This research-oriented course will focus on algebraic and computational techniques for optimization problems involving polynomial equations and inequalities with particular emphasis on the connections with semidefinite optimization. The course will develop in a parallel fashion several algebraic and numerical approaches to polynomial systems, with a view towards methods that simultaneously incorporate both elements. We will study both the complex and real cases, developing techniques of general applicability, and stressing convexity-based ideas, complexity results, and efficient implementations. Although we will use examples from several engineering areas, particular emphasis will be given to those arising from systems and control applications.

Addressing health disparities and cultural sensitivity is considered a crucial skill in the healthcare sector. Adding topics of diversity and inclusion in your class curriculum will bring awareness to health inequities in healthcare systems and talk about ways advocate and create system change.

This task is the first in a series of three tasks that use inequalities in the same context at increasing complexity in 6th grade, 7th grade and in HS algebra. Students write and solve inequalities, and represent the solutions graphically.

In this instructional task students are given two inequalities, one as a formula and one in words, and a set of possible solutions. They have to decide which of the given numbers actually solve the inequalities.

As part of the Root Cause Hubs supporting educators as they are in the continuous improvement process, this resources provides a short discussion of the structures and systems underlying the key systems features. It uses an allegory of a river to summarize patterns in inequality that impact youth, families, educators, schools and communities. It also includes resources and discussion questions to help guide groups of educators wanting to explore more.

This lesson unit is intended to help teachers assess how well students are able to: recognize the differences between equations and identities; substitute numbers into algebraic statements in order to test their validity in special cases; resist common errors when manipulating expressions such as 2(x Đ 3) = 2x Đ 3; (x + 3)_ = x_ + 3_; and carry out correct algebraic manipulations. It also aims to encourage discussion on some common misconceptions about algebra.

Scope and sequence of Unit 2: Linear Equations, Inequalities, and Systems.