƨƝƠƭ
IAMP News Bulletin, October 2016 29 Fritz Gesztesy
$SFEJUT Twenty Years Ago in 1BHF QIPUP PG #BSSZ BOE :PTJ DPVSUFTZ PG #BSSZ 4JNPO 1BHF QIPUP PG .BSUIB BOE #BSSZ DPVSUFTZ PG )FJOSJDI the Notices 4UFJOMFJO 'JHVSF DPVSUFTZ PG :PTJ "WSPO BOE %BOJFM 0TBEDIZ 1BHF IFBE TIPU DPVSUFTZ PG 4WFUMBOB +JUPNJSTLBZB September 1996 1BHF QIPUP PG 4JNPO JO .BSTFJMMF DPVSUFTZ PG "OESFJ .BSUOF['JOLFMTIUFJO 1BHF JMMVTUSBUJPO DPVSUFTZ PG #BSSZ 4JNPO Finsler Geometry Is Just Rieman- 1IPUPT PG #BSSZ JO +BQBO BOE TUVEFOUT BOE QPTUEPDT nian Geometry without the Qua- DPVSUFTZ PG %BWJE %BNBOJL dratic Restriction, by Shiing-Shen 1BHF QIPUP PG #BSSZ JO %FONBSL BOE QBHFT ʊ QIPUPT BOE BSUXPSL DPVSUFTZ PG "OESFJ .BSUOF[ Chern. 'JOLFMTIUFJO 1BHF QIPUP UBLFO JO 4BO "OUPOJP DPVSUFTZ PG The outstanding mathematician 7JMNPT 5PUJL 1BHF QIPUP UBLFO JO (PB *OEJB DPVSUFTZ PG #BSSZ explains why Finsler geometry is 4JNPO a natural setting for Riemannian geometry in many and diverse situations.
www.ams.org/notices/199609/ chern.pdf
2 NOTICES OF THE AMS VOLUME 63, NUMBER 1
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30 IAMP News Bulletin, October 2016 The Advance of Mathematics, Physics, and Computer Science in Developing Countries
The Advance of Mathematics, Physics, and Computer Science in Developing Countries by Wayne Patterson (Howard University)
1 Introduction
I am pleased to contribute to a discussion of the development of mathematics, computer science, and physics in the developing world. This is been a subject that has occupied me now for the past 25 years, and I hope I will have observations that will illuminate discussions of this topic. As a shorthand in this article, when referring to all of the disciplines, mathematics, physics and computer science, I will use the acronym ”MPCS.” The first set of these arise from my significant focus and efforts in recent years. My observations will come from two perspectives, and so I will devote part of this article to the first of these. For the first 25 years of my professional career in both faculty and administration positions in mathematics and computer science, I had rarely trav- eled outside of the North American continent and had no contact with the academic communities in developing countries. However, beginning in 1993, I became deeply in- volved, first with voluntary initiatives in post-apartheid South Africa, inspired by my lifelong partner, Savanah Williams, and between us we initiated contacts with most of the South African nonwhite universities. Next, I served for seven years on the Graduate Deans Committee (appointed by the Council of Graduate Schools) for the USAID AT- LAS [2] program, interviewing in deciding on graduate fellowships in the United States for Sub-Saharan African students. Then, I joined the administration of the Graduate School at Howard University and directed our rapidly expanding international initiative in the Graduate School. Finally, along these lines, I was named Program Manager for Developing Countries in the Office of International Science and Engineering at the Na- tional Science Foundation (NSF) as a three-year ”rotator.” With all of these initiatives, I worked with colleagues in close to 50 countries throughout the developing world.
