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The course describes the theoretical underpinnings of USR. It showcases some effective practices and activities carried out in institutions around the world. The course also promotes understanding of the USR concept, its implications, impacts, evaluation, possible implementation methods, and replicability. In doing so, it contributes to the expansion and consolidation of the USR movement. It provides a knowledge base for designing, planning, implementing, and evaluating programs from the fundamentals of USR and some existing good practices.
No prior knowledge is required to join the course. This course is for you especially if you are an administrator, a professor, or a professional staff member interested in learning new creative ways from the experts' at the universities to address the needs of society including SDGs (Sustainable Development Goals). If you are a government official or a foundation representative seeking ways to strengthen higher education, this course will help you explore future opportunities and directions.
In this video produced at The University of Manchester in 1972 the eminent Cornelius Lanczos is interviewed on his contributions to applied mathematics. Copyright by The University of Manchester.
It is increasingly clear that the shapes of reality – whether of the natural world, or of the built environment – are in some profound sense mathematical. Therefore it would benefit students and educated adults to understand what makes mathematics itself ‘tick’, and to appreciate why its shapes, patterns and formulae provide us with precisely the language we need to make sense of the world around us. The second part of this challenge may require some specialist experience, but the authors of this book concentrate on the first part, and explore the extent to which elementary mathematics allows us all to understand something of the nature of mathematics from the inside. The Essence of Mathematics consists of a sequence of 270 problems – with commentary and full solutions. The reader is assumed to have a reasonable grasp of school mathematics. More importantly, s/he should want to understand something of mathematics beyond the classroom, and be willing to engage with (and to reflect upon) challenging problems that highlight the essence of the discipline. The book consists of six chapters of increasing sophistication (Mental Skills; Arithmetic; Word Problems; Algebra; Geometry; Infinity), with interleaved commentary. The content will appeal to students considering further study of mathematics at university, teachers of mathematics at age 14-18, and anyone who wants to see what this kind of elementary content has to tell us about how mathematics really works.