{"id":861,"date":"2022-05-28T20:05:06","date_gmt":"2022-05-28T20:05:06","guid":{"rendered":"https:\/\/isf.mathhouse.org\/EN\/?page_id=861"},"modified":"2022-06-28T17:31:29","modified_gmt":"2022-06-28T17:31:29","slug":"lectures-seminars","status":"publish","type":"page","link":"https:\/\/isf.mathhouse.org\/EN\/?page_id=861","title":{"rendered":"Workshop and Seminar"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"861\" class=\"elementor elementor-861\">\n\t\t\t\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-57835cc elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"57835cc\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-3edb614\" data-id=\"3edb614\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-e9012b8 elementor-widget elementor-widget-heading\" data-id=\"e9012b8\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.6.1 - 23-03-2022 *\/\n.elementor-heading-title{padding:0;margin:0;line-height:1}.elementor-widget-heading .elementor-heading-title[class*=elementor-size-]>a{color:inherit;font-size:inherit;line-height:inherit}.elementor-widget-heading .elementor-heading-title.elementor-size-small{font-size:15px}.elementor-widget-heading .elementor-heading-title.elementor-size-medium{font-size:19px}.elementor-widget-heading .elementor-heading-title.elementor-size-large{font-size:29px}.elementor-widget-heading .elementor-heading-title.elementor-size-xl{font-size:39px}.elementor-widget-heading .elementor-heading-title.elementor-size-xxl{font-size:59px}<\/style><h2 class=\"elementor-heading-title elementor-size-default\">Workshop and Seminar<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-900ba03 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"900ba03\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-06d7cc9\" data-id=\"06d7cc9\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-ad26598 elementor-widget elementor-widget-gallery\" data-id=\"ad26598\" 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data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"all-ad26598\" data-elementor-lightbox-title=\"\u0646\u0638\u0631\u06cc\u0647 \u0627\u0637\u0644\u0627\u0639\u0627\u062a1 (5) (1)\" e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTA5NSwidXJsIjoiaHR0cHM6XC9cL2lzZi5tYXRoaG91c2Uub3JnXC9FTlwvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAyMlwvMDZcL1x1MDY0Nlx1MDYzOFx1MDYzMVx1MDZjY1x1MDY0Ny1cdTA2MjdcdTA2MzdcdTA2NDRcdTA2MjdcdTA2MzlcdTA2MjdcdTA2MmExLTUtMS5qcGciLCJzbGlkZXNob3ciOiJhbGwtYWQyNjU5OCJ9\">\n\t\t\t\t\t<div class=\"e-gallery-image elementor-gallery-item__image\" data-thumbnail=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0646\u0638\u0631\u06cc\u0647-\u0627\u0637\u0644\u0627\u0639\u0627\u062a1-5-1.jpg\" data-width=\"1024\" data-height=\"759\" alt=\"\" ><\/div>\n\t\t\t\t\t\t\t\t\t\t<div class=\"elementor-gallery-item__overlay\"><\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a class=\"e-gallery-item elementor-gallery-item elementor-animated-content\" href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u06a9\u06cc\u0648\u0627\u0646-\u0622\u0642\u0627\u0628\u0627\u0628\u0627\u06cc\u06cc-1-1.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"all-ad26598\" data-elementor-lightbox-title=\"\u06a9\u06cc\u0648\u0627\u0646 \u0622\u0642\u0627\u0628\u0627\u0628\u0627\u06cc\u06cc 1 (1)\" e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTA5MywidXJsIjoiaHR0cHM6XC9cL2lzZi5tYXRoaG91c2Uub3JnXC9FTlwvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAyMlwvMDZcL1x1MDZhOVx1MDZjY1x1MDY0OFx1MDYyN1x1MDY0Ni1cdTA2MjJcdTA2NDJcdTA2MjdcdTA2MjhcdTA2MjdcdTA2MjhcdTA2MjdcdTA2Y2NcdTA2Y2MtMS0xLmpwZyIsInNsaWRlc2hvdyI6ImFsbC1hZDI2NTk4In0%3D\">\n\t\t\t\t\t<div class=\"e-gallery-image elementor-gallery-item__image\" data-thumbnail=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u06a9\u06cc\u0648\u0627\u0646-\u0622\u0642\u0627\u0628\u0627\u0628\u0627\u06cc\u06cc-1-1.jpg\" data-width=\"640\" data-height=\"360\" alt=\"\" ><\/div>\n\t\t\t\t\t\t\t\t\t\t<div class=\"elementor-gallery-item__overlay\"><\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t<a class=\"e-gallery-item elementor-gallery-item elementor-animated-content\" href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-5.jpg\" data-elementor-open-lightbox=\"yes\" data-elementor-lightbox-slideshow=\"all-ad26598\" data-elementor-lightbox-title=\"\u0645\u0633\u0627\u0628\u0642\u0647 \u062a\u062e\u0645 \u0645\u0631\u063a 5\" e-action-hash=\"#elementor-action%3Aaction%3Dlightbox%26settings%3DeyJpZCI6MTA5OCwidXJsIjoiaHR0cHM6XC9cL2lzZi5tYXRoaG91c2Uub3JnXC9FTlwvd3AtY29udGVudFwvdXBsb2Fkc1wvMjAyMlwvMDZcL1x1MDY0NVx1MDYzM1x1MDYyN1x1MDYyOFx1MDY0Mlx1MDY0Ny1cdTA2MmFcdTA2MmVcdTA2NDUtXHUwNjQ1XHUwNjMxXHUwNjNhLTUuanBnIiwic2xpZGVzaG93IjoiYWxsLWFkMjY1OTgifQ%3D%3D\">\n\t\t\t\t\t<div class=\"e-gallery-image elementor-gallery-item__image\" data-thumbnail=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-5.jpg\" data-width=\"1024\" data-height=\"768\" alt=\"\" ><\/div>\n\t\t\t\t\t\t\t\t\t\t<div class=\"elementor-gallery-item__overlay\"><\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-0eeb867 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"0eeb867\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-1287771\" data-id=\"1287771\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-6a9841d elementor-widget elementor-widget-jet-tabs\" data-id=\"6a9841d\" data-element_type=\"widget\" data-widget_type=\"jet-tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"jet-tabs jet-tabs-position-top jet-tabs-none-effect  jet-tabs-position-tablet-top jet-tabs-position-mobile-top\" data-settings=\"{&quot;activeIndex&quot;:-1,&quot;event&quot;:&quot;click&quot;,&quot;autoSwitch&quot;:false,&quot;autoSwitchDelay&quot;:3000,&quot;ajaxTemplate&quot;:false,&quot;tabsPosition&quot;:&quot;top&quot;,&quot;tabsPositionTablet&quot;:&quot;top&quot;,&quot;tabsPositionMobile&quot;:&quot;top&quot;}\" role=\"tablist\">\n\t\t\t<div class=\"jet-tabs__control-wrapper\">\n\t\t\t\t<div id=\"jet-tabs-control-1111\" class=\"jet-tabs__control jet-tabs__control-icon-left elementor-menu-anchor \" data-tab=\"1\" tabindex=\"1111\" role=\"tab\" aria-controls=\"jet-tabs-content-1111\" aria-expanded=\"true\" data-template-id=\"false\"><div class=\"jet-tabs__control-inner\"><div class=\"jet-tabs__label-text\">Archieve General Seminar and Lectures<\/div><\/div><\/div><div id=\"jet-tabs-control-1112\" class=\"jet-tabs__control jet-tabs__control-icon-left elementor-menu-anchor \" data-tab=\"2\" tabindex=\"1112\" role=\"tab\" aria-controls=\"jet-tabs-content-1112\" aria-expanded=\"false\" data-template-id=\"false\"><div class=\"jet-tabs__control-inner\"><div class=\"jet-tabs__label-text\">Seminars in History of Mathematics<\/div><\/div><\/div><div id=\"jet-tabs-control-1113\" class=\"jet-tabs__control jet-tabs__control-icon-left elementor-menu-anchor \" data-tab=\"3\" tabindex=\"1113\" role=\"tab\" aria-controls=\"jet-tabs-content-1113\" aria-expanded=\"false\" data-template-id=\"false\"><div class=\"jet-tabs__control-inner\"><div class=\"jet-tabs__label-text\">University Students Seminar<\/div><\/div><\/div>\t\t\t<\/div>\n\t\t\t<div class=\"jet-tabs__content-wrapper\">\n\t\t\t\t<div id=\"jet-tabs-content-1111\" class=\"jet-tabs__content \" data-tab=\"1\" role=\"tabpanel\" aria-hidden=\"false\" data-template-id=\"false\"><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong><span style=\"color: #ff0000;\">A mathematics teacher and his talented student: Athir al-Din Abhari and his pupil Najm al-Din Qazwini Katibi<\/span><br \/>Lecture: Jan P. Hogendijk<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">30 April 2016<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">The famous Islamic philosopher Najm al-Din Qazwini Katibi (died 675H\/1276 CE) studied mathematics and astronomy with his master Athir al-Din Abhari. We will analyse the textbook which Abhari wrote for Katibi and which has been preserved in three Arabic manuscripts (Tehran, Majlis 6195, Tehran , Milli 20371 bis). We will analyse the textbook which Abhari wrote for Katibi and which has been preserved in three Arabic manuscripts (Tehran, Majlis 6195, Tehran , Milli 20371 bis). The textbook includes mathematics (trisection of the angle, trigonometry, theorems on the sphere), abstract discussion of astronomical problems, concrete results of astronomical researches, as well as astronomical tables. As we will see, Abhari followed a special didactical approach for his talented student. Abhari explained the theory completely and did not avoid any difficulty, but the explanations were very brief, as compared to the work of authors from the same century such as Nasir al-Din Tusi.<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\"><strong>Non-Linear Dimensionality Reduction by Isometric Patch Alignment<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"https:\/\/uwaterloo.ca\/data-science\/\">Professor Ali Ghodsi<\/a>, Waterloo University\u00a0<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">27 Apr. 2016<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Abstract: We propose a novel dimensionality reduction method which has low computational cost. This method is inspired by two key observations: (i) the structure of reasonably large patchesof high-dimensional data can be preserved as a whole, rather than divided into small neighborhoods; and (ii) attaching two neighboring patches will align them such that the overall rank does not increase. In the proposed approach, first the data is clustered, so that it is conceptually reduced to a set of overlapping low-rank clusters. Each cluster is embedded into a low-dimensional patch and then all of the patches are rearranged such that their border points are matched. We show that the rearrangement can be computed by solving a relatively small semide nite program. The embedding computed by this optimization is provably low-rank. The proposed method is stable, fast and scalable; experimental results demonstrate its capability for manifold learning, data visualization, and even complex tasks such as protein structure determination.