Système universitaire de documentation
The système universitaire de documentation or SUDOC is a system used by the libraries of French universities and higher education establishments to identify and manage the documents in their possession. The catalog, which contains more than 10 million references, allows students and researcher to search for bibliographical and location information in over 3,400 documentation centers, it is maintained by the Bibliographic Agency for Higher Education. Official website
Virtual International Authority File
The Virtual International Authority File is an international authority file. It is a joint project of several national libraries and operated by the Online Computer Library Center. Discussion about having a common international authority started in the late 1990s. After a series of failed attempts to come up with a unique common authority file, the new idea was to link existing national authorities; this would present all the benefits of a common file without requiring a large investment of time and expense in the process. The project was initiated by the US Library of Congress, the German National Library and the OCLC on August 6, 2003; the Bibliothèque nationale de France joined the project on October 5, 2007. The project transitioned to being a service of the OCLC on April 4, 2012; the aim is to link the national authority files to a single virtual authority file. In this file, identical records from the different data sets are linked together. A VIAF record receives a standard data number, contains the primary "see" and "see also" records from the original records, refers to the original authority records.
The data are available for research and data exchange and sharing. Reciprocal updating uses the Open Archives Initiative Protocol for Metadata Harvesting protocol; the file numbers are being added to Wikipedia biographical articles and are incorporated into Wikidata. VIAF's clustering algorithm is run every month; as more data are added from participating libraries, clusters of authority records may coalesce or split, leading to some fluctuation in the VIAF identifier of certain authority records. Authority control Faceted Application of Subject Terminology Integrated Authority File International Standard Authority Data Number International Standard Name Identifier Wikipedia's authority control template for articles Official website VIAF at OCLC
In mathematics and computer science, an algorithm is an unambiguous specification of how to solve a class of problems. Algorithms can perform calculation, data processing, automated reasoning, other tasks; as an effective method, an algorithm can be expressed within a finite amount of space and time and in a well-defined formal language for calculating a function. Starting from an initial state and initial input, the instructions describe a computation that, when executed, proceeds through a finite number of well-defined successive states producing "output" and terminating at a final ending state; the transition from one state to the next is not deterministic. The concept of algorithm has existed for centuries. Greek mathematicians used algorithms in the sieve of Eratosthenes for finding prime numbers, the Euclidean algorithm for finding the greatest common divisor of two numbers; the word algorithm itself is derived from the 9th century mathematician Muḥammad ibn Mūsā al-Khwārizmī, Latinized Algoritmi.
A partial formalization of what would become the modern concept of algorithm began with attempts to solve the Entscheidungsproblem posed by David Hilbert in 1928. Formalizations were framed as attempts to define "effective calculability" or "effective method"; those formalizations included the Gödel–Herbrand–Kleene recursive functions of 1930, 1934 and 1935, Alonzo Church's lambda calculus of 1936, Emil Post's Formulation 1 of 1936, Alan Turing's Turing machines of 1936–37 and 1939. The word'algorithm' has its roots in Latinizing the name of Muhammad ibn Musa al-Khwarizmi in a first step to algorismus. Al-Khwārizmī was a Persian mathematician, astronomer and scholar in the House of Wisdom in Baghdad, whose name means'the native of Khwarazm', a region, part of Greater Iran and is now in Uzbekistan. About 825, al-Khwarizmi wrote an Arabic language treatise on the Hindu–Arabic numeral system, translated into Latin during the 12th century under the title Algoritmi de numero Indorum; this title means "Algoritmi on the numbers of the Indians", where "Algoritmi" was the translator's Latinization of Al-Khwarizmi's name.
Al-Khwarizmi was the most read mathematician in Europe in the late Middle Ages through another of his books, the Algebra. In late medieval Latin, English'algorism', the corruption of his name meant the "decimal number system". In the 15th century, under the influence of the Greek word ἀριθμός'number', the Latin word was altered to algorithmus, the corresponding English term'algorithm' is first attested in the 17th century. In English, it was first used in about 1230 and by Chaucer in 1391. English adopted the French term, but it wasn't until the late 19th century that "algorithm" took on the meaning that it has in modern English. Another early use of the word is from 1240, in a manual titled Carmen de Algorismo composed by Alexandre de Villedieu, it begins thus: Haec algorismus ars praesens dicitur, in qua / Talibus Indorum fruimur bis quinque figuris. Which translates as: Algorism is the art by which at present we use those Indian figures, which number two times five; the poem is a few hundred lines long and summarizes the art of calculating with the new style of Indian dice, or Talibus Indorum, or Hindu numerals.
