My university is advertising 30 fully funded PhD scholarships for autumn 2016. Basically, there are a list of projects and which ones get funded depends on applications. I am lead on a proposal for a topic in maths/engineering higher education. The description is below, and I would be grateful if you could bring it to the attention of anyone who might be interested.
Once again, it’s time for our traditional trawl through the New Years Honours list for mentions of “mathematics”, hoping that better-informed readers will fill in the people this crude method has missed. I’ve found the following names:
Ruth Kaufman, president of the Operational Research Society, awarded OBE for services to Operational Research (added in an update 01/01/16, thanks to Catherine Hobbs in the comments);
Clare Sutcliffe, founder of Code Club, awarded MBE for services to technology education (added in an update 01/01/16, thanks to John Read in the comments);
Alison Allden, formerly chief executive, Higher Education Statistics Agency Limited, awarded OBE for services to higher education (added in an update 05/01/16, thanks to Susan Oakes in the comments);
Professor Dame Ann Dowling, who studied mathematics as an undergraduate and is a Professor of Mechanical Engineering at University of Cambridge, is admitted to the Order of Merit for mechanical engineering (added in an update 07/01/16, thanks to Rebecca Waters in the comments).
If you were wondering what happened with all the left-over wrapping paper from this morning’s post about wallpaper groups, Katie has made a YouTube video demonstrating some mathematical quirks of gift wrapping. Enjoy!
When I worked for the MSOR Network under the National HE STEM Programme, we funded a project called Being a Professional Mathematician which was run by Tony Mann (University of Greenwich) and Chris Good (University of Birmingham). This included the production of a set of audio interviews with mathematicians about their work and historians about historical mathematicians. This audio is now available to listen to in podcast format.
I’m teaching a first-year module on the history of mathematics for undergraduate mathematicians this term. In this, I’m less concerned about students learning historical facts and more that they gain a general awareness of history of maths while learning about the methods used to study history.
Last week, I decided I would discuss myths and inaccuracies. Though I am aware of a few well-known examples, I was struggling to find a nice, concise debunking of one. I asked on Twitter for examples, and here are the suggestions I received, followed by what I did.