<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\"><strong>Why mathematics is taught to schoolchildren?<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Toghyan Angoshtari<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">23 Apr. 2016<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">This question is a key; because this well-reasoned and persuasive answer may be useful in teaching children.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">In order to provide a definitive answer to this fundamental question,\u00a0a\u00a0scientific and documentary unity about three concepts;\u00a0<strong>Children, Education and Mathematics,<\/strong>\u00a0should be achieved\u00a0first. After that, it will be possible to agree on the obtained answers.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">It\u00a0will\u00a0be\u00a0shown that the education of\u00a0mathematic, can\u00a0have very useful and unique role to, in promoting education, development and\u00a0children awareness. Along with it, updating methods of education mathematics to children will also be revealed.<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\"><strong>Simultaneous estimation and Wonders of high Dimensions<\/strong><\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Dr. kasra Alishahi<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">11 Mar. 2015<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\"><strong>Series of IMH lectures<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>26 Jan. 2015<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Lecture by Dr. M. Mirzavaziri (Ferdowsi University of Mashhad)<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>\u00a0For\u00a0\u00a0high school\u00a0students, 2nd-grade<\/strong><em><strong>\u00a0 (Pairwise Intersecting figures)<\/strong><\/em><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>\u00a0For Teachers\u00a0(Systematic Table)<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Lecture by Dr. O. Naghshine Arjmand (AmirKabir University)<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>For University Students (<em>From Pythagorean theorem to Fourier series<\/em>)\u00a0<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Lecture by\u00a0Mr. M. Hosseini (Math Highschool Teacher)<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>For Teachers (<em>What are main factors of math phobia and<\/em><br \/><em>\u00a0 What are the\u00a0<span style=\"color: #000080;\">obstacles<\/span>\u00a0of students<span style=\"color: #000080;\">\u00a0motivation\u00a0<\/span>to solve mathematical problems?<\/em>)<\/strong><\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-876 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/\u0645\u062d\u0645\u062f\u062d\u0633\u0646-\u062d\u0633\u06cc\u0646\u06cc1.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/\u0645\u062d\u0645\u062f\u062d\u0633\u0646-\u062d\u0633\u06cc\u0646\u06cc1.jpg 640w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/\u0645\u062d\u0645\u062f\u062d\u0633\u0646-\u062d\u0633\u06cc\u0646\u06cc1-300x169.jpg 300w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-877 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/\u062f\u06a9\u062a\u0631\u0645\u06cc\u0631\u0632\u0627\u0648\u0632\u06cc\u0631\u06cc-1.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/\u062f\u06a9\u062a\u0631\u0645\u06cc\u0631\u0632\u0627\u0648\u0632\u06cc\u0631\u06cc-1.jpg 640w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/\u062f\u06a9\u062a\u0631\u0645\u06cc\u0631\u0632\u0627\u0648\u0632\u06cc\u0631\u06cc-1-300x169.jpg 300w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong style=\"font-size: 16px;\">\u00a0<\/strong><\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\"><strong>Data Clustering, A Bayesian View<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"http:\/\/vahid.probstat.ca\/\">Vahid Partovi Nia<\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">8 Aug. 2014, 17:30<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Clustering refers to estimating a grouping for data. Data grouping is a basis for knowledge extraction from information and therefore a very important problem in any scientific discipline. This talk focuses on explaining why clustering is a challenging issue. We describe how one can formalize clustering as a mathematical problem. Statisticians understand the world through a probabilistic model. Hence, as a statistician, I focus on methodologies that applies this approach.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Handling clustering in Bayesian paradigm is more coherent in terms of combining uncertainties and merging prior knowledge with data information, and I will emphasize on this paradigm throughout the talk. Important challenges and open problems of this context are discussed at the end.<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-878 size-large\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia2-Copy-1024x576.jpg\" alt=\"\" width=\"1024\" height=\"576\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia2-Copy-1024x576.jpg 1024w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia2-Copy-300x169.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia2-Copy-768x432.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia2-Copy-1536x864.jpg 1536w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia2-Copy-2048x1152.jpg 2048w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-879 size-large\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia1-1024x576.jpg\" alt=\"\" width=\"1024\" height=\"576\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia1-1024x576.jpg 1024w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia1-300x169.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia1-768x432.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia1-1536x864.jpg 1536w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/partovinia1-2048x1152.jpg 2048w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong><span style=\"color: #ff0000;\">Life Tables<\/span><br \/><\/strong><a href=\"http:\/\/www.latrobe.edu.au\/scitecheng\/about\/staff\/profile?uname=TMMills\">Terry Mills\u00a0<\/a>(Australia)<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">1 Sep. 2014<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Honorary Statistician at Bendigo Health<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Emeritus Professor at La Trobe University<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Abstract: Life tables are mathematical tables that describe death rates at different ages in a society. Thus, the life table contains some essential features of the health of a nation. One can calculate life expectancy of a population from a life table. We will examine life tables from a mathematical point of view. Probability is often regarded as a difficult branch of mathematics. Life tables provide an effective approach to introducing concepts in probability. Difficult concepts such as conditional probability become easy to understand when presented in the context of a life table. Furthermore, the mathematical models that underpin life tables are applications of calculus and more advanced notions in probability. A few books that contain information about life tables are listed below in the references. This paper has been written in collaboration with Dr Mehdi Hassani (University of Zanjan).<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">References<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">C.L. Chiang, Introduction to stochastic processes in biostatistics. New York: John Wiley, 1968.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">C.L. Chiang, Life table and its applications. Malabar, FL: Robert E. Krieger, 1984.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">N. Keyfitz, Applied mathematical demography. New York: Springer-Verlag, 1977.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">N. Keyfitz and J. A. Beekman, Demography through problems. New York: Springer-Verlag, 1984.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">K. Namboodiri and C. M. Suchindran, Life table techniques and their applications. Orlando: Academic Press, 1987.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">J.H. Pollard, Mathematical models for the growth of human populations. Cambridge: Cambridge University Press, 1973.<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-880 size-large\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/Prof-Terry-Mills1-1024x576.jpg\" alt=\"\" width=\"1024\" height=\"576\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/Prof-Terry-Mills1-1024x576.jpg 1024w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/Prof-Terry-Mills1-300x169.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/Prof-Terry-Mills1-768x432.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/Prof-Terry-Mills1-1536x864.jpg 1536w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/Prof-Terry-Mills1-2048x1152.jpg 2048w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong><span style=\"color: #ff0000;\">The founders of mathematics<\/span><br \/><\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Akbar Zamani<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><em>6 August 2014<\/em><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">In this lecture, we will talk about\u00a0Babylonian and\u00a0Egyptian mathematics, and then briefly talk about works of\u00a0Pythagoreans, Euclid, al-Khwarizmi, Pascal, Descartes, Newton\u00a0and Neper.