An informal definition could be "a set of rules that defines a sequence of operations". Which would include all computer programs, including programs that do not perform numeric calculations. A program is only an algorithm if it stops eventually. A prototypical example of an algorithm is the Euclidean algorithm to determine the maximum common divisor of two integers. Boolos, Jeffrey & 1974, 1999 offer an informal meaning of the word in the following quotation: No human being can write fast enough, or long enough, or small enough† to list all members of an enumerably infinite set by writing out their names, one after another, in some notation, but humans can do something useful, in the case of certain enumerably infinite sets: They can give explicit instructions for determining the nth member of the set, for arbitrary finite n. Such instructions are to be given quite explicitly, in a form in which they could be followed by a computing machine, or by a human, capable of carrying out only elementary operations on symbols.
An "enumerably infinite set" is one whose elements can be put into one-to-one correspondence with the integers. Thus and Jeffrey are saying that an algorithm implies instructions for a process that "creates" output integers from an arbitrary "input" integer or integers that, in theory, can be arbitrarily large, thus an algorithm can be an algebraic equation such as y = m + n – two arbitrary "input variables" m and n that produce an output y. But various authors' attempts to define the notion indicate that the word implies much more than this, something on the order of: Precise instructions for a fast, efficient, "good" process that specifies the "moves" of "the computer" to find and process arbitrary input integers/symbols m and n, symbols + and =... and "effectively" produce, in a "reasonable" time, output-integer y at a specified place and in a specified format
University of Bonn
The University of Bonn is a public research university located in Bonn, Germany. It was founded in its present form as the Rhein University on 18 October 1818 by Frederick William III, as the linear successor of the Kurkölnische Akademie Bonn, founded in 1777; the University of Bonn offers a large number of undergraduate and graduate programs in a range of subjects and has 544 professors and 32,500 students. Its library holds more than five million volumes; as of August 2018, among its notable alumni and researchers are 10 Nobel Laureates, 4 Fields Medalists, twelve Gottfried Wilhelm Leibniz Prize winners as well as August Kekulé, Friedrich Nietzsche, Karl Marx, Heinrich Heine, Prince Albert, Pope Benedict XVI, Frederick III, Max Ernst, Konrad Adenauer, Joseph Schumpeter. The university's forerunner was the Kurkölnische Akademie Bonn, founded in 1777 by Maximilian Frederick of Königsegg-Rothenfels, the prince-elector of Cologne. In the spirit of the Enlightenment the new academy was nonsectarian.
The academy had schools for theology, law and general studies. In 1784 Emperor Joseph II granted the academy the right to award academic degrees, turning the academy into a university; the academy was closed in 1798 after the left bank of the Rhine was occupied by France during the French Revolutionary Wars. The Rhineland became a part of Prussia in 1815 as a result of the Congress of Vienna. King Frederick William III of Prussia thereafter decreed the establishment of a new university in the new province on 18 October 1818. At this time there was no university in the Rhineland, as all three universities that existed until the end of the 18th century were closed as a result of the French occupation; the Kurkölnische Akademie Bonn was one of these three universities. The other two were the Roman Catholic University of Cologne and the Protestant University of Duisburg; the new Rhein University was founded on 18 October 1818 by Frederick William III. It was the sixth Prussian University, founded after the universities in Greifswald, Berlin, Königsberg and Breslau.
The new university was shared between the two Christian denominations. This was one of the reasons why Bonn, with its tradition of a nonsectarian university, was chosen over Cologne and Duisburg. Apart from a school of Roman Catholic theology and a school of Protestant theology, the university had schools for medicine and philosophy. 35 professors and eight adjunct professors were teaching in Bonn. The university constitution was adopted in 1827. In the spirit of Wilhelm von Humboldt the constitution emphasized the autonomy of the university and the unity of teaching and research. Similar to the University of Berlin, founded in 1810, the new constitution made the University of Bonn a modern research university. Only one year after the inception of the Rhein University the dramatist August von Kotzebue was murdered by Karl Ludwig Sand, a student at the University of Jena; the Carlsbad Decrees, introduced on 20 September 1819 led to a general crackdown on universities, the dissolution of the Burschenschaften and the introduction of censorship laws.