2 Leadership in MPSC in the Developing World
In the beginning of my engagement internationally, I was able to develop relationships with a substantial number of the leading mathematicians, physicists, and computer sci- entists in Africa. Then in later years, both through my work at Howard University and at NSF, I also came to know and work with other members of our communities in Latin America, South and Southeast Asia, and also Eastern Europe. One of my first lessons was to understand the challenges faced by numerous highly ca- pable members of the MPCS community. To mention but a few, I have been profoundly influenced by African mathematicians Jan Persens of South Africa, G.O.S. Ekhaguere of
IAMP News Bulletin, October 2016 31 Wayne Patterson
Nigeria, Jean-Pierre Ezin of Benin, and Gideon Ngwa of Cameroon, among many others; and in Asia by Rev. Benvenido Nebres of the Philippines. All have contributed con- siderably to the mathematics community globally and also to higher education in their countries and beyond. Professor Jan Persens is now retired after a long career at the University of the Western Cape (UWC) in Cape Town. Somehow he was able to leave South Africa during the Apartheid years to receive his PhD at Cornell under Lawrence Payne on the topic “Sta- bilizing Ill-Posed Problems for Partial Differential Equations under Perturbations of the Geometry of the Domain” [3]; then he returned to the UWC and subsequently became both the president of the South African Mathematics Society and the president of the Pan African Congress of Mathematicians (PACOM), the Federation of the 55 national mathematics societies throughout Africa. I was honored that the NSF funded both of us to conduct a workshop on mathematical techniques in cybersecurity for attendees at the 2004 Quadrennial Congress of the PACOM. My collaboration with Professor G. O. S. Ekhaguere of the University of Ibadan has also extended over almost 2 decades. When we first met, he was in the senior administration of the continent wide Association of African universities in Accra, Ghana. Later he returned to Nigeria to found the International Centre for Mathematical and Computer Sciences (ICMCS), a private research entity based in Lagos. “Gos” received his PhD from the University of London under Raymond Streater, in the area of noncommunicative stochastic analysis, and he is still active in his scholarship. Dr. Jean-Pierre Ezin was for many years a mathematics professor and later “Recteur” of the Universit´eNationale du B´enin.He received his doctorate from the Universit´ede Lille in France, with Jean-Pierre Bourguignon, in the area of Riemannian manifolds. One of Dr. Ezin’s most outstanding accomplishments is that his university in Francophone West Africa produced over the years more than 40 mathematics PhD recipients. Later, after having led his university as Rector, he was appointed to the Cabinet of the Organization of African Unity as essentially the Minister of Science. Also, during this period, he was named to the External Advisory Committee for the Office of International Science and Engineering at NSF. Dr. Gideon Ngwa has also had a very active research career and produced numerous doctoral graduates at the University of Buea (UB) in Cameroon. His PhD dissertation from Oxford, with Philip Maini, is entitled “The Analysis of Spatial and Spatio-Temporal Patterns in Models for Morphogenesis.” He is currently Deputy Vice Chancellor for research at UB and I am able to maintain a very active collaboration with his university, although primarily in computer science. To cite one other important example from outside of Africa, I am honored to know Father Benvenides Nebres, a prominent mathematician and now retired President of the Ateneo de Manila University. Known on his campus as ”Father Ben,” he is a Jesuit priest with a mathematics career that with his studies at Stanford, where he received his PhD (“Preservation Theorems and Herbrand Theorems for Infinitary Languages”) under
32 IAMP News Bulletin, October 2016 The Advance of Mathematics, Physics, and Computer Science in Developing Countries
Solomon Feferman, himself a student of Alfred Tarski. A point worth mentioning about Father Ben: upon his retirement as university president, he undertook and completed the famous 500 mile Santiago de Campostella pilgrimage. Readers may find it unusual that in this article, I do not address the role of AIMS (the African Institute for Mathematical Sciences, https://www.aims.ac.za) in Stellenbosch, South Africa as it has certainly been a major player in the development of the math- ematical sciences in Africa. There are two reasons for this: my direct interaction with AIMS has been very limited, and second, amongst the colleagues with whom I have had the greatest interaction their views of the need for mathematical sciences development in Africa do not necessarily coincide with the views of AIMS. With respect to colleagues in computer science, in general they tend to be much younger, since computer science as a discipline has emerged relatively recently in many developing countries. I have worked extensively with Professor Sergio Mujica of the Universidad Finis Terrae in Santiago, Chile; who received his PhD from UCLA and who has been described in a history of Chilean Computer Science as the first person to send an email in that country! Of the younger generation of computer Scientists emerging in the developing world are Dr. Michael Sone, now Dean of Engineering at the University of Buea in Cameroon; Dr. Isabella Venter, Chair of Computer Science at the University of the Western Cape in South Africa; and Dr. Mercedes Rodrigo, who has served as chair of Computer Science at the Ateneo de Manila University in the Philippines. All of these scholars have maintained active research programs working under the con- straints in their native countries. In physics, I salute President Baylie Damtie of the Bahir Dar University in Ethiopia, who has maintained a very active research program in space physics while leading his university; and the very active group in atmospheric physics at Universit´eCheikh Anta Diop de Dakar in Senegal. In addition, Dr. Romain Murenzi, originally from Rwanda, still continues to be active in his field (two-dimensional wavelets), while holding several important governmental positions: Minister of Science and Technology in the Government of Rwanda; Executive Director of The World Academy of Sciences (TWAS); and now Director of UNESCO’s Division of Science Policy and Capacity Building in Paris. There are many common problems affecting the ability to make scholarly contributions throughout the Academy in the developing world—and nowhere are the problems as acute as they are in the MPCS disciplines. All of my examples above describe individuals who through their extraordinary efforts, having managed to overcome to some degree many of these barriers. Among these barriers are: the issues of heavy teaching loads; the lack of access to research infrastructure— including not only laboratory space and equipment but also easy access to the scholarly literature; the ability to participate actively in higher-level research conferences, seminars, and colloquia; the strength to resist “brain drain” to seek more comfortable positions in the United States or other countries that provide more immediate intellectual and economic environments; and the ability to travel
IAMP News Bulletin, October 2016 33 Wayne Patterson in order to collaborate with other scholars of like research interests around the globe. Dr. Persens and I have written extensively on this topic arguing in favor of “brain gain” and especially using the mechanism of “sandwich programs” in order to engage developing country scholars more actively throughout the world. In order to better prepare this article, I have corresponded with numerous colleagues knowledgeable on the state of MPCS development in a number of countries both in Sub- Saharan Africa and also throughout the developing world. I posed several questions to these colleagues, which follow.