\u00a0<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-881 size-large\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/zamani3-1024x576.jpg\" alt=\"\" width=\"1024\" height=\"576\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/zamani3-1024x576.jpg 1024w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/zamani3-300x169.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/zamani3-768x432.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/zamani3-1536x864.jpg 1536w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/05\/zamani3-2048x1152.jpg 2048w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong><span style=\"color: #ff0000;\">Evolutionary history of number set<\/span><br \/><\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Payam Seraji<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">6 August 2014<\/span><\/p><p><span style=\"font-size: 16px; font-family: arial, helvetica, sans-serif;\">In this lecture, we will briefly talk about the evolutionary history of natural numbers and real systems, the theory of infinite sets as well as historical facts about some specific numbers, such as numbers and pi and Neper number.<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\"><strong>\u00a0<\/strong><strong>IMH public lecture Series,<\/strong><strong>\u00a0\u00a0<\/strong>14-19,\u00a0April 2014<\/span><\/p><p>\u00a0<\/p><table style=\"width: 90.3985%; height: 293px;\" border=\"0\" width=\"721\" cellspacing=\"1\" cellpadding=\"1\" align=\"center\"><tbody><tr style=\"height: 80px;\"><td style=\"height: 80px; width: 13.8463%;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Prof. Gregor Nickel<\/strong><\/span><\/td><td style=\"height: 80px; width: 23.0705%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\"><em><a href=\"http:\/\/www.uni-siegen.de\/start\/index.html.en?lang=en\">University of Siegen<\/a><\/em><\/span><\/p><\/td><td style=\"height: 80px; width: 38.2691%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">History and Philosophy of Mathematics for Teacher\u2019s Education<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Full Text<\/span><\/p><\/td><td style=\"height: 80px; width: 14.0635%;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>17 &#8211; 16, 14 April<\/strong><\/span><\/td><\/tr><tr style=\"height: 65px;\"><td style=\"height: 65px; width: 13.8463%;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Prof. Gregor Nickel<\/strong><\/span><\/td><td style=\"height: 65px; width: 23.0705%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\"><em><a href=\"http:\/\/www.uni-siegen.de\/start\/index.html.en?lang=en\">University of Siegen<\/a><\/em><\/span><\/p><\/td><td style=\"height: 65px; width: 38.2691%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">Proof\u00a0 \u2013 Aspects of a strange phenomenon between freedom and enforcement<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><span style=\"color: #ff0000;\">\u00a0<\/span>Full Text\u00a0<\/span><\/p><\/td><td style=\"height: 65px; width: 14.0635%;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>17:30,\u00a015 April<\/strong><\/span><\/td><\/tr><tr style=\"height: 32px;\"><td style=\"height: 32px; width: 13.8463%;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Roeland Hiele<\/strong><\/span><\/td><td style=\"height: 32px; width: 23.0705%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"http:\/\/www.uu.nl\/en\/pages\/default.aspx\"><em>University Utrecht, Holland<\/em><\/a>\u00a0<\/span><\/p><\/td><td style=\"height: 32px; width: 38.2691%;\"><span style=\"font-family: arial, helvetica, sans-serif;\">Flipping the classroom<\/span><\/td><td style=\"height: 32px; width: 14.0635%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">17-19, 19 April<\/span><\/p><\/td><\/tr><tr style=\"height: 10px;\"><td style=\"height: 10px; width: 13.8463%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Prof. Jan\u00a0P.Hogendijk<\/strong><\/span><\/p><\/td><td style=\"height: 10px; width: 23.0705%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\"><em><a href=\"http:\/\/www.uu.nl\/en\/pages\/default.aspx\">University Utrecht, Holland<\/a><\/em><\/span><\/p><\/td><td style=\"height: 10px; width: 38.2691%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a0Abu Rayhan Biruni in the 15th\/21th century<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/birunitalk-1.pdf\">Full Text<\/a><\/span><\/p><\/td><td style=\"height: 10px; width: 14.0635%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">17-19, 19 April<\/span><\/p><p>\u00a0<\/p><\/td><\/tr><tr style=\"height: 106px;\"><td style=\"height: 106px; width: 13.8463%;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Vincent Karels M.Sc<\/strong><\/span><\/td><td style=\"height: 106px; width: 23.0705%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a0<em><a href=\"http:\/\/www.uu.nl\/faculty\/science\/en\/contact\/depts\/mathematics\/pages\/default.aspx\">Research Group in History of Mathematics<br \/>Department of Mathematics, University of Utrecht, Hollnd<\/a><\/em>\u00a0<\/span><\/p><\/td><td style=\"height: 106px; width: 38.2691%;\"><span style=\"font-family: arial, helvetica, sans-serif;\">A mathematical analysis of the dome of the shrine of Shah Nematollah Vali at Mahan<\/span><\/td><td style=\"height: 106px; width: 14.0635%;\"><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>17-19, 19 April<\/strong><\/span><\/p><\/td><\/tr><\/tbody><\/table><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>History and Philosophy of Mathematics for Teacher\u2019s Education<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">The talk will analyse various functions of history and philosophy of mathematics as a tool to improve the quality of teacher&#8217;s studies. In the second part these two disciplines will be discussed as a goal in themselves &#8211; being an essential part of any mathematical literacy. In a third part I will briefly report some of my concrete experiences from an integration of history and philosophy to teachers&#8217;s studies at Siegen University.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Proof \u2013 Aspects of a strange phenomenon between freedom and enforcement<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Proofs play a major role in the everyday life of any mathematician. Undoubtedly, since the time of the ancient Greeks mathematics deals to a large extent with `proofs&#8217;. However, the question for the functioning and the function of mathematical proofs remains open. Working mathematicians agree, that a proof proves, but do not ask, how this really works. The talk will discuss various `non-formal&#8217; aspects of mathematical proof \u2013 mostly regarding a proof as a special type of communication. Thereby we also refer to the classical controversy in the philosophy of mathematics which tried to decide whether proof is either synthetic or analytic.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Flipping the classroom<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Using specific examples I will show how instruction videos can be used to expand the possibilities in and bring variety and interactivity to classroom teaching. This approach can be called the flipping-the-classroom model. Together with the audience, we will reflect on the following questions: what are the strengths, weaknesses, opportunities and threats of this flipping-the-classroom model? What are the possibilities in class?<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>A mathematical analysis of the dome of the shrine of Shah Nematollah Vali at Mahan<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Using modern computer methods and photos of the entire dome in Mahan, we have analyzed the pattern on the dome and its possible design. According to our analyses, which we will present during the talk, the number 11 had a significant influence at various stages of the design. We will show several approaches but have not yet been able to explain all details in the interesting design. g<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Abu Rayhan Biruni in the 15th\/21th century<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Abu Rayhan Biruni (born 365 H.Q. \/973 CE, died ca. 440 H.Q. \/ 1048 CE), was one of the most important astronomers and mathematicians of the medieval Islamic tradition. He also wrote extensively on chronology, history and Indian culture and astronomy and has received universal praise for his objective approach and his respect for different religions and cultures. The talk will give an overview of Biruni&#8217;s extant (and lost) work, listing the number of extant manuscripts, and the published editions and translations into many languages. I will then indicate several (small and large) research projects on him that<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">can be done, and also some new questions that can be asked about him, using the new technology of the internet age (the 15th\/21th century). In connection with this lecture, a special bibliographic website has been created\u00a0<a href=\"http:\/\/www.albiruni.nl\/\">http:\/\/www.albiruni.nl<\/a>\u00a0.