Podcasts about advanced mathematics

This edWeb podcast is sponsored by the National Math Improvement Project. You can access the webinar recording here.Algebra I is a critical gateway to advanced mathematics and future academic success, yet systemic barriers continue to limit access and opportunity for many students, particularly those from historically underserved communities. Listen to this illuminating discussion with leaders from three of the nation's largest school districts who are pioneering innovative approaches to ensure all students can thrive in Algebra I.Drawing from a new case study examining successful district initiatives, this edWeb podcast brings together academic officers from Chicago Public Schools, Los Angeles Unified School District, and Miami-Dade County Public Schools who discuss how districts can transform Algebra I from a gatekeeper into a gateway of opportunity. Don't miss this chance to hear directly from district leaders about concrete strategies for:Creating multiple on-ramps to algebra successBuilding teacher content knowledge and instructional expertiseExpanding early access programs and acceleration pathwaysFostering positive math identity and student belongingUsing data to inform and improve algebra readiness effortsListen to this edWeb podcast about making Algebra I success achievable for all students. This edWeb podcast is of interest to middle and high school district leaders.National Math Improvement ProjectNMIP elevates best practices in support of academic outcomes, educator capacity, and math mindsets. Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

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In den letzten Jahren hat sich die Diskussion rund um das Thema “Künstliche Intelligenz” intensiviert. Doch was steckt eigentlich hinter diesen neuen großen Veränderungen? Manche würden sagen: Serverfarmen und Computer. In unserer aktuellen Podcastfolge haben wir jemanden zu Gast, der genau weiß, wovon er spricht – Quanten- und Photonencomputer sind das neue “Nice-to-have” auf dem Markt. Unser Host Dr. Sebastian Voigt spricht mit niemand geringerem als Thomas Andrae. Der Gründer, Vorstand und ehemalige Unternehmensberater steckt tief in der Forschung und Entwicklung von Quanten- und Photonencomputern. Er hat sich das Programmieren selbst beigebracht und möchte  mit “Advanced Mathematics” einen Unterschied in der Wirtschaft erzielen. Thomas und Sebastian diskutieren, wie Algorithmen die Wirtschaft beeinflussen können und welche deutschen Unternehmen bereits auf diesem Gebiet Fuß gefasst haben. Dabei erklärt Thomas den Unterschied zwischen lichtbasierten Prozessoren (Photonencomputer) und Quantencomputern. Er beleuchtet dabei den immensen Stromverbrauch sowie die Entwicklungskosten und erklärt uns, warum er der Meinung ist, dass aktuell zu viel Geld in die falschen Innovationen gesteckt wird. Unter dem Motto “Ich will Baby Yoda sein”, sprechen die beiden darüber, wie die Umsetzung von Monetarisierung Rechenleistung aussehen könnte, damit jedes Individuum den Nutzen aus Quantencomputern ziehen kann. Wer erfahren möchte, wie es hinter den Kulissen unserer Server, Computer und Technologien aussieht, sollte diese Folge nicht verpassen. Über den Gast: Thomas Andrae ist Gründer und Managing Partner bei Linden Capital, Mitbegründer von Cobrainer und Vorstandsmitglied bei Merantix. Er verfügt über umfassende Erfahrung in den Bereichen Quantencomputing, Künstliche Intelligenz, Blockchain und fortgeschrittene Mobilitätslösungen. Zudem gründete er ein eigenes Unternehmen im Bereich der Optimierung von Lieferketten-Software, das er nach sieben Jahren erfolgreich an ein Fortune 500-Unternehmen verkaufte. Zuvor war er Director bei PwC und ist studierter Diplom Ingenieur im Fachbereich Technische Informatik. Ihr habt Fragen an Thomas oder wollt noch mehr rund um Quanten- und Photonencomputer erfahren? Links: https://www.linkedin.com/in/thomas-andrae-14480796/ https://lindencapital.de/