3 Opinions from International Colleagues
What are the most important developments that you have seen in your coun- try in math, computer science, physics that have advanced the scholarship in these fields? Dr. Ekhaguere, mentioned above, is in many ways the Dean of Nigerian mathematicians. His views on this topic include [4]:
The development of teaching, learning and research capacity in computer science, mathematics, physics and statistics in Nigeria is an ongoing national project, which started in 1948 with the establishment of the country’s premier University of Ibadan, whose current Department of Mathematics was a foun- dation academic unit. There are today Departments of Computer Science, Mathematics, Physics and Statistics in virtually all of the nation’s 143 uni- versities, 103 polytechnics and 83 colleges of education, where new cohorts of specialists in these disciplines are continually being trained. Researchers are active in many branches of the disciplines. For example, Nigerian mathemati- cians are making seminal contributions to some 40 branches/sub-branches of mathematics, as classified by the American Mathematical Society. In addition to the efforts by academic units in universities, polytechnics and colleges of education as well as professional societies to deepen scholarship in and the practice of the disciplines in Nigeria, there are also some other structures which are dedicated to training and research capacity building in the country. These are the: National Mathematical Centre (NMC) (www.nmcabuja.org/), and the • International Centre for Mathematical & Computer Sciences (ICMCS) • (www.icmcs.org).
From Cameroon, Dr. Sone [5] comments on all of MPCS in his country as follows:
In an attempt to answer the question, we shall describe positive effects in the professional sector as a result of the efforts made in the education of math,
34 IAMP News Bulletin, October 2016 The Advance of Mathematics, Physics, and Computer Science in Developing Countries
computer science and physics. In addition, we shall provide a summary of the efforts made by the government in the education of math, computer science and physics. A The positive effects of the education of math, computer science and physics in the professional sectors of Cameroon could be summarized as follows: 1. Understanding systems through modeling with mathematics / computer science modeling the influence and the behavior of a drug on a pathogenic • agent responsible of a disease, Disease spread out monitoring • Data mining to monitor and extract relevant information in social • media 2. Improving lifestyle with mobile application in computer science Online trading • Online registration and booking • Online service • 3. Increase of start-ups especially in software development to propose ap- propriate solutions that address acute problems faced in companies, in- dustries and business sectors. 4. Emergence of new fields for developing accurate solutions to address some critical issues related to our local environment using applied physics in the area of: Electronics especially development of embedded systems • Medical physics including biomedical equipment maintenance and • medical signal processing B Important developments in the education of math, computer science and physics Math is a compulsory subject for all students at the primary and sec- • ondary levels in Cameroon In high school, the math syllabus is split into two parts namely pure • mathematics/ statistics and pure mathematics/ mechanics. Hence, a student could choose the appropriate syllabus based on his/her needs with respect to the professional sector Computer science is a compulsory subject for all students at the primary • and secondary levels in Cameroon. In addition, schools are encouraged to open Information Technology (IT) centers.”
His countryman, Deputy Vice Chancellor for Research (and former Mathematics Chair) Gideon Ngwa, points out [6]:
IAMP News Bulletin, October 2016 35 Wayne Patterson
I will not attempt a distinction between developments (conception, orientation put in place or espoused) and their implementation or quality of realisation which, in general, remain abysmal. However, one can list a few sign posts: The creation of more universities in Cameroon that have departments that can train students towards degrees in mathematics, physics and computer sciencehas been a significant administrative development. Though there is an inherent misunderstanding between computer sciences , IT and ICT. The quality of staff in the teaching of these subjects has also increased, and this is surprising given the conditions of training that exists in Cameroon.
Deputy Vice Chancellor Eugenio Urrutia of the Universidad Popular Autonoma del Es- tado de Puebla in Mexico, by discipline a Chemical Engineer but with his oversight of all research at his university, comments [7]:
The most important advances that I have observed is a big effort to back to some basis of understanding of the applications off the mathematical reason- ing. About new discoveries the fact is that there is no diffusion. On the issue of statistics, around 2 years ago a young Mexican researcher (Emilio L´opez Escobar) developed a new method of variance estimation for which he was awarded an international award (Cochran-Hansen award - In- ternational Association of Survey Statisticians (IASS))
Dr. Brian Figaji was Vice Chancellor of the Peninsula Technikon in South Africa and later Chair of the Council of all South African Rectors and Vice Chancellors (the university CEOs) [8]:
As you know SA is not doing well on any of the international tests such as TIMSS and others ( see www.cde.org.za for a report on Maths Outcomes in SA schools and www.education.gov.za for the ANA reports from the Dept of Basic Education) Our biggest impediments to the advancement of these disciplines is the weak basic education system, lack of job opportunities, high levels of unemployment resulting in the ”bright” children trying to find work to support the family rather than take up a scholarship that helps an individual but does not help the unemployed in the family. In our country the urgent need is for the political will to make a real change and the people with the skills needed to implement an improvement strategy.