<\/span><\/p><p>\u00a0<\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1068 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0633\u062e\u0646\u0631\u0627\u0646\u06cc.jpg\" alt=\"\" width=\"867\" height=\"981\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0633\u062e\u0646\u0631\u0627\u0646\u06cc.jpg 867w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0633\u062e\u0646\u0631\u0627\u0646\u06cc-265x300.jpg 265w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0633\u062e\u0646\u0631\u0627\u0646\u06cc-768x869.jpg 768w\" sizes=\"auto, (max-width: 867px) 100vw, 867px\" \/><\/span><\/p><p>\u00a0<\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\">Self similarity for Penrose and Isfahan patterns<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"http:\/\/www.math.uni-augsburg.de\/prof\/diff\/arbeitsgruppe\/eschenburg\/\">Professor Jost \u2013Hinrich Eschenburg<\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">13 March 2014<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Abstact :<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Planar patterns can express the idea of infinity in two different ways: By repetition (periodicity) or by self-similarity, where the same details appear on different scales. Self Similarity is less obvious than periodicity; therefore it does not occur too often in arts. One of the sites it occurs is Isfahan, at Darb-i-Imam Shrine, at one of the Iwans of Friday Mosque and some other places. These 300 years old patterns have much in common with the aperidic patterns discovered only 40 years ago by the mathematician Roger Penrose; in fact there is a large coincidence between the two patterns. Both have in common the idea of self-similarity and the local pentagonal symmetry. However, there are differences: The Isfahan pattern has a global dekagonal (10-gon) symmetry which is not shared by the Penrose patterns. However, the coincidence of both patterns sheds some light on the Penrose patterns, too. It uncovers a new Penrose pattern with a hidden approximate 10-gon-symmetry. The new pattern does not arise by the common construction which uses a projection of part of the 5-dimensional periodic grid onto some plane in 5-space (&#8220;projection method&#8221;). Thus a 300 year old Iranian art work has some influence on todays mathematics.<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\"><strong>Virtual Education<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"http:\/\/www.uu.nl\/staff\/PBJBoon\/0\">Professor Peter Boon<\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">University Utrecht, Holland<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">3 Mar. 2014\u00a0<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1069 size-large\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u06cc\u062a\u0631-\u0628\u0648\u0648\u0646-1-1024x759.jpg\" alt=\"\" width=\"1024\" height=\"759\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u06cc\u062a\u0631-\u0628\u0648\u0648\u0646-1-1024x759.jpg 1024w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u06cc\u062a\u0631-\u0628\u0648\u0648\u0646-1-300x222.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u06cc\u062a\u0631-\u0628\u0648\u0648\u0646-1-768x569.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u06cc\u062a\u0631-\u0628\u0648\u0648\u0646-1-1536x1139.jpg 1536w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u067e\u06cc\u062a\u0631-\u0628\u0648\u0648\u0646-1-2048x1518.jpg 2048w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong><span style=\"color: #ff0000;\">Clockwork gearing in ancient Greece and Medieval Islam<\/span><br \/><\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Dr.\u00a0J.L.Berggren<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Isfahan Mathematics House<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">1 March 2014<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">In its general lectures on mathematics, IMH is organizing a lecture on Clockwork gearing in ancient Greece and Medieval Islam. This Lecture is delivered by Dr. J.L. Berggren professor\u00a0of\u00a0<a href=\"http:\/\/www.sfu.ca\/\">Simon Fraser University<\/a>, Canada om 1 March 2014.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a0<a href=\"http:\/\/people.math.sfu.ca\/~berggren\/HOM_Publications.htm\">Publications by J.L. Berggren\u00a0<\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><strong>Abstract\u00a0:<\/strong><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">The chance discovery in 1900 of an ancient shipwreck off the Greek island of Antikythera led to the recovery of some corroded fragments of what turned out to be the earliest known example of precision gearing. Our illustrated talk will tell a fascinating story of how the combined efforts of archaeologists, historians of science and the latest imaging technology have led to the reconstruction of an ancient Greek geared calendar-computer and\u00a0a\u00a0complete revision of our views of Greek technology. From this mechanism we will follow the history of precision gearing through the Islamic medieval period, including the geared astrolabes of al-Biruni and Muhammad ibn Abi Bakr of Isfahan, which contain many features similar to those in the\u00a0<a href=\"http:\/\/en.wikipedia.org\/wiki\/Antikythera_mechanism\">Antikythera mechanism<\/a>.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Dr. Len Berggren is Emeritus Professor of Mathematics at Simon Fraser University in British Columbia, Canada, He was introduced to the Antikythera mechanism by Prof. Derek Price, who did the first study of that instrument using imaging technology, during a visiting year at Yale University in 1972. Prof. Berggren has lectured at major universities around the world and is known internationally as an authority on the history of mathematics and astronomy in ancient Greece and medieval Islam. Among his publications are translations of Greek scientific works by Euclid, Claudius Ptolemy and Geminus, as well as Episodes in the Mathematics of Medieval Islam, which has been translated into German and Farsi.<\/span><\/p><hr \/><div class=\"titlepage\"><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\">Issues in Contemporary Mathematics Education in France<\/span><\/div><div class=\"maincontentpage\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">In its general lectures on mathematics, IMH is organizing a lecture on the current mathematics education in France. This Lecture is delivered by\u00a0<a href=\"http:\/\/lmv.math.cnrs.fr\/annuaire\/andler-martin\/\">Prof. Martin Andler<\/a>, Professor of Mathematics,\u00a0<a href=\"http:\/\/www2.uvsq.fr\/\">Universit\u00e9 de Versailles Saint-Quentin (UVSQ)<\/a>, on Monday 1st December 2008<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">\u201cThe lecture will start with a brief overview of the organizations of education at junior High School and High School level in France, and the ongoing changes. The second topic will be the evolution of the mathematics curriculum between the 1960\u2019s and now, including the controversies around the introduction of \u201cNew math\u201d in the 70\u2019s, and the present state of affairs. I will then discuss the role of extracurricular math activities in France, and what is done to develop them.<\/span><\/p><hr \/><\/div><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\">Teaching Students to Think Mathematically, Prof. Kaye Christine Stacey<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><img decoding=\"async\" src=\"http:\/\/mathhouse.org\/files\/filebox\/Image\/stascy1.jpg\" alt=\"\" \/>Prof. Kaye Christine Stacey from University of Melbourne (Melbourne, Australia) delivered a lecture at Isfahan Mathematics House on Sunday Aug 9. In her talk Prof. Kaye Stacey whose research interests are: Curriculum studies: mathematics education; Educational technology and media; Teacher education; Mathematical thinking and problem-solving addressed the issue of problem solving strategies.<\/span><br \/><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">&#8220;I will discuss a mathematical problem which can be used to teach students to think mathematically and to solve mathematical problems that are unfamiliar and new to them. The processes of looking at special cases, generalizing, conjecturing and convincing will be highlighted through these examples; these are key processes in thinking mathematically&#8221;<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\">The Gems of Combinatorial Geometry, Professor Paul Vaderlind<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><img decoding=\"async\" src=\"http:\/\/www.mathhouse.org\/files\/filebox\/Image\/vaderlind3.JPG\" alt=\"\" \/>On Saturday May 14 a lecture on Combinatorial geometry was delivered at Isfahan Mathematics House (IMH) by\u00a0<a href=\"http:\/\/www.amt.edu.au\/wfnmc\/erdvaderlind.html\">Professor Paul Vaderlind<\/a>, the professor of Stockholm University and the Stockholm IMO leader.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">\u201cCombinatorial geometry is one of those few branches of mathematics that offer almost an immediate access to a variety of open problems.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">In this talk several such problems will be presented. Although many of them are quite natural and have been formulated some time ago, the final answers are still not known and the problems offer some<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">excellent topics for the research. Except for the basic knowledge of geometry, no other prior knowledge of combinatorial geometry is needed.\u201d<\/span><\/p><hr \/><div class=\"titlepage\"><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\">History of Mathematics<\/span><\/div><div class=\"maincontentpage\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">Professor Jan Hogendijk\u2019s Lecture on \u201cHistory of Mathematics\u201d in Isfahan On Saturday, Dec 29, 2007, Professor Jan Hogendijk, from Utrecht and Leiden Universities in the Netherlands delivered a lecture in Isfahan. This lecture was focused on the history of mathematics in the Netherlands during 16th and 17th centuries and its relationships and similarities with the history of Islamic \u2013Iranian mathematics during 4th \u2013 5th of Hijrah.