Welcome to another episode of Passion Struck! Host John R. Miles interviews Shalinee Sharma, a leading math learning expert, and CEO of Zearn, a math learning platform. Sharma discusses the importance of math education and debunks common myths surrounding math learning. She emphasizes the need for belief and belonging in math classrooms, highlighting the benefits of understanding, problem-solving, and creativity in mathematics. Sharma also explores mathematics's universal beauty and mystique, showcasing its role in everyday life and the universe. Shalinee Sharma is the author of "Math Mind: The Simple Path to Loving Math."Full show notes and resources can be found here:  https://passionstruck.com/shalinee-sharma-the-world-needs-more-math-minds/SponsorsBabbel is the new way to learn a foreign language. The comprehensive learning system combines effective education methods with state-of-the-art technology! Right now, get SIXTY percent off your Babbel subscription—but only for our listeners, at Babbel dot com slash PASSION.Stop hair loss before it's gone for good. Hims has everything you need to regrow hair. Start your free online visit today at “Hims dot com slash PASSIONSTRUCK.”Quince brings luxury products like Mongolian Cashmere, Italian Leather, Turkish Cotton and Washable Silk to everyone at radically low prices.Go to “Quince dot com slash PASSION” for free shipping on your order and 365-day returns.--► For information about advertisers and promo codes, go to:https://passionstruck.com/deals/JUST $0.99 FOR A LIMITED TIMEOrder a copy of my book, "Passion Struck: Twelve Powerful Principles to Unlock Your Purpose and Ignite Your Most Intentional Life," today!  Recognized as a 2024 must-read by the Next Big Idea Club, the book has won the Business Minds Best Book Award, the Eric Hoffer Award, the International Book Awards for Best Non-Fiction, the 2024 Melanie P. Smith Reader's Choice Contest by Connections eMagazine, and the Non-Fiction Book Awards Gold Medal. Don't miss the opportunity to transform your life with these powerful principles!In this episode, you will learn:The importance of math education and debunking common myths about mathThe benefits of math education, including problem-solving skills and creativityThe significance of numeracy and its universal language in mathematicsHow math can soothe the soul and provide a sense of beauty and patternsThe value of belonging and membership in the context of learning mathAll things Shalinee Sharma: https://about.zearn.org/math-mind-bookCatch More of Passion StruckWatch my solo episode on The 6 Key Steps to Bold Risk-Taking for Personal Growth.Can't miss my episode with Jacob Morgan on the Vital Power of Leading With VulnerabilityListen to my interview withJames Rhee On How You Lead Change through KindnessCatch my interview with Gerry Hussey on How You Lead Yourself to Infinite PotentialListen to Seth Godin on Why We Need Systems Change to Save the PlanetLike this show? Please leave us a review here-- even one sentence helps! Consider including your Twitter or Instagram handle so we can thank you personally!

Rishad Tobaccowala is a business strategist, thought leader, and the author of Restoring the Soul of Business: Staying Human in the Age of Data, published by Harper Collins. Rishad is working on his second book, “ Re-Thinking Work” which McGraw-Hill will publish in 2024. Additional writings can be found in the “The Future Does Not Fit in the Containers of the Past”, read by 25,000 leaders worldwide every week. Rishad most recently was the Global Strategist and Chief Growth Officer of the 100,000-person marketing and business transformation Publicis Groupe and has been named by BusinessWeek as one of the top business leaders for his pioneering innovation and TIME magazine dubbed him one of five “Marketing Innovators.”In this episode, we discuss:  How his degree in Advanced Mathematics led to a career in Business TransformationWhere he gets inspirationHow to leverage practical tools and techniques to stay relevantHow to tell Truth to Power in your organizationHow aspiring authors can rethink the math and model of content monetization How to become a thoughtful content creator The difference between jobs and workHow not to outsource your futureDelivered with clarity and humor, it's an honor to present Rishad Tobaccowala on The Career Refresh. Connect with Rishad TobaccowalaGet the book HERESubscribe to Rishad's free Substack HERERead Rishad's most popular pieces curated and categorized HEREWebsite HEREFollow him on LinkedIn Support the show Jill Griffin is on a mission to improve life in the workplace by helping leaders increase their well-being, intentionality and impact. Jill's executive coaching, strategy, and innovation have generated multi-millions in revenue for the world's largest agencies, start-ups, and well-known brands. She works with individuals, teams, and organizations to create cultures allowing leaders to increase performance and impact while maintaining well-being. Visit JillGriffinCoaching.com for more details on: 1:1 Career Strategy and Executive Coaching CEO Advising and Consulting Gallup CliftonStrengths Corporate Workshops to build a strengths-based culture Team Dynamics training to increase retention, communication, goal setting, and effective decision-making Grab an individual Strengths & Strategy Session with Jill Griffin HERE Get on Jill's email list to get career insights and tips Follow @jillGriffinOffical on Instagram for daily inspiration Connect with and follow Jill on LinkedIn