From the realm of computer science, Dr. Mercedes Rodrigo notes that [9]:
Big data analytics. This has definitely propelled much of my own research in education as well as the research of my colleagues in disaster management, health, and traffic.
36 IAMP News Bulletin, October 2016 The Advance of Mathematics, Physics, and Computer Science in Developing Countries
And Dr. Alejandra Aldrette Malacara [10] adds:
In recent years we have had the possibility to include certifications in spe- cialized subjects, regardless of the subjects taught. Students participate in competitions, exhibitions, conferences and other extracurricular activities that allow them to learn more and develop better projects. On the other hand, Mexican universities have begun to teach cutting-edge topics such as cloud computing, internet of things, big data, etc.
From the perspective of physics, Dr. Figaji adds:
The most recent and exciting advancement in SA is the recognition of UWC as the best African university for performance in all aspects of physics. The output from the schools in terms of students eligible to study science at uni- versity is a cause for concern to the extent that the National Development Plan set the 2030 target at 450 000 per annum from the school system. At this level we could at least expect a reasonable number studying maths, physics or computer science.
Professor Carlos Azzoni, former Dean of Economics at the Universidade S ao Paulo, Brazil, notes [11]:
I am not familiar with the production of knowledge in these areas. I observe that our professionals are more and more integrated in international networks. That is an indication that they are following the knowledge frontier closely and are bring to the country the knowledge acquired.
What is the greatest need at present for advancement in education, research, in the academic or the professional sectors in math, computer science or physics in your country? Almost all comments addressed all three disciplines together, except for one comment near the end specific to physics. Regarding all three disciplines: Sone:
Our main objective is to train qualified and competitive students in math, computer science and physics imbued with innovative ideas in order to im- prove the actual existing level of technology in our country. To achieve such a vision significant advancements in education, research in the academic or professional sectors should be done. Challenges to obtain this main objective are Irrelevant and inadequate infrastructure • IAMP News Bulletin, October 2016 37 Wayne Patterson
Lack of funding to sustain advanced research in these related fields • Lack of research equipment and materials • Lack of exchange platforms between research organisations and profes- • sional sectors Lack of involvement of professional sectors in defining curriculum and • supporting training related to their needs. Lack of qualified trainers • Lack of mechanisms or relevant training that should stimulate employees • from professional sectors to upgrade their skills and knowledge.
Rodrigo:
Better basic education. Many students come to us unprepared.
Ngwa:
For all three disciplines generally: the pursuit of excellence, [evidence-based] scientific truths, and related rewards, provision of resources to honestly meet above demands, and demands of the respective discipline, and articulating thoughts conceived, observed or inferred. In Cameroon at the moment there is little or no funding specifically for the pursuit of scholarship in maths, physics and computer science. Even though there are no fees for higher edu- cation in Cameroon, the need to identify and fund research in these key tech- nology pillars of education is real. The private sector still does not use locally trained mathematicians and physicists, though some of them use computer science graduates more for IT purposes than for training and development in computer science. The teaching and training of mathematics at lower levels (secondary schools) is really a problem, and we need teachers with a good working knowledge of mathematics (not just having parchments). This includes the ability to think coherently/logically, manipulate symbols, and identification and abstraction over concepts. Since computer science creates the science on which computing and re- lated technologies are built, computer science itself has science, mathematics and engineering as foundation disciplines, and so they strongly influence the nature of the discipline (its ontology), what can be known about the discipline (its epistemology), and what are its admissible methods (its methodology). Besides the above, computer science is a rapidly evolving discipline whose ori- entation, I believe, is is strongly defined by information and communications technologies (ICT) which make certain demands on how to teach or use the discipline. Given the above, understanding, respecting and meeting the de- mands and orientation of the discipline in academic and professional milieus
38 IAMP News Bulletin, October 2016 The Advance of Mathematics, Physics, and Computer Science in Developing Countries
is a challenge. Currently, people have diverse ideas (normal to the discipline), but the procedures to judge and validate them are not open to scrutiny, highly subjective and agenda-driven. We need to verifiably exploit ICT for societal good, without compromising its foundations in computer science, scientific en- quiry, and related reference disciplines.Here, there is a view that ICT is an ap- plication of computer science, which we define as advocacy for the proper and beneficial use of information and communication technologies by individuals, organisations, and [the wider] society. Nonetheless, it has even more reference disciplines than computer science, such as: computer science, mathematics, information systems, information technology, social and management sciences (law, economics, management, etc.), telecommunications, computer/software engineering, etc. Here, in Cameroon, in is customaryfor people to do ICT and claim it to be computer science; one should not learn to use information tech- nology (IT) in legal practice and then claim to be an IT or ICT professional. For physics, we still need to develop capacity forfor empirical observations, and mathematical and computational descriptions of phenomena.