One victim was the author and poet Ernst Moritz Arndt, freshly appointed university professor in Bonn, was banned from teaching. Only after the death of Frederick William III in 1840 was he reinstated in his professorship. Another consequence of the Carlsbad Decrees was the refusal by Frederick William III to confer the chain of office, the official seal and an official name to the new university; the Rhein University was thus nameless until 1840, when the new King of Prussia, Frederick William IV gave it the official name Rheinische Friedrich-Wilhelms-Universität. Despite these problems, the university attracted famous scholars and students. At the end of the 19th century the university was known as the Prinzenuniversität, as many of the sons of the king of Prussia studied here. In 1900, the university had 68 chairs, 23 adjunct chairs, two honorary professors, 57 Privatdozenten and six lecturers. Since 1896, women were allowed to attend classes as guest auditors at universities in Prussia. In 1908 the University of Bonn became coeducational.
The growth of the university came to a halt with World War I. Financial and economic problems in Germany in the aftermath of the war resulted in reduced government funding for the university; the University of Bonn responded by trying to find industrial sponsors. In 1930 the university adopted a new constitution. For the first time students were allowed to participate in the self-governing university administration. To that effect the student council Astag was founded in the same year. Members of the student council were elected in a secret ballot. After the Nazi takeover of power in 1933, the Gleichschaltung transformed the university into a Nazi educational institution. According to the Führerprinzip the autonomous and self-governening administration of the university was replaced by a hierarchy of leaders resembling the military, with the university president being subordinate to the ministry of education. Jewish professors and students and political opponents were ostracized and expelled from the university
Mathematical Research Institute of Oberwolfach
The Mathematical Research Institute of Oberwolfach in Oberwolfach, was founded by mathematician Wilhelm Süss in 1944. It organizes weekly workshops on diverse topics where mathematicians and scientists from all over the world come to do collaborative research; the Institute is a member of the Leibniz Association, funded by the German Federal Ministry of Education and Research and by the state of Baden-Württemberg. It receives substantial funding from the Friends of Oberwolfach foundation, from the Oberwolfach Foundation and from numerous donors. 1944: September 1: Foundation of the MFO, located in the old castle 1959: June 17: Foundation of the Gesellschaft für Mathematische Forschung e. V. the mathematical society running the MFO 1967: October 10: Inauguration of the guest house of the MFO, a gift of the Volkswagen-Stiftung 1975: June 13: Inauguration of the library and meetings building of the MFO which replaced the old castle a gift of the Volkswagen-Stiftung 1989: May 26: Inauguration of the extension of the guest building 1995: Establishment of the research programme "Research in Pairs" 2005: January 1: The MFO becomes a member of the Leibniz-Gemeinschaft 2007: Establishment of the post-doctoral programme "Oberwolfach Leibniz Fellows" 2007: May 5: Inauguration of the library extension, a gift of the Klaus Tschira Stiftung and the VolkswagenStiftung 2005 - 2010: General restoration of the guest house and the library building The iconic model of the Boy surface was installed in front of the Institute, as a gift from Mercedes-Benz on January 28, 1991.