Lotanna is a Doctoral researcher affiliated with the Environmental and Resource Economics (ERE) Research Group at The University of Manchester, Lotanna uses econometric tools to investigate how climate change affects our world and Sub-Saharan Africa in particular.He is also a teaching associate in the Department of Economics, University of Manchester. Lotanna assists in teaching Macroeconomics, Microeconomics and Advanced Mathematics.Click here for Lotanna's University webpage

"The Handicapper General says Math Education Must Be Gutted in the name of Equity"“To Promote Equality, California Proposes A Ban On Advanced Math Classes” (by Tyler Durden, Zerohedge).“In the Name of Equity, California Will Discourage Students Who Are Gifted at Math"  (Reason Magazine)"American Federation of Teachers" says CRT is and should be Taught in K-12 Schools""Yale discriminates against white, Asian applicants: DOJ"Eli Steele: The shameful scapegoating of Asians by NYC's Critical Race Theory machine (Fox News)__________________________AntiVisions.com

"Equity in Virginia Math Education: No One Gets Ahead" (includes Fox News Article, Virginia's infographic, Virginia's Dept. of Education Website on the Math Initiative)The Virginia Mathematics Pathways Initiative Regional Webinar_______________________AntiVisions.com

In this episode, we test our vast knowledge of trigonometry, differential equations and general methodology. 2+2=7?!?!?

The teacher/legislator/candidate for Governor talks about the current DOE plan to take away advanced mathematics from the middle and high school underclassmen as well as curbing the anonymous attacks coming over convention delegate's text messaging. Kirk Online See omnystudio.com/listener for privacy information.

Dr. Nick Wasserman, Associate Professor at Teachers College, Columbia University, discusses his work in making explicit connections for secondary mathematics teachers about how the work of teaching (say, Algebra I) is related to advanced mathematics courses (such as Abstract Algebra). Among other items, we discuss the book he recently edited, Connecting Abstract Algebra to Secondary Mathematics, for Secondary Mathematics Teachers (https://www.springer.com/gp/book/9783319992136), and his collaborative work on the NSF-funded project ULTRA: Upgrading Learning for Teachers in Real Analysis (https://sites.google.com/view/ultranalysis/). Special Guest: Nick Wasserman.

Join us on the couch today as we talk to Kliment Serafimov, a senior at MIT who founded a preparatory school called "The School of the Future" for high schoolers in his homeland, North Macedonia. The idea originated from his own personal experiences with the education system and desire to bring more STEM engagement to motivated, advanced students in hopes of promoting awareness of international competition opportunitites. Kliment founded the school when he was just 19, and over the years, his team has been able to reach almost 400 students through creating classes like Advanced Mathematics and Informatics. Tune in to hear about his journey and how he hopes to expand his vision after graduation for better STEM education.

In the last two semesters Gudrun has taught the courses Advanced Mathematics I and II for Mechanical Engineers. This is a mandatory lecture for the International mechanical engineering students at KIT in their first year of the Bachelor program. This program is organized by the Carl Benz School of Engineering. Beside the study courses, the school also provides common housing for students coming to Karlsruhe from all over the world. The general structure and topics of the first year in Advanced Mathematics were already discussed in our episode 146 Advanced Mathematics with Jonathan Rollin. This time Gudrun invited two students from her course to have the student's perspective, talking about mathematics, life, and everything. Yueyang Cai grew up mostly in China. In 2015, the work of her mother led Yueyang to Stuttgart. While looking for opportunities to study a technical subject in Germany the English speaking program in Karlsruhe somehow suggested itself. After one year she is sure to have made the right decision. The second student in the conversation is Siddhant Dhanrajani. His family is Indian but lives in Dubai. For that he got his education in Dubai in an Indian community follwowing the Indian educational system (CBSE). He had never heard of the Engineering program in Karlsruhe but found it through thourough research. He is really amazed at how such an excellent study program and such an excellent university as the KIT are not better known for their value in the world. In the conversation both students talk about their education in their respective countries, their hopes and plans for the study course mechanical engineering and their experiences in the first year here in Karlsruhe. It is very interesting to see how the different ways to teach mathematics, namely, either as a toolbox full of recipes (which the students get well-trained in) or secondly as a way to approach problems in a context of a mathematical education contribute to an experience to be well-equipped to work creative and with a lot of potential as an engineer. Though the students finished only the first year in a three years course they already work towards applications and necessary certificates for their possible master program after finishing the course in Karlsruhe. Related Podcasts G. Thäter, J. Rollin: Advanced Mathematics, Conversation in the Modellansatz Podcast, Episode 146, Department of Mathematics, Karlsruhe Institute for Technology (KIT), 2017. F. Hettlich, G. Thäter: Höhere Mathematik, Gespräch im Modellansatz Podcast, Folge 34, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2014.