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><img decoding=\"async\" src=\"http:\/\/www.mathhouse.org\/files\/filebox\/Image\/9.JPG\" alt=\"\" \/>In his talk, professor Hogendijk affirmed that according to historical documents, the Islamic mathematical tradition was dominant in the world between the 3rd and 9th centuries of Hijra, and in the 4th century of Hijra the center of gravity was in the east of the Islamic world especially the Greater Iran. In 16th and early 17th century, Holland was the most important in the world of mathematics. The Dutch mathematical tradition especially in the northern Netherlands was important between 1550 and approximately 1660.<\/span><br \/><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Professor Hogendijk mentioned that the main transmission of Islamic mathematics from the Islamic world to Europe started in 11th and 12th centuries which took place in Spain and Sicily and then to Europe; therefore most of the results in mathematics in the Netherlands in 16th and 17th centuries were taken from European resources, and not directly from the Islamic sources.<\/span><br \/><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Comparing the two traditions, he stated that around 1600, mathematics in Holland was almost on the same level as mathematics in Iran in 14th -15th centuries. The Dutch mathematicians were working independently on the same problems which interested Iranian mathematicians two centuries earlier. One example is the discovery of the decimal fractions which happened independently by the Iranian mathematician Kashi and by the west mathematician Simon Stephen. Also the most particular example is the computation of the number \u03c0.<\/span><br \/><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Referring to the Dutch translation of the &#8220;Elements&#8221; (1695), which is preserved in the library of Leiden University, professor Hogendijk confirmed that in this book there are references to Iranian mathematicians, Ali Abul Hasan Nasawi, Nasir Al-Din Tusi and Abu Sahl Kuhi.<\/span><br \/><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">In the end, professor Hogendijk clarified some advantages of studying history of mathematics in the development of mathematical sciences, in particular in the improvement of mathematics education.<\/span><br \/><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Before his lecture, professor Hogendijk thanked Isfahan Mathematics House for inviting him and his students and pointed out that since its establishment, Isfahan Mathematics House and the two universities of Leiden and Utrecht have had many cooperation projects and in recent years this cooperation has remarkably increased.<\/span><\/p><hr \/><\/div><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\">Teaching Mathematics as a Constructive and Creative Activity<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"http:\/\/www.mcs.open.ac.uk\/People\/j.h.mason\">Professor John Mason<\/a><\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><img decoding=\"async\" src=\"http:\/\/www.mathhouse.org\/files\/filebox\/Image\/Letures,Images\/John_Mason.gif\" alt=\"\" \/>On Thursday, September 6, 2006, Professor John Mason, Professor of\u00a0<a href=\"http:\/\/www.mcs.open.ac.uk\/\">London Open University\u00a0<\/a>delivered a lecture at Isfahan Mathematics House. This lecture was on: Teaching Mathematics as a Constructive and Creative Activity<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">\u201cI will invite participants to engage in some mathematical tasks which call upon the learner to construct mathematical objects, and offer the conjecture that this not only engages learners actively, but calls on their natural powers to make sense of mathematics and to make sense mathematically. Using construction tasks in teaching, not only displays mathematics as a constructive activity, but engages the teacher in constructive and creative activity as well\u201d.<\/span><br \/><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">The CD of this lecture is available at Isfahan Mathematics House library.<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\">\u00a0Psycho Acoustic, Applications of Statistics in Biology, by Dr. Gazor<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"http:\/\/www.ece.queensu.ca\/People\/S-Gazor\/\">Dr.Saeed Gazor<\/a>, the professor of\u00a0<a href=\"http:\/\/www.ece.queensu.ca\/index.php\">Queen&#8217;s University of Canada<\/a>\u00a0visited Isfahan Mathematics House on April 23, 2006 and delivered a lecture for the members of Isfahan Mathematics House.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">In his lecture, Dr. Gazor first gave some explanations on the human auditory system and then noted some applications of statistics in biology and technology with respect to this system.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">In continuation, he mentioned that statistics helps physicians and researchers in artificial making of the inner members of ears, and it also helps engineers to omit or replace sounds in an optimized way through the recorded tapes.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">He pointed out that recently scientists have discovered that the human ear makes sounds all by itself; it means, the sounds produced- as guessed by psychologists, relate to the different mental states of human. He, along with a team of psychologists, are studying the case and continuing to research in this field.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">If you are interested in following up this topic, you may receive the CD of his speech at the Library of Isfahan Mathematics House.<\/span><\/p><hr \/><div class=\"titlepage\"><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\">The qanat as the mother of aqueducts<\/span><\/div><div class=\"maincontentpage\"><p><span style=\"font-family: arial, helvetica, sans-serif;\"><img decoding=\"async\" src=\"http:\/\/www.mathhouse.org\/files\/filebox\/Image\/arm(1).jpg\" alt=\"\" \/>lecture on Iranian qanats and Roman aqueducts<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Wilke Schram M.Sc, 7 may, 18:30<\/span><\/p><\/div><p><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a0<\/span><\/p><p>\u00a0<\/p><\/div><div id=\"jet-tabs-content-1112\" class=\"jet-tabs__content \" data-tab=\"2\" role=\"tabpanel\" aria-hidden=\"true\" data-template-id=\"false\"><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">The Scale of Pythagoras and intervals of traditional Persian Music ( part one )<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Payam Seraji \u2013 Lecturer \u2013Department of Computer Science \u2013 Shiekh Bahee University \u2013 Isfahan \u2013 Iran<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">21th\u00a0\u00a0September 2006<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Time : 5 PM<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Venue : Isfahan Mathematics House<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">The Scale of Pythagoras and intervals of traditional Persian Music ( part two )<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Payam Seraji \u2013 Lecturer \u2013Department of Computer Science \u2013 Shiekh Bahee University \u2013 Isfahan \u2013 Iran<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">28th\u00a0September\u00a0 2006<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Time : 5:15 PM<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Venue : Isfahan Mathematics House<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Art and Science in Islamic Countries<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">November 16th 2005<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Professor Ahmed Djebbar \u2013 University of Science and Chronology of Lille \u2013 France<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Time : 5 &#8211; 5:45 PM<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Venue : House of Mathematics of Isfahan<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif;\">Symmetry in Islamic Decoration Arts<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Professor Bernard Maitte \u2013 University of Science and Chronology of Lille \u2013 France<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a0 16th November 2005<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Time : 6 &#8211; 6:45 PM<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Venue : House of Mathematics of Isfahan<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Khulasat al-hisab of Baha\u2019 al-Din Amili from the point of view of modern mathematics<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Abdol Hossein Moshafi \u2013 A leading teacher and author of high school mathematics texts \u2013 founder of the journal of \u201cYekkan\u201d a basic mathematics journal \u2013 Yazd \u2013 Iran<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a07th December\u00a0 2005<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Time : 5 &#8211; 6 PM<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Venue : House of Mathematics of Isfahan<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">[ Abstract ] :<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">In this talk some of the mathematical concepts used by Baha\u2019 al-Din Amili in his Khulasat al-hisab, along with their background in previous sources, as well as their present expressions and definitions will be discussed.