Figaji:
Our biggest impediments to the advancement of these disciplines is the weak basic education system, lack of job opportunities, high levels of unemployment resulting in the ”bright” children trying to find work to support the family rather than take up a scholarship that helps an individual but does not help the unemployed in the family. In our country the urgent need is for the political will to make a real change and the people with the skills needed to implement an improvement strategy.
Ekhaguere:
There are several contending needs. The greatest are, of course, achieving substantial improvements in the level of the currently available resources for teaching, learning and research as well as enhancing collaboration with experts in the countries of the north. Specifically, both teachers and students need additional funding for the following purposes: purchase of teaching, learning and research resources such as computers, • discipline-specific software, books, and journal, payment for publication charges, • payment for online access to journals, • participation in international conferences, workshops and schools, • defraying the overall cost of inviting experts to Nigeria for extended • periods of 3 months or more,
IAMP News Bulletin, October 2016 39 Wayne Patterson
defraying the cost of academic visits by young Nigerian experts for ex- • tended periods of 3 months or more to institutions in the north, defraying the cost of organizing joint conferences and workshops in Nige- • ria with counterparts in countries of the north, payment for research collaboration activities with countries of the north. • The various academic societies listed in 1. above are occasionally cash- strapped when it comes to the publication of their journals. Help is also needed in this area. There is also a huge and urgent need to increase the participation, which is currently extremely low, of Nigerian women in computer science, mathe- matics, physics and statistics. Dealing with these issues will sustain and expand the current activities and deepen the modest achievements in computer science, mathematics, physics and statistics in Nigeria.”
Aldrete:
The main needs are: financial resources, training in specific areas, to improve the level of English that allows working in a collaborative way with people from other countries, to learn other languages. Another necessity is the access to last-generation technology especially for low-income people.
Urrutia:
Resources, there are few resources that can be assigned to any area of research in Mexico. This means that there is only a small group of researchers, part- time or full-time, which can generate progress in the field of research on these issues.
In physics, according to Azzoni:
Few students are prepared for advanced studies in physics. This is part of the weakness of the Brazilian public primary education system to provide a good background in math. As exception to this rule, I cite the son of a colleague in my department, who is starting studying physics at the University of Chicago this semester (he might be a good case for you to interview . . . ). He won two or three competitions in Brazil when he was in senior high school, entered USP in his first attempt and had good grades in his first three semesters at our Physics Department.
If we were to quantify the strength of your discipline (math, computer science, physics) on a scale from 1 to 10, what would be the score for your country?
40 IAMP News Bulletin, October 2016 The Advance of Mathematics, Physics, and Computer Science in Developing Countries
What would be the score for the United States? For what country would you give the highest score, and what would that score be? For this completely unscientific ranking I have tried to combine these responses into a single table, with the persons ranking identified and with comparison countries as well:
Brazil Cameroon Mexico Nigeria Philippines South Japan Korea Russia Singapore United Africa States Sone 6 10 9 Math Sone CS 5 10 9 Sone 4 9 Physics Rodrigo 6 10 10 10 Azzoni 5 Ngwa 6 4 Math Ngwa CS 1 8 Figaji 2 9 7.5 Ekhaguer 4 8 Aldrete 4 9 8 Urrutia 4 9 8.5
4 What is the Role of an Advanced Country like the US in Sup- porting the Development of MPCS in Developing Countries?
I can provide a partial answer to this question, from my perspective as Program Manager for Developing Countries at the NSF between 2006 and 2009. While there, I maintained database of all NSF awards involving all the developing countries of the world and will draw my conclusions from this data. First, in Sub-Saharan Africa, there were very few awards in the three disciplines that are the subject of this article. There were two that were orders of magnitude above all of the others in these disciplines: the Africa Array project at Penn State that has been an ambitious geophysical program to develop more extensive remote sensing throughout the spine of Africa; and the bio-mathematics development project involving several African countries and conducted under the DIMACS center at Rutgers. Otherwise, the total number of projects with NSF involvement in the MPCS disciplines was never more than single digits in any African country, and more often was zero than any positive number. A few extracts from the database that I monitored (including not only Africa but also other developing countries worldwide) are demonstrated below. In analyzing all of the disciplines supported by NSF, a quick analysis shows that the existence of projects in an international context are far more likely to be supported in what I have called the ”field-based disciplines” such as the biological sciences, the earth sciences, and even linguistics. It is also a challenge to the NSF as to whether or not international research that it supports also involves the active participation of scholars in the host country.
