Elliptic curves, modular forms, and sums of Hurwitz class numbers

Let H(N) denote the Hurwitz class number. It is known that if $p$ is a prime, then {equation*} \sum_{|r|<2\sqrt p}H(4p-r^2) = 2p. {equation*} In this paper, we investigate the behavior of this sum with the additional condition $r\equiv c\pmod m$. Three different methods will be explored for determining the values of such sums. First, we will count isomorphism classes of elliptic curves over finite fields. Second, we will express the sums as coefficients of modular forms. Third, we will manipulate the Eichler-Selberg trace for ula for Hecke operators to obtain Hurwitz class number relations. The cases $m=2,3$ and 4 are treated in full. Partial results, as well as several conjectures, are given for $m=5$ and 7.Comment: Preprint of an old pape

Clinical Considerations for Routine Auditory and Vestibular Monitoring in Patients with Cystic Fibrosis

Purpose Specific classes of antibiotics, such as aminoglycosides, have well-established adverse events producing permanent hearing loss, tinnitus, and balance and/or vestibular problems (i.e., ototoxicity). Although these antibiotics are frequently used to treat pseudomonas and other bacterial infections in patients with cystic fibrosis (CF), there are no formalized recommendations describing approaches to implementation of guideline adherent ototoxicity monitoring as part of CF clinical care. Method This consensus statement was developed by the International Ototoxicity Management Working Group (IOMG) Ad Hoc Committee on Aminoglycoside Antibiotics to address the clinical need for ototoxicity management in CF patients treated with known ototoxic medications. These clinical protocol considerations were created using consensus opinion from a community of international experts and available evidence specific to patients with CF, as well as published national and international guidelines on ototoxicity monitoring. Results The IOMG advocates four clinical recommendations for implementing routine and guideline adherent ototoxicity management in patients with CF. These are (a) including questions about hearing, tinnitus, and balance/vestibular problems as part of the routine CF case history for all patients; (b) utilizing timely point-of-care measures; (c) establishing a baseline and conducting posttreatment evaluations for each course of intravenous ototoxic drug treatment; and (d) repeating annual hearing and vestibular evaluations for all patients with a history of ototoxic antibiotic exposure. Conclusion Increased efforts for implementation of an ototoxicity management program in the CF care team model will improve identification of ototoxicity signs and symptoms, allow for timely therapeutic follow-up, and provide the clinician and patient an opportunity to make an informed decision about potential treatment modifications to minimize adverse events

Edward P. Jones, the known world: part 2 [The american novel since 1945]

Presents part of course, The American Novel Since 1945, when Professor Hungerford starts second lecture on The Known World, and addresses Edward P. Jones's ambitious and ambivalent relation to literacy. Jones shows us the power of narrative to bring together the fragmentation of the world, but is at the same time deeply aware of the fragility of text, all of the ways it can be destroyed, misinterpreted, abused, or lostEducação Superior::Linguística, Letras e Artes::Letra

Vladimir Nabokov, Lolita: part 2 [The american novel since 1945]

Presents a class of Professor Amy Hungerford that speaks about Vladimir Nabokov's novel Lolita. Hungerford takes time to explore the essay "On a Book Entitled Lolita", also written by NabokovEducação Superior::Linguística, Letras e Artes::Letra

John Barth, lost in the funhouse [The american novel since 1945]

Presents a class of Professor Amy Hungerford that discuss John Barth's collection of stories Lost in the Funhouse, Professor Amy Hungerford delves beyond the superficial pleasures and frustrations of Barth's oft-cited metafictional masterwork to illuminate the profound commitment to language that his narrative risks entail. Foremost among Barth's concerns, Hungerford argues, is the multi-faceted relationship between language and love. Desire can drive a narrative, or disrupt it. Language can create desire, or replace itEducação Superior::Linguística, Letras e Artes::Letra

The american novel since 1945: introductions

Presents a class about the american novels post 1945. In this lecture the professor Hungerford introduces to the audience the syllabus of the course and explains how its works, the readings, discussions, presentations and mainly, the autors of american novels that will be studied during the courseEducação Superior::Linguística, Letras e Artes::Letra

J. D. Salinger, Franny and Zooey [The american novel since 1945]

Presents a class of Professor Amy Hungerford that presents a lecture on J. D. Salinger's Franny and Zooey. The Professor uses the work of author to explain her argument about religion in the novel as an example to students of how to construct a sound literary critical paper using evidence from the text. Moving between large claims and close readings, Hungerford shows how Salinger prevents his investment in mysticism from becoming mystification by grounding his sense of the divine in the specificity of persons, the importance of family language and loveEducação Superior::Linguística, Letras e Artes::Letra