<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">lebesgue&#8217;s historic paper on integral<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Dr.Arsalan Shademan \u2013 University of Tehran \u2013 Tehran \u2013 Iran<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">December 14th 2005<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Time : 5 &#8211; 6 PM<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Venue : House of Mathematics of Isfahan<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\">The mathematical and historical background of a newly discovered instrument for finding the direction and distance of Makka<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Professor Jan Hogendijk \u2013 Department of Mathematics \u2013 University of Utrecht \u2013 The Netherlands<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a016th April\u00a0 2004<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Time: 9 -11 PM<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Venue: Central Library \u2013 Isfahan Municipality<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">[ <a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/qiblasheets.pdf\">Sheets<\/a>\u00a0]<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/qiblalit.pdf\">[\u00a0Literature<\/a>\u00a0]<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">[\u00a0<a href=\"http:\/\/www.ncgia.ucsb.edu\/projects\/tobler\/Qibla\/sld048.htm\">Detail of the qibla instrument\u00a0<\/a>]<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a0<\/span><\/p><ul><li><span style=\"font-family: arial, helvetica, sans-serif;\">The mathematical and historical background of a newly discovered instrument for finding the direction and distance of Mekka<\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif;\">\u00b7\u00a0<a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/h2.pdf\">Literature for the on the mathematical and historical background of a newly discovered instrument for finding the direction and distance of Mekka<\/a><\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/h3.pdf\">\u00b7\u00a0A computation from Chapter 7 of Book 6 of al_Biruni , al_Qanun al_ Masudi<\/a><\/span><\/li><li><span style=\"font-family: arial, helvetica, sans-serif;\">\u00b7<a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/h4.pdf\">\u00a0The mathematical methodology of Islamic astronomy<\/a><\/span><\/li><\/ul><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\">The mathematical methodology of medieval Islamic astronomy: the example of al-Biruni<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Professor Jan Hogendijk \u2013 Department of Mathematics \u2013 University of Utrecht \u2013 The Netherlands<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">12th April\u00a0 2004<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Time: 3-5 PM<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Venue: Central Library \u2013 Isfahan Municipality<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">[\u00a0<a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/astro2sheets.pdf\">Sheets\u00a0<\/a>]<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a0[\u00a0<a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/astro2handouteng.pdf\">English translation and figure<\/a>\u00a0]<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/h4.pdf\">The mathematical methodology of Islamic astronomy<\/a><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif;\">Jaghmini&#8217;s Mulakhkhas<span style=\"color: #ff0000;\">: Its importance for the History of Science and Islamic Civilization<\/span><\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Sally P. Ragep \u2013 Associate Scholar \u2013 Department of the History of Science \u2013 The University of Oklahoma \u2013 USA<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">26th May\u00a0 2004<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Time: 5 &#8211; 6:15 PM<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Venue: Central Library \u2013 Isfahan Municipality<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">[<a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/JaghminiLecture-English-3.pdf\"> Power Point<\/a>\u00a0]<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a0[ Abstract ] :<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Jaghmini&#8217;s Mulakhkhas: Its importance for the History of Science and Islamic Civilization<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Abstract<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">al-Jaghmini is the relatively unknown early thirteenth-century author of the ubiquitous elementary astronomical text al-Mulakhkhas fi al-hay&#8217;a al-basita (Epitome of plain theoretical astronomy). Yet his simplified introduction to astronomy became the subject of an enormous number of extant commentaries and super-commentaries. These commentaries (many written in Persian as well as Arabic) were studied along with the Mulakhkhas and used as propaedeutics for more advanced teaching texts. The continuous chain of astronomical learning represented by al-Jaghmini&#8217;s Mulakhkhas and its commentaries and super-commentaries&#8211;one that extended for a period of over 500 years\u2014is a significant indication of an active, ongoing educational tradition within Islam.<\/span><\/p><hr \/><p><span style=\"color: #ff0000; font-family: arial, helvetica, sans-serif;\">The Earth&#8217;s Motion in Cultural and Religious Context: Historical Perspectives from Islam and Europe&#8221;<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">&#8220;Tusi and Copernicus: The Question of the Earth&#8217;s Motion&#8221;<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">F. Jamil Ragep \u2013 Professor of the History of Science \u2013 The University of Oklahoma \u2013 USA<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">26th May\u00a0 2004<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Time : 6:30 &#8211; 7:30 PM<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Venue: Central Library \u2013 Isfahan Municipality<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">[ <a href=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/Tusi-Copernicus-English-1.pdf\">Power Point\u00a0<\/a>]<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">[ Abstract ] :<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">The Earth&#8217;s Motion in Cultural and Religious Context: Historical Perspectives from Islam and Europe<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">&#8220;Tusi and Copernicus: The Question of the Earth&#8217;s Motion&#8221;<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Abstract<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">A passage in Copernicus&#8217;s De Revolutionibus regarding the rotation of the Earth provides evidence that he was aware, whether directly or indirectly, of an Islamic tradition dealing with this problem that goes back to Nasir al-Din al-Tusi (1201-1274). The most striking similarity is the use of comets by both astronomers to discredit Ptolemy&#8217;s &#8220;proofs&#8221; in the Almagest that depended upon observational evidence. The manner in which this question was dealt with by Copernicus, as an astronomical rather than natural philosophical matter, also argues for his being<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">within the tradition of late medieval Islamic astronomy, more so than that of medieval Latin scholasticism. This of course is bolstered by his use of non-Ptolemaic models, such as the Tusi couple, that have a long history in Islam but virtually none in medieval Europe. Finally, al-Qushji, who was in Istanbul just before Copernicus was born, entertained the possibility of the Earth&#8217;s rotation; this opens up the possibility of non-textual transmission.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a0<\/span><\/p><\/div><div id=\"jet-tabs-content-1113\" class=\"jet-tabs__content \" data-tab=\"3\" role=\"tabpanel\" aria-hidden=\"true\" data-template-id=\"false\"><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Combinatorics and geometry of random tilings\u00a0from microscopic to macroscopic scales<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\"><a href=\"http:\/\/www.proba.jussieu.fr\/~boutil\/\">C\u00e9dric Boutillier<\/a><\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">28 Apr. 2016<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Industry challenges, opportunities of computer science<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Alireza Haghshenas<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">8 Mar. 2015<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">New bounds on the average data rate of secret sharing schemes<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">for weighted threshold access structures based on the Graph<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">5 Mar. 2015<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Maryam Barati<\/span><\/p><hr \/><center><p style=\"text-align: left;\"><span id=\"ctl00_ContentPlaceHolderMiddelBlock_CP_Advanced_Edit_Item2_lblPage\" style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Undeniable signatures with no certification using a two-line maps<\/span><\/p><\/center><p><span style=\"font-family: arial, helvetica, sans-serif;\">5 Mar. 2015<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Zahra Malek<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif;\"><span style=\"color: #ff0000;\">A review of structure and dynamics of complex networks<\/span><br \/><\/span><span style=\"font-family: arial, helvetica, sans-serif;\">Keivan Aghababaei<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">22 Jan. 2015<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">\u00a0Recently Complex Networks widely used in various fields of Science from\u00a0sociology, life sciences to communication\u00a0engineering\u00a0and economics. Many complex structures can be modeled by complex networks. Understanding the structure and function of\u00a0these networks and relationship between the structure and dynamics of networks,\u00a0is a topics that is considered by researchers in various fields of science and technology. The basic mathematical tool in the study of complex networks\u00a0is graph theory.