The Boy Surface is named after Werner Boy who constructed the surface in his 1901 thesis, written under the direction of David Hilbert. 1944–1958, Wilhelm Süss 1958–1959, Hellmuth Kneser 1959–1963, Theodor Schneider 1963–1994, Martin Barner 1994–2002, Matthias Kreck 2002–2013, Gert-Martin Greuel 2013–present Gerhard Huisken The Oberwolfach Prize is awarded every three years for excellent achievements in changing fields of mathematics to young European mathematicians not older than 35 years. It is awarded in cooperation with the institute. Prize winners1991 Peter Kronheimer 1993 Jörg Brüdern and Jens Franke 1996 Gero Friesecke and Stefan Sauter 1998 Alice Guionnet 2000 Luca Trevisan 2003 Paul Biran 2007 Ngô Bảo Châu 2010 Nicola Gigli and László Székelyhidi 2013 Hugo Duminil-Copin 2016 Jacob Fox Home page of the institute Article about the institute by Allyn Jackson in the American Mathematical Society magazine Web page about the Oberwolfach Prize
A mathematician is someone who uses an extensive knowledge of mathematics in his or her work to solve mathematical problems. Mathematics is concerned with numbers, quantity, space and change. One of the earliest known mathematicians was Thales of Miletus, he is credited with the first use of deductive reasoning applied to geometry, by deriving four corollaries to Thales' Theorem. The number of known mathematicians grew when Pythagoras of Samos established the Pythagorean School, whose doctrine it was that mathematics ruled the universe and whose motto was "All is number", it was the Pythagoreans who coined the term "mathematics", with whom the study of mathematics for its own sake begins. The first woman mathematician recorded by history was Hypatia of Alexandria, she succeeded her father as Librarian at the Great Library and wrote many works on applied mathematics. Because of a political dispute, the Christian community in Alexandria punished her, presuming she was involved, by stripping her naked and scraping off her skin with clamshells.
Science and mathematics in the Islamic world during the Middle Ages followed various models and modes of funding varied based on scholars. It was extensive patronage and strong intellectual policies implemented by specific rulers that allowed scientific knowledge to develop in many areas. Funding for translation of scientific texts in other languages was ongoing throughout the reign of certain caliphs, it turned out that certain scholars became experts in the works they translated and in turn received further support for continuing to develop certain sciences; as these sciences received wider attention from the elite, more scholars were invited and funded to study particular sciences. An example of a translator and mathematician who benefited from this type of support was al-Khawarizmi. A notable feature of many scholars working under Muslim rule in medieval times is that they were polymaths. Examples include the work on optics and astronomy of Ibn al-Haytham; the Renaissance brought an increased emphasis on science to Europe.
During this period of transition from a feudal and ecclesiastical culture to a predominantly secular one, many notable mathematicians had other occupations: Luca Pacioli. As time passed, many mathematicians gravitated towards universities. An emphasis on free thinking and experimentation had begun in Britain's oldest universities beginning in the seventeenth century at Oxford with the scientists Robert Hooke and Robert Boyle, at Cambridge where Isaac Newton was Lucasian Professor of Mathematics & Physics. Moving into the 19th century, the objective of universities all across Europe evolved from teaching the “regurgitation of knowledge” to “encourag productive thinking.” In 1810, Humboldt convinced the King of Prussia to build a university in Berlin based on Friedrich Schleiermacher’s liberal ideas. Thus and laboratories started to evolve. British universities of this period adopted some approaches familiar to the Italian and German universities, but as they enjoyed substantial freedoms and autonomy the changes there had begun with the Age of Enlightenment, the same influences that inspired Humboldt.
The Universities of Oxford and Cambridge emphasized the importance of research, arguably more authentically implementing Humboldt’s idea of a university than German universities, which were subject to state authority. Overall, science became the focus of universities in the 20th centuries. Students could conduct research in seminars or laboratories and began to produce doctoral theses with more scientific content. According to Humboldt, the mission of the University of Berlin was to pursue scientific knowledge; the German university system fostered professional, bureaucratically regulated scientific research performed in well-equipped laboratories, instead of the kind of research done by private and individual scholars in Great Britain and France. In fact, Rüegg asserts that the German system is responsible for the development of the modern research university because it focused on the idea of “freedom of scientific research and study.” Mathematicians cover a breadth of topics within mathematics in their undergraduate education, proceed to specialize in topics of their own choice at the graduate level.
In some universities, a qualifying exam serves to test both the breadth and depth of a student's understanding of mathematics. Mathematicians involved with solving problems with applications in real life are called applied mathematicians. Applied mathematicians are mathematical scientists who, with their specialized knowledge and professional methodology, approach many of the imposing problems presented in related scientific fields. With professional focus on a wide variety of problems, theoretical systems, localized constructs, applied mathematicians work in the study and formulation of mathematical models. Mathematicians and applied mathematicians are considered to be two of the STEM careers; the discipline of applied mathematics concerns