In the last two semesters Gudrun has taught the courses Advanced Mathematics I and II for Mechanical Engineers. This is a mandatory lecture for the International mechanical engineering students at KIT in their first year of the Bachelor program. This program is organized by the Carl Benz School of Engineering. Beside the study courses, the school also provides common housing for students coming to Karlsruhe from all over the world. The general structure and topics of the first year in Advanced Mathematics were already discussed in our episode 146 Advanced Mathematics with Jonathan Rollin. This time Gudrun invited two students from her course to have the student's perspective, talking about mathematics, life, and everything. Yueyang Cai grew up mostly in China. In 2015, the work of her mother led Yueyang to Stuttgart. While looking for opportunities to study a technical subject in Germany the English speaking program in Karlsruhe somehow suggested itself. After one year she is sure to have made the right decision. The second student in the conversation is Siddhant Dhanrajani. His family is Indian but lives in Dubai. For that he got his education in Dubai in an Indian community follwowing the Indian educational system (CBSE). He had never heard of the Engineering program in Karlsruhe but found it through thourough research. He is really amazed at how such an excellent study program and such an excellent university as the KIT are not better known for their value in the world. In the conversation both students talk about their education in their respective countries, their hopes and plans for the study course mechanical engineering and their experiences in the first year here in Karlsruhe. It is very interesting to see how the different ways to teach mathematics, namely, either as a toolbox full of recipes (which the students get well-trained in) or secondly as a way to approach problems in a context of a mathematical education contribute to an experience to be well-equipped to work creative and with a lot of potential as an engineer. Though the students finished only the first year in a three years course they already work towards applications and necessary certificates for their possible master program after finishing the course in Karlsruhe. Related Podcasts G. Thäter, J. Rollin: Advanced Mathematics, Conversation in the Modellansatz Podcast, Episode 146, Department of Mathematics, Karlsruhe Institute for Technology (KIT), 2017. F. Hettlich, G. Thäter: Höhere Mathematik, Gespräch im Modellansatz Podcast, Folge 34, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2014.