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">In this lecture, after a\u00a0brief reviewing of complex networks applications and important network models, several related dynamic process will be discussed.<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1093 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u06a9\u06cc\u0648\u0627\u0646-\u0622\u0642\u0627\u0628\u0627\u0628\u0627\u06cc\u06cc-1-1.jpg\" alt=\"\" width=\"640\" height=\"360\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u06a9\u06cc\u0648\u0627\u0646-\u0622\u0642\u0627\u0628\u0627\u0628\u0627\u06cc\u06cc-1-1.jpg 640w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u06a9\u06cc\u0648\u0627\u0646-\u0622\u0642\u0627\u0628\u0627\u0628\u0627\u06cc\u06cc-1-1-300x169.jpg 300w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">A story of Rostam and sunflowers application in Computer Science<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">25 Dec. 2014<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Navid Nasr Esfahani<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">In this seminar we will introduce Cell Probe Model,\u00a0solution and\u00a0its application\u00a0in computer science.<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Second Workshop on Introduction to Cryptography and Network Security<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">18 Dec. 2014<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">A. Hadipoor<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">S. Ghafoori<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Seminar on Architecture and Music<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">by : Fereydun Farahani<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Isfahan University of the Arts<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">IMH , 20 Nov. 2014<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">In different periods of art history, link and similarity of architecture and music, is frequently mentioned. Architecture and music have always been subjective expression\u00a0and similar way of manifestation. Architecture in the context of location, with visual elements and Music at the time with audio elements.<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Both, far from objective and conventional forms, embody only mathematical ratios. It\u00a0 Can be described from Sensory experience viewing angle, Encounter\u00a0 architecture and music.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Human movement in architectural space, creates mentally feelings of quality architectural elements and features in place. In the same way, movement of musical notes in human ear creates the mental space that combines musical elements in the context of the time.<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">1st Workshop on Information Theory and Communiations<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">10 May 2014<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Isfahan Mathematics House<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1094 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0646\u0638\u0631\u06cc\u0647-\u0627\u0637\u0644\u0627\u0639\u0627\u062a1-3.jpg\" alt=\"\" width=\"1024\" height=\"759\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0646\u0638\u0631\u06cc\u0647-\u0627\u0637\u0644\u0627\u0639\u0627\u062a1-3.jpg 1024w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0646\u0638\u0631\u06cc\u0647-\u0627\u0637\u0644\u0627\u0639\u0627\u062a1-3-300x222.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0646\u0638\u0631\u06cc\u0647-\u0627\u0637\u0644\u0627\u0639\u0627\u062a1-3-768x569.jpg 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1095 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0646\u0638\u0631\u06cc\u0647-\u0627\u0637\u0644\u0627\u0639\u0627\u062a1-5-1.jpg\" alt=\"\" width=\"1024\" height=\"759\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0646\u0638\u0631\u06cc\u0647-\u0627\u0637\u0644\u0627\u0639\u0627\u062a1-5-1.jpg 1024w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0646\u0638\u0631\u06cc\u0647-\u0627\u0637\u0644\u0627\u0639\u0627\u062a1-5-1-300x222.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0646\u0638\u0631\u06cc\u0647-\u0627\u0637\u0644\u0627\u0639\u0627\u062a1-5-1-768x569.jpg 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Statistics and Manufacturing<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Hamid Reza Sanei<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">25 Sep. 2014<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Different applications of statistics in different fields of industry will be introduced In this seminar. Also,\u00a0usage of statistical tools in quality control, engineering, marketing, sales analysis and financial matters related to the industry will be examined. In this seminar, we will see how simple and advanced statistical methods in the areas mentioned above, are commonly used. These methods include sampling, regression, descriptive statistics, time series. Here we will examine how the statistics offers improved and scientific methods to solve industrial problems.<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Introduction to Game Theory<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Soroush Haj Zargarzadeh<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">8 Jul. 2014<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Abstract : Game theory is a study of strategies. Game Theory is\u00a0every strategic situation that can\u00a0sometimes\u00a0carries a conflict of interest and sometime\u00a0has a spirit of cooperation.\u00a0Game Theory is the science of studying games and modeling\u00a0in strategic situations. We\u00a0will try to convey an overview of\u00a0Game Theory.\u00a0Concepts such as\u00a0<em>Nash<\/em>\u00a0equilibrium and the\u00a0<em>Best Response\u00a0<\/em>in the space of pure strategies will be discussed. In addition we will analyze some examples of its applications as an major field of mathematics in sciences, especially economics and examples such as Duopoly and Election system will be investigated.<\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif;\"><span style=\"color: #ff0000;\">Workshop on Flight and Rescue Eggs Competition<\/span><br \/>16,17 April 2014<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1096\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-11-1-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-11-1-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-11-1-1024x768.jpg 1024w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-11-1-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-11-1-1536x1152.jpg 1536w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-11-1.jpg 1600w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1097\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-2-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-2-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-2-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-2.jpg 1024w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1098\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-5-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-5-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-5-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-5.jpg 1024w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-1099\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-9-1-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-9-1-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-9-1-768x576.jpg 768w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0645\u0633\u0627\u0628\u0642\u0647-\u062a\u062e\u0645-\u0645\u0631\u063a-9-1.jpg 1024w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/span><\/p><hr \/><p><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Introduction to Bioinformatics<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Ehsan Haghshenas<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">17 April 2014, 17:30<\/span><\/p><p><span style=\"font-family: arial, helvetica, sans-serif;\">Bioinformatics is an interdisciplinary scientific field that develops methods for storing, retrieving, organizing and analyzing biological data.\u00a0The main goal of Bioinformatics is better and more understanding of biological processes, not through the laboratory practices but by designing algorithm and software and using computational techniques based on algorithms and techniques. The use of mathematical models and statistical methods to solve problems in bioinformatics is also very common in Bioinformatics.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">First, we will introduce this relatively new field that is growing rapidly. Then learn more about the issue\u00a0<em>de novo genome assembly<\/em>\u00a0as an example of the issues that will be considered in this research area.<\/span><\/p><p style=\"text-align: center;\"><span style=\"font-family: arial, helvetica, sans-serif;\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1100 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0628\u06cc\u0648\u0627\u0646\u0641\u0648\u0631\u0645\u0627\u062a\u064a\u06a96.jpg\" alt=\"\" width=\"1024\" height=\"576\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0628\u06cc\u0648\u0627\u0646\u0641\u0648\u0631\u0645\u0627\u062a\u064a\u06a96.jpg 1024w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0628\u06cc\u0648\u0627\u0646\u0641\u0648\u0631\u0645\u0627\u062a\u064a\u06a96-300x169.