The Kadison-Singer Problem in Mathematics and Engineering

We will show that the famous, intractible 1959 Kadison-Singer problem in $C^{*}$-algebras is equivalent to fundamental unsolved problems in a dozen areas of research in pure mathematics, applied mathematics and Engineering. This gives all these areas common ground on which to interact as well as explaining why each of these areas has volumes of literature on their respective problems without a satisfactory resolution. In each of these areas we will reduce the problem to the minimum which needs to be proved to solve their version of Kadison-Singer. In some areas we will prove what we believe will be the strongest results ever available in the case that Kadison-Singer fails. Finally, we will give some directions for constructing a counter-example to Kadison-Singer

Engaging Adolescent to Young Adult Females in Science, Technology, Engineering, and Mathematics Fields

Over the years women have made significant advances in the workforce and in science, technology, engineering, and mathematics (STEM) fields, but there are still disparities that exist and are yet to be overcome. Women are still underrepresented in many STEM fields and progress still needs to be made. There is significant research backing this up and trying to explain why these issues still exist. In June 2015, The University of Akron put on a See UA! Women in Engineering Camp that allowed high school females interested in engineering the opportunity to learn more about engineering, the different possible fields within engineering, available careers, and worked to advance the skills and interest necessary for this field. Through helping with this camp I saw first-hand some activities, topics, and methods that were effective at engaging as well as being thought-provoking for high school females in these fields. In addition, much of the research and observations from the camp show what could be done in the high school classroom in order to engage all students, in particular females, in science, technology, engineering, and mathematics fields

Development of a Mathematics On-line Project in Engineering Education

Embracing tertiary education system represents the beginning of a transition and adjustment period for several students. Most of these have just finished high school where the environment is strictly defined, controlled, stable and attendance is mandatory. Higher Education changes the role of students’ responsibility and this can cause stress and difficulty in the transition to selfdirected learning and autonomy promotion. The purpose of this paper is to present an Erasmus+ project that brought together six Higher Education Institutions from different European countries and to describe its current stage. This project aims to develop a shared understanding of engineering mathematics at an early stage of tertiary education and to raise awareness of cultural, professional and educational issues. The initial focus of the work is on the partners’ mutual interest in active learning, particularly the application of Information and Communication Technology in the field of engineering education. When finalised, the project hopes to provide students with a new authentic engineering mathematics subject which meets their needs. This is also the core reason why the on-line course will be composed using innovative pedagogics and ICT tools, as appropriate pedagogics supports students’ procedural, conceptual and application understanding in mathematics and enhances digital competencies, literacy and skills.info:eu-repo/semantics/publishedVersio

THE DEVELOMPENT OF TECHNOLOGY APPLICATION BASED MATHEMATICS LEARNING TOOLS ON REAL NUMBERS OPERATIONS AT THE VOCATIONAL SCHOOL OF TECHNOLOGY AND ENGINEERING

This paper is a research report on the development of technology application based Mathematics learning tools at the study program of technology and engineering in a vocational school. The needs to improve the relevance between the results of vocational training in school and demands of public and industry are included as one of the policies of National Education year 2010-2014. The policy determined that education program in school should relevance to the needs of business and industry. That is why; Vocational School (SMK) must be able to produce graduates that have skills and competencies needed by the field of business and industry and internationally recognized standard. SMK is now demanded to play its active roles to develop link and match between school and industry. The learning tools developed in this research project was technology application based Mathematics learning tools that include (1) Syllabus, (2) Lesson Plan, (3) Students’ Textbook, (4) Students’ Worksheet, and (5) Instrument of evaluation. The model used in this project was Four-D Model which included three steps as follows: (1) making definition, (2) planning, and (3) development. The result of va lidation study for this mathematics learning tools was 3.67 (Very Good)

The discipline of Natural Design

If we define design work as those cognitive and practical things to which designers give their valuable effort, then our Natural Design framework allows the recording and replaying of design work. Natural Design provides a meta-structural framework that has developed through our observations of engineering design in safety and mission critical industries, such as aircraft design. Our previous work has produced parametrisable models of design work for software intensive systems, and we now look to make an initial assessment of our natural design framework for its fit to the more creative design practices. In this paper we briefly sketch the framework and subsequently attempt to locate ‘creativity’ in it. We find that, although there are good strong hooks for what the designer does, we are forced to find a role for the community of the designer in the creative process in our framework, something that was only implicit in our previous work. Keywords: Natural design; Engineering design; Creativity</p

Fearless Friday: Kirsten Crear

Even in her last semester here at Gettysburg, Kirsten Crear ’14 is fearlessly working to make changes for the future of the campus community. This semester, Kirsten introduced a STEMinists club on campus that will give female students who are STEM (an acronym for Science-Technology-Engineering-Mathematics) majors the opportunity to come together and create a community, share and discuss the difficulties they face as women in their fields of study, and support and mentor each other as they prepare to enter their fields. Kirsten is passionate, driven, and determined, taking the initiative to bring this group of women together on campus so that together they can begin to challenge the norms and stereotypes about women in their fields, creating change for the future. [excerpt