Tuesday, March 7th, 2017

Student Talk Series: Joe Lauer 3/9 @ noon in Olin 268

Title:  The Mathematics of Soap Films Abstract:  Every child knows that when you blow bubbles the surface that results is a sphere. But why? We’ll talk about this, more exotic examples, and a little bit about the group of Princeton mathematicians that became obsessed with soap films in the 1960s.

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Friday, February 17th, 2017

Distinguished Visiting Professor Talk: Il Bong Jung 2/23 @ 4 pm in Olin 372

Title:  Weighted shifts on directed trees Abstract: The main goal of this research is to implement some methods of graph theory into operator theory. We do it by introducing a new class of Hilbert space operators, which we propose to call weighted shifts on directed trees. We have studied the structure of these operators since 2012 and obtained some remarkable results about those operators. In this talk we discuss some of the established properties for such operators, for examples, normality, hyponormality, and subnormality, etc. It is well-known that the subnormality of Hilbert space operators is closely related to Stieltjes moment […]

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Wednesday, February 15th, 2017

Student Talk Series: Abby Hare-Harris 2/16 @ noon in Olin 268

Title:  Beyond Standard Scores:  Using Item-level Responses From Clinical Measures to Detect Atypical Developmental Patterns Abstract:  Developmental deviance (DDEV) refers to the non-sequential attainment of milestones within a developmental domain. This observation is in contrast to developmental delay (DD), where milestones are reached in the typical sequence, but the timeline of attainments is delayed. There is evidence that DDEV is associated with certain neurobehavioral diagnoses, such as autism spectrum disorder (ASD). Clinically, the attainment of developmental milestones is assessed through standardized measures of developmental domains. Many psychometric tests are arranged hierarchically, and on the surface, two individuals with the same […]

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Friday, January 27th, 2017

Student Talk Series: Christy Hamlet 2/2 @ noon in Olin 268

Title: Modeling lamprey swimming with mathematics and computation Abstract: Locomotion — swimming, running, flying — is one of the most basic animal behaviors. In order for an animal (like a lamprey) to swim, a lot has to happen, including neural signaling, muscle contractions, interactions between the body and the water, and adjustments from sensory feedback. How do we use mathematics to better understand the underlying mechanisms that drive locomotion? We will explore how we can use mathematical models to describe these individual systems and then coordinate the systems to produce a naturally emerging behavior in computer simulations of swimming lampreys.  

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Friday, January 27th, 2017

Distinguished Visiting Professor Talk: Ralf Schmidt 2/2 @ 4 pm in Olin 372

Title: The multiplicity one theorem for paramodular forms. Abstract: Classical modular forms are known to have the “strong multiplicity one” property: A cuspidal eigenform is determined by almost all of its Hecke eigenvalues. Siegel modular forms, on the other hand, do not have this nice property. The main theorem presented in this talk states that strong multiplicity one still holds for an important class of Siegel modular forms known as “paramodular forms”. The latter have gained prominence because of their appearance in the “paramodular conjecture”, a degree-2 version of Shimura-Taniyama-Weil.

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Friday, January 27th, 2017

Distinguished Visiting Professor Talk: Ralf Schmidt 1/31 @ 4 pm in Olin 372

Title: What is Number Theory? Abstract: In its original meaning, Number Theory is concerned with the properties of the “natural” numbers 1, 2, 3, … In this talk we will attempt to explain how the consequent study of “elementary” properties of numbers leads naturally to the theory of automorphic forms and the vast web of conjectures known as the “Langlands program”.

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Monday, November 7th, 2016

Student Talk Series: Sharon Garthwaite 11/10 @ noon in Olin 268

Title:  1+2+3+4+… = -1/12 Abstract: Infinite series. Every Calculus II student hates them; every mathematician loves them. So, why do mathematicians love infinite series? Well, ask one, and you’ll never hear the end of it… (just sum math humor). We’ll see how two standard examples of series, the geometric series and the zeta function (p-series), lead to beautiful applications, such as in economics and signal processing. We’ll also see how even divergent series are fascinating.

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Tuesday, October 25th, 2016

DVP Talk: Mark Meyer, 11/1 @ 4 pm

Title:  Wavelet-based Probit Functional Models Abstract:  Recent advances in functional regression include the development of a wide range of function-on-scalar regression models where outcome is a function of time regressed onto a set of scalar covariates. Most of these methodologies require the outcome to be normally distributed. However, very little work has been done on the case where the outcome is categorical. In this talk, we will discuss a flexible Bayesian procedure for function-on-scalar regression for categorical functional outcomes of varying levels. Simulations and data examples will be presented to illustrate the methodology.

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Friday, October 21st, 2016

Student Talk Series: Mark Meyer 10/27 @ noon in Olin 268

Title:  Losing Altitude: A story of airplanes, heart rate, and one “controversial” dataset Abstract: When you ride in an airplane, the lowered pressure in the cabin causes your blood oxygen levels to decrease. If oxygen saturation levels go low enough, you may experience some interesting side effects (like temporary color blindness, for example), that much we know. What we don’t know is if there is also an impact on the functioning of the heart. Partially motivated by a rash of flight related medical case studies, a study was conducted in 2007 to more formally assess the effects of exposure to altitude […]

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Thursday, October 6th, 2016

DVP Talk: Lina Sanchez Leal, 10/5 @ 4 pm

Title:  Investigating students’ engagement and motivation in Mathematics Class Abstract: The National Council of Teachers of Mathematics’ Principles to Actions: Ensuring Mathematical Success for All requires that students be able to understand the material, justify responses, and determine when, how, and why a mathematical statement or rule should be used. In order to accomplish this, students need to be meaningfully motivated and engaged in learning the mathematics. Often times we characterize engagement along a continuum ranging from disengaged to highly engage. However, such characterizations may be misleading, and in some cases, counterproductive. During this session, we will explore some of the different ways […]

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