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Math professor Martin Weissman is rethinking how his university teaches calculus. Over the summer, the professor from the University of California at Santa Cruz, spent a week at Harvard to learn how to redesign the mathematics for life sciences courses his institution offers. CAMBRIDGE, Mass. The solution?
But, first and foremost, the story of the Second Law is the story of a great intellectual achievement of the mid-19th century. There’s a discussion about H for systems that interact, and how there’s an equilibrium value achieved. It’s exciting now, of course, to be able to use the latest 21st-century ideas to take another step.
For three centuries theoretical models had been based on the fairly narrow set of constructs provided by mathematical equations, and particularly calculus. And it’s one that can “mine” the specific modeling achievements of work on complexity and bring them to a broader and more foundational level.
It didn’t help that his knowledge of physics was at best spotty (and, for example, I don’t think he ever really learned calculus). But I think at least in the later part of his life, Ed felt his greatest achievements related to cellular automata and in particular his idea that the universe is a giant cellular automaton.
As a high school student, Winnie had a passion for both math and the socialsciences. Her teachers pushed her into the “easier” path of socialsciences rather than encourage her interest in STEM subjects. And throughout my sort of high school experience, I’d been, you know, passionate about socialsciences.
He argued that you can’t think about integral calculus the same after you learn about computational iteration. He was foreshadowing modern computational science, and in particular, computational socialscience. He described efforts at Carnegie Tech to build economics models and learn through simulating them.
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