IAMP News Bulletin, October 2016 41 Wayne Patterson
It is unfortunately the case that too many NSF projects in Africa, for example, only involve African scientists in trivial ways, rather than as true intellectual partners in the scientific endeavor. It is evident in the background of the individuals I have identified, as well as the comments provided above regarding the state of MPCS in their home countries, that the relationship of the science community in the United States plays a large role in the developments abroad. I have noted that a number of the individuals identified–though not all–received their own doctoral level training in the United States, and most have identified at least in an apocryphal sense the influence of research in the United States bearing on their own country. In my former role at the NSF, I maintained a database of NSF awards for research in all of the countries globally classified by the World Bank as developing countries. My conclusions regarding the role of the US MPCS community are disheartening. Over my three-year period at the NSF, of the two to three hundred projects I funded, the number in the MPCS disciplines could be counted on the fingers of one hand. This was not particularly an issue with respect to funds available, but rather the very small number of applications arriving at NSF. With respect to international research, it is useful to divide the various disciplines in science into what I might call ”field-based” scholarship versus other branches of science where geographical location is not a factor in research. Consequently, when one analyzes the number of awards relative to many countries in the developing world, those in these field-based disciplines often are orders of magnitude above those in math, physics, or computer science. Clearly there are reasons, for example, any scholar studying tectonic plates is naturally drawn to Ethiopia, since this is the location of the only instance of three tectonic plates rubbing together; similarly, Malawi is the primary home of cichlid fishes, whose study is important to the ichthyology community. Granted, the data I will report regarding NSF grants several years old, dating to my tenure there, but I have no reason to believe these figures have changed substantially. One must also take into consideration the positive nature of the funding provided by NSF counterbalanced by the cost to scientific development–in this case impacting much more so on the MPCS fields in terms of ”brain drain,” which costs developing countries enormously in losing often their best talent to the United States, Western Europe, Japan, and other countries with stronger economies and research environments.
42 IAMP News Bulletin, October 2016 The Advance of Mathematics, Physics, and Computer Science in Developing Countries
Earth and Geological Biological Math, Physics Total NSF Atmospheric Sciences Sciences Computer Science Country Awards Science Combined Algeria 5 1 Bangladesh 34 13 Benin 2 Botswana 14 1 1 Burkina Faso 4 1 Cameroon 8 3 Chad 5 1 Ethiopia 25 13 6 2 Gabon 2 Ghana 21 4 3 Kenya 53 2 25 1 Madagascar 35 2 21 Malawai 14 5 3 Nepal 15 10 Nigeria 18 3 Senegal 8 3 1 South Africa 170 Uganda 30 1 3 Total 463 52 12 58 7
5 Some Observations
In my own view as an outsider, although having spent considerable time and effort with the MPCS community not only in Africa but in a significant number of other developing countries, great minds to be found everywhere. However, in order to allow these great potential leaders in the MPCS disciplines to blossom, there must be an investment in providing the environment for the scholars. One should ask, what are the factors that allow great mathematicians, physicists or computer scientist to develop? Of these, I would consider: a)Time b)Communication with colleagues c)Infrastructure
IAMP News Bulletin, October 2016 43 Wayne Patterson d)Development Opportunities
Time: For those members of the MPCS community who are in academic environments in their home countries, the challenges on their time are so much greater if they wish to be able to invest in research–consider a teaching load of five courses, with several hundred students, no teaching assistants, and the necessity of holding down a second job because salaries are so low. Communication with Colleagues: There are a few of us who can advance in our scholarship without having significant dialogue with their peers. But most of us, I would submit, need the interaction with peers in order to advance our understanding of our field. But now, in 2016, the seer of our contacts is much more likely to be global. For and MPCS person to be able to be part of a global community, if you happen to be at a great center of learning, you can perhaps limit your ”sphere of collaboration” to your neighborhood. Otherwise, you must develop globally, which leads to the following. Infrastructure: More and more, in most universities in developing countries, the nature of library research has changed substantially. How often do we go to the library to extract paper or borrow a book? Since most of us in more developed countries have digital access to virtually all needed library material, we often fail to realize the challenge to our colleagues in Africa and elsewhere that may not have such digital access, or may have such limited bandwidth on the Internet that materials that are available in that fashion are hard to obtain. Of course, challenges in the digital environment affect all of our disciplines, but perhaps in balance more so for the mathematics community. For those of us in computer science or physics, the weaknesses in infrastructure may also carry over to a more limited ability to obtain necessary software or hardware, or other forms of lab equipment. A few years ago, because I had accepted the challenge of running a series of workshops on computational software in Africa, I tried to encourage the Wolfram company to develop a less costly licensing plan for Mathematica for universities in developing countries- ba- sically to no avail. I still wound up conducting a number of such workshops, but instead of using a standard such as Mathematica, I have assisted a number of such scholars and universities to utilize some of the free versions of comparable software, such as Sage and Maxima. Of course, because these products are free, the user is at a disadvantage when it comes to assistance in documentation or maintenance. Also, for other laboratory equipment, it is often the case in developing countries that the costs of even standard lab equipment is much greater because the suppliers are usually at a distance and the cost of acquisition including shipping are often much greater. Development Opportunities: In addition to the greater workloads, the challenges of fewer opportunities for interaction with the scientific community, and the lack of in- frastructure, another very important factor is a sense of minimalized participation in the overall development of a mathematician, computer scientist, or physicist. Attendance at conferences, opportunities to visit other institutions, and the availability of sabbatical