Gudrun Thäter and Jonathan Rollin talk about their plans for the course Advanced Mathematics (taught in English) for mechanical engineers at the Karlsruhe Institute of Technology (KIT). The topics of their conversation are relevant in the mathematical education for engineers in general (though the structure of courses differs between universities). They discuss how to embrace university mathematics, how to study, what is the structure of the educational program and what topics will be covered in the first semester in Karlsruhe. For students starting an engineering study course it is clear, that a mathematical education will be an important part. Nevertheless, most students are not aware that their experiences with mathematics at school will not match well with the mathematics at university. This is true in many ways. Mathematics is much more than calculations. As the mathematical models become more involved, more theoretical knowledge is needed in order to learn how and why the calculations work. In particular the connections among basic ideas become more and more important to see why certain rules are valid. Very often this knowledge also is essential since the rules need to be adapted for different settings. In their everyday work, engineers combine the use of well-established procedures with the ability to come up with solutions to yet unsolved problems. In our mathematics education, we try to support that skills insofar as we train certain calculations with the aim that they become routine for the future engineers. But we also show the ideas and ways how mathematicians came up with these ideas and how they are applied again and again at different levels of abstraction. This shall help the students to become creative in their engineering career. Moreover seeing how the calculation procedures are derived often helps to remember them. So it makes a lot of sense to learn about proofs behind calculations, even if we usually do not ask to repeat proofs during the written exam at the end of the semester. The course is structured as 2 lectures, 1 problem class and 1 tutorial per week. Moreover there is a homework sheet every week. All of them play their own role in helping students to make progress in mathematics. The lecture is the place to see new material and to learn about examples, connections and motivations. In this course there are lecture notes which cover most topics of the lecture (and on top of that there are a lot of books out there!). So the lecture is the place where students follow the main ideas and take these ideas to work with the written notes of the lecture later on. The theory taught in the lecture becomes more alive in the problem classes and tutorials. In the problem classes students see how the theory is applied to solve problems and exercises. But most importantly, students must solve problems on their own, with the help of the material from the lecture. Only in this way they learn how to use the theory. Very often the problems seem quite hard in the sense that it is not clear how to start or proceed. This is due to the fact that students are still learning to translate the information from the lecture to a net of knowledge they build for themselves. In the tutorial the tutor and the fellow students work together to find first steps onto a ladder to solving problems on the homework. Gudrun and Jonathan love mathematics. But from their own experience they can understand why some of the students fear mathematics and expect it to be too difficult to master. They have the following tips: just take one step after the other, and do not give up too early discuss problems, questions and topics of the lecture with fellow students - talking about mathematics helps to understand it teach fellow students about things you understand - you will be more confident with your arguments, or find some gaps to fix take time to think about mathematics and the homework problems sit down after the lecture, and repeat the arguments and ideas in your own words in order to make them your own use the problem classes and tutorials to ask questions In the lecture course, students see the basic concepts of different mathematical fields. Namely, it covers calculus, linear algebra, numerics and stochastics. Results from all these fields will help them as engineers to calculate as well as to invent. There is no standard or best way to organize the topics since there is a network of connections inbetween results and a lot of different ways to end up with models and calculation procedures. In the course in Karlsruhe in the first semester we mainly focus on calculus and touch the following subjects: Numbers Methods of proof Complex numbers Sequences and convergence Functions and continuity Series Differential calculus of one real variable Integral calculus Numerical integration Elementary differential equations All of these topics have applications and typical problems which will be trained in the problem class. But moreover they are stepping stones in order to master more and more complex problems. This already becomes clear during the first semester but will become more clear at the end of the course. Literature and related information K. F. Riley, M. P. Hobson, S. J. Bence: Mathematical Methods for Physics and Engineering. Cambridge University Press. K. F. Riley, M. P. Hobson: Foundation Mathematics for the Physical Sciences. Cambridge University Press. T. Arens, F. Hettlich, Ch. Karpfinger, U. Kockelkorn, K. Lichtenegger, H. Stachel: Mathematik.Spektrum Akademischer Verlag, Heidelberg (in German). J. Stewart: Calculus, Early Transcendentals. Brooks/Cole Publishing Company. K. Burg, H. Haf, F. Wille: Höhere Mathematik für Ingenieure. Volumes I-III. Teubner Verlag, Stuttgart (in German). E. Kreyszig: Advanced Engineering Mathematics. John Wiley & Sons. E.W. Swokowski, M. Olinick, D. Pence, J.A. Cole: Calculus. PWS Publishing Company. Boston. Podcasts F. Hettlich: Höhere Mathematik, Gespräch mit G. Thäter im Modellansatz Podcast, Folge 34, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2014. J. Eilinghoff: Analysis, Gespräch mit S. Ritterbusch im Modellansatz Podcast, Folge 36, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2014.

