Mathematical Sciences: Special Year in Mathematical Biology

Othmer 研究人员和他的同事在犹他州大学数学系进行了一年的数学生物学研究。 合作部门包括生物学，生物工程和人类遗传学系和诺拉埃克尔斯哈里森心血管研究和培训学院。 特别年的主要目标是培养研究生和博士后在艺术和建模应用于生物问题的科学。 每个季度侧重于生物学的一个特定领域，其中数学产生了重大影响，并在其中有重大的新机会：生态学和进化（1995年秋季），生理学和细胞生物学（1996年冬季），心血管生理学和生物流体动力学（1996年春季）。 教育计划包括：（一）一个为期一年的课程，题为“生物学中的数学建模”，由来访的主要讲师提供，他们提出了一个案例研究，将数学建模应用于他们专业领域的生物学问题，（二）每周一次的研讨会系列，由主要讲师，其他游客和来自犹他州大学的科学家，（iii）在该季度范围内的一个活跃的研究领域的季度小型对称，以及（iv）一个学生/博士后研讨会，旨在非正式地介绍想法，新成果和开放的问题。 课程的笔记将被出版。 犹他州大学数学生物学特别年的目标是培养年轻科学家对生物问题进行数学建模。 研究生和博士后沉浸在跨学科的教育和协作环境中，使他们与领先的数学家和科学家聚集在一起。 虽然数学长期以来为生物过程提供了重要的见解，但生物学和数学的发展使这种联系变得更加重要。 基础生物学研究与国家优先事项的相关性越来越大， 卫生保健和环境保护，以及强大的新实验技术，使人们有可能观察到以前在生理学、遗传学和生态学方面无法达到的机制。 强大的计算机使研究人员能够模拟复杂而现实的生态和生理系统模型，建立建模和计算作为生命科学实验的新模式。 不幸的是，大多数生物学家和数学家的训练未能使他们为这类研究做好准备。 在数学生物学的特殊一年准备在前和初级博士后水平的年轻研究人员为这些新的需求。 应邀参加这一特殊年份的演讲者和研究人员已经建立了与数学家和生命科学家成功合作的记录。 该计划侧重于生命科学研究的三个活跃领域：生态学和进化，生理学和细胞生物学，心血管生理学和生物流体动力学。 这些领域在过去一直是成功合作和建模的沃土。 特别年向年轻研究人员介绍这些成功，让他们参与当前的研究，并说明不同领域之间的概念联系。 这些学生，以及那些从特别年编写的书中受益的学生，将成为进一步发展这一重要联系的催化剂。

Othmer The investigator and his colleagues conduct a special year in mathematical biology in the Department of Mathematics at the University of Utah. Cooperating departments include the Departments of Biology, Bioengineering and Human Genetics and the Nora Eccles Harrison Cardiovascular Research and Training Institute. The primary objective of the special year is to train graduate students and post-docs in the art and science of modeling applied to biological problems. Each quarter focuses on a specific area of biology in which mathematics has had a significant impact and in which there are significant new opportunities: Ecology and Evolution (Fall 1995), Physiology and Cell Biology (Winter 1996), and Cardiovascular Physiology and Biological Fluid Dynamics (Spring 1996). The educational program includes (i) a full year course entitled `Mathematical Modeling in Biology' given by visiting principal lecturers, who present a case study of applying mathematical modeling to a biological problem in their area of expertise, (ii) a weekly seminar series given by principal lecturers, other visitors, and scientists from the University of Utah, (iii) a quarterly minisymposium in an active research area within the purview of that quarter, and (iv) a student/post-doc seminar aimed at informal presentation of ideas, new results, and open problems. The notes from the course will be published. The goal of the Special Year in Mathematical Biology at the University of Utah is to train young scientists in mathematical modeling of biological problems. Graduate students and post-docs are immersed in an interdisciplinary educational and collaborative environment that brings them together with leading mathematicians and scientists. Although mathematics has long provided important insights into biological processes, developments in biology and mathematics have made the link more important. Basic biological research has increasing relevance to national priorities such as health care and environmental protection, and powerful new experimental techniques have made it possible to observe previously inaccessible mechanisms in physiology, genetics, and ecology. Expanded access to powerful computers has enabled researchers to simulate complex and realistic models of ecological and physiological systems, establishing modeling and computation as a new mode of experimentation in the life sciences. Unfortunately, the training of most biologists and mathematicians fails to prepare them for this type of research. The Special Year in Mathematical Biology prepares young researchers at the pre- and junior post-doctoral level for these new demands. The speakers and researchers invited to this Special Year have established records of successfully collaborating with both mathematicians and life scientists. The program focuses on three active areas of research in the life sciences: ecology and evolution, physiology and cell biology, and cardiovascular physiology and biological fluid dynamics. These areas have been fertile ground for successful collaboration and modeling in the past. The Special Year introduces young researchers to these successes, involves them in current research, and illustrates the conceptual connections between the different fields. These students, and those benefiting from the book developed from the Special Year, will be the catalysts for further development of this vital connection.