44 IAMP News Bulletin, October 2016 The Advance of Mathematics, Physics, and Computer Science in Developing Countries opportunities are much more restricted. In many conversations with colleagues in various African countries, increased ability for short-term visits to other research environments is given a high priority has a way of overcoming certain of these other barriers. There are a few such examples in a well thought out pattern. For example, the Abdus Salam International Center for Theoretical Physics, in Trieste, Italy, provides a sabbatical-type experience for theoretical physicists and mathematicians from developing countries. They are basically given support for up to a year and in that environment are many senior scholars, weekly or even daily visiting researchers,–all in an environment that is extremely conducive to developing a research program. Another such example is support provided by the International Foundation for Science based in Uppsala, Sweden, which also supports developing country mathematicians, physicists and chemists. For many years, the United States Agency for international Development sponsored a fellowship program for Sub-Saharan African students to get their graduate degree at a US university. USAID sponsored over 4000 students in this program with 95% completing their degrees and returning to Africa. Unfortunately, this program ran for over 30 years but was terminated in 2001. Many of the alumni rose to extremely senior positions in Africa, including numerous cabinet ministers and country presidents. I would conclude that there is a great deal to benefit our disciplines should we advocate paths to expand the number of world-class scholars in developing countries. This is certainly true in all three of the disciplines I have been discussing, but I would like to leave the subject by an observation regarding the particular importance of providing such opportunities in my own field of research, cybersecurity. In this field, I believe very strongly that it is not only of value in terms of expanding our scholarship to encourage development in developing countries around the world, but in fact it is in the national interests of the developed countries that expertise in cybersecurity expand to many other environments. The reasoning is simple: in the world today, we may at any time cyber threats equally from any quarter of the globe. Because the electronic world is basically no borders, there can be threats to our computing environment that come just as easily from Bangladesh as Russia, or even Silicon Valley. In my view, it is a failing strategy if we try to invest solely in increasing expertise in cyber defense in the United States or other developed countries. It is equally and perhaps more important that there be confident researchers in this field in every corner of the globe. Thus in this field, I believe it even more important to provide opportunities for young scholars to develop in their home countries, primarily to strengthen defense postures here in places such as the United States.
IAMP News Bulletin, October 2016 45 Wayne Patterson
6 Acknowledgements
The author is extremely grateful for the contributions to this article from Alejandra Aldrette Malacara (Universidad Popular Autonoma del Estado de Puebla, Mexico), Car- los Azzoni (Univerdade Sao Paulo, Brazil), G. O. S. Ekhaguere (University of Ibadan, Nigeria), Brian Figaji (South Africa), Gideon Ngwa (University of Buea, Cameroon), Mercedes Rodrigo (Ateneo de Manila University, Philippines), Michael Sone (University of Buea, Cameroon), and Eugenio Urrutia (Universidad Popular Autonoma del Estado de Puebla, Mexico).
References
[1] Wayne Patterson, Lorraine Fleming, Mohamed Chouikha, “GEAR UP: The Impact of Internationally-Based Research for African-American STEM Undergraduates,” IAMP News Bulletin, to appear.
[2] The Africa-America Institute, “Advanced Training for Leadership and Skills, AT- LAS, Phase II”, United States Agency for International Development”, 2001, http://pdf.usaid.gov/pdf docs/pdabz151.pdf
[3] Mathematics Genealogy Project, https://www.genealogy.math.ndsu.nodak.edu.
[4] G. O. S. Ekhaguere, private communication.
[5] Michael Sone, private communication.
[6] Gideon Ngwa, private communication.
[7] Eugenio Urrutia, private communication.
[8] Brian Figaji, private communication.
[9] Mercedes Rodrigo, private communication.
[10] Alejandra Aldrette Malacara, private communication.
[11] Carlos Azzoni, private communication.
46 IAMP News Bulletin, October 2016 Centre for the Mathematics of Quantum Theory at University of Copenhagen
Centre for the Mathematics of Quantum Theory (QMATH) at the University of Copenhagen
On August 1, 2016 the Department of Mathematical Sciences at the University of Copen- hagen opened:
The Villum Centre of Excellence for the Mathematics of Quantum Theory (QMATH) http://qmath.ku.dk
QMATH is led by Professors Matthias Christandl, Bergfinnur Durhuus, and Jan Philip Solovej. The funding of 30M DKK (about $4.5M US) for a period of 5 years comes from the private Danish foundation VILLUM FONDEN (http://veluxfoundations.dk/en). QMATH has additional funding from the Danish Council for Independent Research and The European Research Council (ERC). Research at QMATH focuses on mathematical physics and quantum information theory at the intersection of mathematics, physics, and computer science. The goal is to contribute to our mathematical understanding of quantum physics with special emphasis on the interplay between quantum matter and quantum information and how it relates to the underlying geometry of space and time. QMATH will address key questions such as: What is the informational content of quantum matter in its different forms? How can quantum matter be used as an information resource? How does quantum information contribute to our understanding of space and time? How do space and time influence our abilities to perform quantum communication and computation? Topics of particular interest are:
Structure and stability of quantum matter such as atoms and molecules or con- • densed matter systems.