Gudrun Thäter and Jonathan Rollin talk about their plans for the course Advanced Mathematics (taught in English) for mechanical engineers at the Karlsruhe Institute of Technology (KIT). The topics of their conversation are relevant in the mathematical education for engineers in general (though the structure of courses differs between universities). They discuss how to embrace university mathematics, how to study, what is the structure of the educational program and what topics will be covered in the first semester in Karlsruhe. For students starting an engineering study course it is clear, that a mathematical education will be an important part. Nevertheless, most students are not aware that their experiences with mathematics at school will not match well with the mathematics at university. This is true in many ways. Mathematics is much more than calculations. As the mathematical models become more involved, more theoretical knowledge is needed in order to learn how and why the calculations work. In particular the connections among basic ideas become more and more important to see why certain rules are valid. Very often this knowledge also is essential since the rules need to be adapted for different settings. In their everyday work, engineers combine the use of well-established procedures with the ability to come up with solutions to yet unsolved problems. In our mathematics education, we try to support that skills insofar as we train certain calculations with the aim that they become routine for the future engineers. But we also show the ideas and ways how mathematicians came up with these ideas and how they are applied again and again at different levels of abstraction. This shall help the students to become creative in their engineering career. Moreover seeing how the calculation procedures are derived often helps to remember them. So it makes a lot of sense to learn about proofs behind calculations, even if we usually do not ask to repeat proofs during the written exam at the end of the semester. The course is structured as 2 lectures, 1 problem class and 1 tutorial per week. Moreover there is a homework sheet every week. All of them play their own role in helping students to make progress in mathematics. The lecture is the place to see new material and to learn about examples, connections and motivations. In this course there are lecture notes which cover most topics of the lecture (and on top of that there are a lot of books out there!). So the lecture is the place where students follow the main ideas and take these ideas to work with the written notes of the lecture later on. The theory taught in the lecture becomes more alive in the problem classes and tutorials. In the problem classes students see how the theory is applied to solve problems and exercises. But most importantly, students must solve problems on their own, with the help of the material from the lecture. Only in this way they learn how to use the theory. Very often the problems seem quite hard in the sense that it is not clear how to start or proceed. This is due to the fact that students are still learning to translate the information from the lecture to a net of knowledge they build for themselves. In the tutorial the tutor and the fellow students work together to find first steps onto a ladder to solving problems on the homework. Gudrun and Jonathan love mathematics. But from their own experience they can understand why some of the students fear mathematics and expect it to be too difficult to master. They have the following tips: just take one step after the other, and do not give up too early discuss problems, questions and topics of the lecture with fellow students - talking about mathematics helps to understand it teach fellow students about things you understand - you will be more confident with your arguments, or find some gaps to fix take time to think about mathematics and the homework problems sit down after the lecture, and repeat the arguments and ideas in your own words in order to make them your own use the problem classes and tutorials to ask questions In the lecture course, students see the basic concepts of different mathematical fields. Namely, it covers calculus, linear algebra, numerics and stochastics. Results from all these fields will help them as engineers to calculate as well as to invent. There is no standard or best way to organize the topics since there is a network of connections inbetween results and a lot of different ways to end up with models and calculation procedures. In the course in Karlsruhe in the first semester we mainly focus on calculus and touch the following subjects: Numbers Methods of proof Complex numbers Sequences and convergence Functions and continuity Series Differential calculus of one real variable Integral calculus Numerical integration Elementary differential equations All of these topics have applications and typical problems which will be trained in the problem class. But moreover they are stepping stones in order to master more and more complex problems. This already becomes clear during the first semester but will become more clear at the end of the course. Literature and related information K. F. Riley, M. P. Hobson, S. J. Bence: Mathematical Methods for Physics and Engineering. Cambridge University Press. K. F. Riley, M. P. Hobson: Foundation Mathematics for the Physical Sciences. Cambridge University Press. T. Arens, F. Hettlich, Ch. Karpfinger, U. Kockelkorn, K. Lichtenegger, H. Stachel: Mathematik.Spektrum Akademischer Verlag, Heidelberg (in German). J. Stewart: Calculus, Early Transcendentals. Brooks/Cole Publishing Company. K. Burg, H. Haf, F. Wille: Höhere Mathematik für Ingenieure. Volumes I-III. Teubner Verlag, Stuttgart (in German). E. Kreyszig: Advanced Engineering Mathematics. John Wiley & Sons. E.W. Swokowski, M. Olinick, D. Pence, J.A. Cole: Calculus. PWS Publishing Company. Boston. Podcasts F. Hettlich: Höhere Mathematik, Gespräch mit G. Thäter im Modellansatz Podcast, Folge 34, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2014. J. Eilinghoff: Analysis, Gespräch mit S. Ritterbusch im Modellansatz Podcast, Folge 36, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2014.

Jamee Mae Kyson (https://soundcloud.com/jamaemusic) is a talented singer/songwriter as well as a neuroscientist with over a decade in biomedical research. I love it when someone can bridge science and spirituality and I knew I was in for a treat when she said that an Advanced Mathematics course was one of the most spiritual teachings she's ever had. In this episode we dive deep into finding spirituality through logic, the relativity of time, and how she decided to leave her science career in favor of the life of an artist.

Corey Kendall is from Canada and is currently pursuing a Masters Degree in Advanced Mathematics and Calculus at Western University in Ontario. We discuss hookers, drugs, and the enriching lessons of travel.