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0628\u06cc\u0648\u0627\u0646\u0641\u0648\u0631\u0645\u0627\u062a\u064a\u06a96-768x432.jpg 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/> <img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-1101 size-full\" src=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0628\u06cc\u0648\u0627\u0646\u0641\u0648\u0631\u0645\u0627\u062a\u064a\u06a9-1-1.jpg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0628\u06cc\u0648\u0627\u0646\u0641\u0648\u0631\u0645\u0627\u062a\u064a\u06a9-1-1.jpg 1024w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0628\u06cc\u0648\u0627\u0646\u0641\u0648\u0631\u0645\u0627\u062a\u064a\u06a9-1-1-300x225.jpg 300w, https:\/\/isf.mathhouse.org\/EN\/wp-content\/uploads\/2022\/06\/\u0628\u06cc\u0648\u0627\u0646\u0641\u0648\u0631\u0645\u0627\u062a\u064a\u06a9-1-1-768x576.jpg 768w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/span><\/p><hr \/><div class=\"titlepage\"><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Logic, Fuzzy or Classical?<\/span><\/div><div class=\"maincontentpage\"><p><span style=\"font-family: arial, helvetica, sans-serif;\"> Lecturer: Emran Moradi<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">The Shadows of the Truth<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">In this lecture we attempt to demonstrate the effectiveness of fuzzy logic within the depth of classical logic without any preferential approach. The problem is what we expect from mathematics. The mathematics we follow, is it obtained by imitation or by inquiry and research?Perhaps, when he created this theory, Lotfali Zadeh the father of fuzzy logic, didn&#8217;t anticipate a serious revolution in the field of logic.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">For more information please contact<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">research_rings@mathhouse.org<\/span><\/p><hr \/><div class=\"titlepage\"><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Noncommutative Geometry<\/span><\/div><div><span style=\"font-family: arial, helvetica, sans-serif;\">Lecturer: Hasan Arianpour<\/span><\/div><div class=\"maincontentpage\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">A little more than 30 years ago, the French mathematician Alain Connes realized a procedure can in fact be applied to areas of mathematics where the classical notions of space looses its applicability and pertinence and can be replaced by the new ideas of space, represented by a noncommutative algebra.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Connes\u2019 theory which is generally known as noncommutative geometry isa rapidly growing new area of mathematics that interacts with and contributes too many disciplines in mathematics and physics.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">This talk gives an elementary introduction to the basic ideas of noncommutative geometry as a mathematical theory with some remarks on its applications. Concepts will be emphasized and technical details avoided.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">For more information please contact<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">research_rings@mathhouse.org<\/span><\/p><hr \/><div class=\"titlepage\"><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Space, Time and the Cosmos<\/span><\/div><div><span style=\"font-family: arial, helvetica, sans-serif;\">By Ehsan Ranaei<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">e_ranaei@hrcglobal.net<\/span><\/div><div class=\"maincontentpage\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">You have certainly heard about higher dimensions e.g. the 4th dimension. In this seminar we are not offering something new but giving a description of the structure of the perceptible universe around us, from relativity point of view. Without involving formulas and making any specific conclusions, we are making a mental attempt for giving a schematic description of the structure of the universe from a higher dimension perspective. We consider the relationships between these perspectives, relativity theory and cosmology in describing the structure of the universe.<\/span><br \/><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">For more information please contact<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">research_rings@mathhouse.org<\/span><\/p><hr \/><div class=\"titlepage\"><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">The Evolution of Multi-agent Coordination Strategies by Genetic Network Programming<\/span><\/div><div><span style=\"font-family: arial, helvetica, sans-serif;\">Lecturer: Armin Tavakoli<\/span><\/div><div class=\"maincontentpage\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">Coordinating agents in a multi-agent system is one of the most important tasks in studying these systems. Finding, designing and implementing coordination strategies, if not impossible, is very difficult to achieve. Today, the field of multi-agent machine learning gives a new approach for how to coordinate agents in modern multi-agent systems.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">In this seminar, genetic network programming is applied to coordinate agents in (predator-prey) pursuit domains and we study the rates of success and effectiveness of this procedure.<\/span><br \/><br \/><\/p><hr \/><div class=\"titlepage\"><span style=\"font-family: arial, helvetica, sans-serif; color: #ff0000;\">Face Recognition<\/span><\/div><div><span style=\"font-family: arial, helvetica, sans-serif;\">Lectured by Nasim Shams<\/span><\/div><div class=\"maincontentpage\"><p><span style=\"font-family: arial, helvetica, sans-serif;\">Face recognition is a research area that has become very popular in recent years. In general, given a fixed image the main objective is to identify an individual, by using the information on a database.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Variation in lighting and pose of the face are some of the obstacles preventing recognition of a face in a crude image.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">To solve this problem we use mathematical tools. Face recognition could be considered as pattern recognition in high-dimensional vector spaces. But in general the dimensions and components of a face are much less than those seen in a crude image. This is the beginning for using statistical methods and state spaces such as PCA (Principal Component Analysis) and ICA (Independent Component Analysis) which have proved to be very helpful among face recognition algorithms, because of their ability to decrease the dimensions and therefore easier to apply.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">The accuracy of the results, using these methods depends to a great extent on the accuracy of the extraction of facial features out of the eigenfaces. Therefore, implementing feature extraction techniques before PCA and ICA increases accurate recognition percentage.<\/span><br \/><span style=\"font-family: arial, helvetica, sans-serif;\">Wavelet transformation is one of the methods used for feature extraction. Using this method, the face is divided into different frequency components and prepared for image processing in state spaces.<\/span><br \/><br \/><br \/><\/p><\/div><\/div><\/div><\/div><\/div><\/div>\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-26c1de9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"26c1de9\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-ddb37b8\" data-id=\"ddb37b8\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-b0828e9 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"b0828e9\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-77c6a63\" data-id=\"77c6a63\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t\t<div class=\"elementor-element elementor-element-287a3fc elementor-widget elementor-widget-spacer\" data-id=\"287a3fc\" data-element_type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t<style>\/*! elementor - v3.6.1 - 23-03-2022 *\/\n.e-container.e-container--row .elementor-spacer-inner{width:var(--spacer-size)}.e-container.e-container--column .elementor-spacer-inner,.elementor-column .elementor-spacer-inner{height:var(--spacer-size)}<\/style>\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Workshop and Seminar Archieve General Seminar and LecturesSeminars in History of MathematicsUniversity Students Seminar A mathematics teacher and his talented student: Athir al-Din Abhari and his pupil Najm al-Din Qazwini KatibiLecture: Jan P. Hogendijk 30 April 2016 The famous Islamic philosopher Najm al-Din Qazwini Katibi (died 675H\/1276 CE) studied mathematics and astronomy with his master &hellip;<\/p>\n<p class=\"read-more\"> <a class=\"\" href=\"https:\/\/isf.mathhouse.org\/EN\/?page_id=861\"> <span class=\"screen-reader-text\">Workshop and Seminar<\/span> Read More &raquo;<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":554,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","footnotes":""},"class_list":["post-861","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/pages\/861","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=861"}],"version-history":[{"count":44,"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/pages\/861\/revisions"}],"predecessor-version":[{"id":1796,"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/pages\/861\/revisions\/1796"}],"up":[{"embeddable":true,"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=\/wp\/v2\/pages\/554"}],"wp:attachment":[{"href":"https:\/\/isf.mathhouse.org\/EN\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=861"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}