This highly multidisciplinary volume contains contributions from leading researchers in STEAM-H disciplines (Science, Technology, Engineering, Agriculture, Mathematics and Health). The volume explores new frontiers in multidisciplinary research, including: the mathematics of cardiac arrhythmia; brain research on working memory; penalized ordinal regression to classify melanoma skin samples; forecasting of time series data; dynamics of niche models; analysis of chemical moieties as anticancer agents; study of gene locus control regions; qualitative mathematical modelling; convex quadrics and group circle systems; remanufacturing planning and control; complexity reduction of functional differential equations; computation of viscous interfacial motion; and differentiation in human pluripotent stem cells. An extension of a seminar series at Virginia State University, the collection is intended to foster student interest and participation in interdisciplinary research and to stimulate new research. The content will be of interest to a broad spectrum of scientists, mathematicians and research students working in interdisciplinary fields including the biosciences, mathematics, engineering, neurosciences and behavioral sciences.

The latest of five multidisciplinary volumes, this book spans the STEAM-H (Science, Technology, Engineering, Agriculture, Mathematics, and Health) disciplines with the intent to generate meaningful interdisciplinary interaction and student interest. Emphasis is placed on important methods and applications within and beyond each field. Topics include geometric triple systems, image segmentation, pattern recognition in medicine, pricing barrier options, p-adic numbers distribution in geophysics data pattern, adelic physics, and evolutionary game theory. Contributions were by invitation only and peer-reviewed. Each chapter is reasonably self-contained and pedagogically presented for a multidisciplinary readership.

Urban Youth Friendships and Community Practice breaks new ground in identifying and capturing the importance of friendships and the role that community practitioners and scholars can play to enhance them.

In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.

Deep comprehension of applied sciences requires a solid knowledge of Mathematical Analysis. For most of high level scientific research, the good understanding of Functional Analysis and weak solutions to differential equations is essential. This book aims to deal with the main topics that are necessary to achieve such a knowledge. Still, this is the goal of many other texts in advanced analysis; and then, what would be a good reason to read or to consult this book? In order to answer this question, let us introduce the three Authors. Alberto Ferrero got his degree in Mathematics in 2000 and presently he is researcher in Mathematical Analysis at the Universit`a del Piemonte Orientale. Filippo Gazzola got his degree in Mathematics in 1987 and he is now full professor in Mathematical Analysis at the Politecnico di Milano. Maurizio Zanotti got his degree in Mechanical Engineering in 2004 and presently he is structural and machine designer and lecturer professor in Mathematical Analysis at the Politecnico di Milano. The three Authors, for the variety of their skills, decided to join their expertises to write this book. One of the reasons that should encourage its reading is that the presentation turns out to be a reasonable compromise among the essential mathematical rigor, the importance of the applications and the clearness, which is necessary to make the reference work pleasant to the readers, even to the inexperienced ones. The range of treated topics is quite wide and covers the main basic notions of the scientific research which is based upon mathematical models. We start from vector spaces and Lebesgue integral to reach the frontier of theoretical research such as the study of critical exponents for semilinear elliptic equations and recent problems in fluid dynamics. This long route passes through the theory of Banach and Hilbert spaces, Sobolev spaces, differential equations, Fourier and Laplace transforms, before which we recall some appropriate tools of Complex Analysis. We give all the proofs that have some didactic or applicative interest, while we omit the ones which are too technical or require too high level knowledge. This book has the ambitious purpose to be useful to a broad variety of readers. The first possible beneficiaries are of course the second or third year students of a scientific course of degree: in what follows they will find the topics that are necessary to approach more advanced studies in Mathematics and in other fields, especially Physics and Engineering. This text could be also useful to graduate students who want to start a Ph.D. course: indeed it contains the matter of a multidisciplinary Ph.D. course given by Filippo Gazzola for several years at Politecnico di Milano. Finally, this book could be addressed also to the ones who have already left education far-back but occasionally need to use mathematical tools: we refer both to university professors and their research, and to professionals and designers who want to model a certain phenomenon, but also to the nostalgics of the good old days when they were students. It is precisely for this last type of reader that we have also reported some elementary topics, such as the properties of numerical sets and of the integrals; moreover, every chapter is provided with examples and specific exercises aimed at the involvement of the reader. Let us start immediately inviting the reader to find an “anomaly” among the six formulas appearing in the cover. This book is the translation from Italian of the book ”Elementi di Analisi Superiore per la Fisica e l’Ingegneria”. The translation is due to Ilaria Lucardesi.

This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com