The structure of the family of reduced density matrices of equilibrium states of • quantum matter.
Aspects of topological order of quantum matter • Quantum communication, computation, and cryptography • Quantum entropy inequalities. • Quantum geometry, including aspects of black holes. • Besides the three senior members and an administrator, Suzanne Andersen, QMATH currently employs 8 postdocs and 7 PhD students and has a large flux of short-term visitors. The International Scientific Advisory board consists of Professors Pavel Exner
IAMP News Bulletin, October 2016 47 Matthias Christandl, Jan Philip Solovej, Bergfinnur Durhuus
(Academy of Sciences of the Czech Republic, President of EMS), Richard Jozsa (Cam- bridge University), and Luc Vinet (University of Montreal, Director of CRM) Other scientific activities include a weekly quantum lunch seminar, an annual master class or workshop, a biannual joint seminar with Lund University, and a visiting professor program. Outreach activities for the general public or high-school students play an important role and members of QMATH participate in several planned public events and offer special lectures to high school classes. QMATH works closely with the nearby theoretical and experimental physics groups at the Niels Bohr Institute as well as with mathematics, physics and computer science departments across Denmark. The members have access to an extensive international network, in particular, at ETH Zurich, IST Austria, QuSoft in the Netherlands, and Microsoft Research in the USA. On Nov. 7-9, 2016 we are organizing a kick-off conference http://qmath.ku.dk/events/conferences/kick-off-conf with an official opening and a scientific program spanning the whole range of areas of interest to QMATH, i.e., mathematical physics, quantum information theory, theoretical and experimental physics, and computer science. We hope that the activities of our new institution will attract many visitors from the IAMP community and will be an important source of inspiration for the international mathematical physics community.
Matthias Christandl, Bergfinnur Durhuus, and Jan Philip Solovej
48 IAMP News Bulletin, October 2016 News from the IAMP Executive Committee
News from the IAMP Executive Committee
New individual members
IAMP welcomes the following new members
1. Dr. Anna Vershynina, Basque Center for Applied Mathematics, Bilbao, Spain 2. Dr. Benoit Collins, Kyoto University, Japan 3. Dr. Yoshiko Ogata, Kyushu University, Fukuoka-City, Japan 4. Prof. Luc Vinet, Centre de Recherches Math´ematiques(CRM), Montreal, Canada 5. Dr. Diego Noja, University of Milano Bicocca, Italy
Recent conference announcements
Mathematical Foundations of Physics
November 1-4, 2016. Mathematical Institute, LMU Munich.
Organized by D.-A. Deckert and S. Petrat. https://light-and-matter.github.io/autumn-school/
Breakdown of ergodicity in quantum systems
February 6-7, 2017. Royal Society, London, UK.
Organized by M. Pepper, A. Pal, Z. Papic, U. Schneider, S. Simon. https://royalsociety.org/science-events-and-lectures/2017/02/ergodicity-in-quantum-systems/
Future directions in non-ergodic dynamics in quantum systems
February 8-9, 2017. Kavli Royal Society Centre, Chicheley Hall, UK.
Organized by M. Pepper, A. Pal, Z. Papic, U. Schneider, S. Simon. https://royalsociety.org/science-events-and-lectures/2017/02/non-ergodic-dynamics-quantum- systems/
IAMP News Bulletin, October 2016 49 News from the IAMP Executive Committee
Open positions
Postdoctoral Fellowships at BCAM, Spain
BCAM, the Basque Center for Applied Mathematics, whose mission is to develop high quality interdisciplinary research in the frontiers of applied mathematics, has opened postdoctoral positions in harmonic analysis and differential equations, computational technology, mathematical modelling in biosciences, fluid mechanics. Deadline for appli- cations is Nov. 4, 2016 at 14:00 UTC. Applications must be submitted online at
http://www.bcamath.org/en/research/job
where additional information can also be found.
More job announcements are on the job announcement page of the IAMP
http://www.iamp.org/page.php?page=page_positions which gets updated whenever new announcements come in.
Benjamin Schlein (IAMP Secretary)
50 IAMP News Bulletin, October 2016 Contact Coordinates for this Issue
Fritz Gesztesy Wayne Patterson Department of Mathematics Department of Computer Science Baylor University Howard University One Bear Place # 97328 2300 Sixth Street, NW Waco, TX 76798-7328, USA Washington, DC 20059, USA [email protected] [email protected]
Jan Philip Solovej Benjamin Schlein Department of Mathematics Institut f¨urMathematik University of Copenhagen Universit¨atZ¨urich Universitetsparken 5 Winterthurerstrasse 190 DK-2100 Copenhagen , Denmark 8057 Z¨urich, Switzerland ∅ [email protected] [email protected]
Evans Harrell School of Mathematics Georgia Institute of Technology Atlanta GA 30332-0160, USA [email protected]
IAMP News Bulletin, October 2016 51