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Henry Segerman
Works at Oklahoma State University College of Arts and Sciences
Attended University of Oxford
Lives in Stillwater, OK
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Henry Segerman

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Many, many monkeys.
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Well, there are only finitely many monkeys here, so I doubt they'll be typing out Shakespeare. However, I have some universal-cover-of-the-Seifert-Weber-space monkeys, who might be able to.
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Another article, by NBC News...
It's hard to visualize what four-dimensional objects look like — but Henry Segerman, an artist and mathematician at Oklahoma State University at Stillwater, ...
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Congrats, not many people can see things as you do!
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+The Royal Institution was founded in 1799, and since the beginning it has been supporting public engagement with science. In their gorgeous premises they've been hosting the "Friday Evening Discourses" pop science lectures since 1825, nowadays recorded on video for you to watch. Those are for everyone and it's not unusual for them to have many kids in the audience.

A recent one is "Topology, Geometry and Life in Three Dimensions" given by Caroline Series. She is striving hard to explain William Thurston's geometrization conjecture for the uninitiated, and it's the first recording where i saw the audience holding their breath for the whole time.

In 2d, there's only one kind of hyperbolic space. But in 3d you can sort of combine different spaces, having it spherical in one, euclidean in another, and hyperbolic in a third direction. You can even to some twisting which wouldn't produce a new space in 2d, but has interesting effects in 3d.

And that's what Thurston did, he analyzed all these spaces, and asked wether every surface embedded in 3d induces a geometry. Today we know they do, and it's because of him that we know that most spaces are hyperbolic. 

Some of the slides feature beautiful pictures by +Henry Segerman and +Jos Leys showing hyperbolic spaces.

By the way you guys, what's your attitude to copyright, what are your experiences? It seems to me, diagrams from scientific publications are usually considered BY-NC-SA, which makes sense. It's why you usually see attribution of the creators in scientific papers, but special courtesy of / thank you notices in books. Everybody wants their work to be seen, but also participate in profits if any occur.

So, did bad feelings happen to you, about a publisher having used your work for his profit? Did you ever fight for your name to appear, or a picture to be taken down? Just curious, i'm certain that what Caroline did in her talk was perfectly fine.

Some links

The video:
https://www.youtube.com/watch?v=K60F97qChKg

Their official page for the talk:
http://www.rigb.org/whats-on/events-2014/november/public-topology-geometry-and-life-in-three-dimensions

Their announcement on g+:
https://plus.google.com/109654076417097204190/posts/icsXYdqxXS6

Jos' and Henry's pages full of beautiful imagery. A must see:
http://www.josleys.com/
http://www.segerman.org/

#mathematics #video #lecture , #geometrization , #hyperbolic #geometry
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Minimal ropelength prime knots with up to 7 crossings, by +Jason Cantarella.
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+Henry Segerman
Next time you see Nathan, tell him you have a feature request...
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Here's me in the Guardian on some fascinating work by +Edmund Harriss, in which I take the liberty of naming this curve after him. He was, after all, the first to draw it....
Inspired by the golden ratio, mathematician Edmund Harriss discovered a delightful fractal curve that no one had ever drawn before. But it’s not just a pretty picture, it contains some lovely theory – and brings the golden ratio into a family of perfect proportions.
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On my way to the Joint Mathematics Meetings with an oculus rift, some virtual regular polychora, and eight 3D printed monkeys.
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You lost me at "on my way to..." Regards. 
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Henry Segerman

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Teaching Mathematical Art

For the second project in my Math with Mathematica class this semester, my students will be creating a piece of mathematical art.  I want them to be creative, go through multiple revisions and refinements, critique and be critiqued, and come out with a physical structure that they can be proud of and show off to friends and family.

I will be having a visitor from the art department come to our class to talk about sculptures and artistic characteristics.  And I am thankful for some financial and moral support from the education outreach at +Shapeways Inc.  I am still inexperienced about the best ways to design and prepare Mathematical art for printing.  I plan to share with my students +Henry Segerman's article and linked notes on 3D printing.  (Link: https://math.okstate.edu/people/segerman/papers/3d_printed_visualisation.pdf)  If anyone can suggest more good references, I'd like to read and help digest them for my students.

I am linking to a draft of my project expectations if you want to see my thoughts about planning this project for my students.  I would appreciate any comments you might have.  I have already gained experience teaching mathematics, computer science, and writing; this will be my first time teaching art, and I'm not sure about what type of skills I need for this task and the best way to grade said project.  

I'm very excited about incorporating 3D printing into my class and seeing what my students can create.
The final product of this project will be a piece of art that: Originates from some mathematical idea or concept. Your work should have at its base some mathematical idea that interests you. You may choose to try to faithfully replicate the concept or simply use the concept as a seed in a more ...
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...and another by New Scientist!
Mathematician Henry Segerman builds intricate geometric sculptures that squeeze the fourth dimensional into our 3D space
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My talk at the AAAS meeting got a write up on Science's blog.
Mathematician turns 4D cubes into 3D art
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Anyone that teaches proof-based mathematics courses should read this.  Actually, I think the ideas presented here apply more broadly than to just proofs.
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This is interesting.  I don't often get the opportunity to teach courses where proofs are a significant component, so I feel relatively inexperienced in these issues.  I'm not really sure what to make of the gap in expectations.  Is it a sign of how instructors fail students, or simply a sign of the gap in the culture between those that really enjoy proofs, and those that do not?  I'd be curious to see how the statistics change if you restrict to students that have strong backgrounds in coding.  Debugging code, and understanding when code is valid is essentially the same process of understanding a mathematical proof, so it could provide a useful "normalization" to this data. 
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Just ran into +Henry Segerman​at the airport in San Antonio. His project (with +Vi Hart​) using the oculus rift is the coolest thing I have seen in a long while.

Thanks for letting me play, Henry.

And some random guy came by and took our picture while I had the headset on. I kinda wish I had that picture.
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I'd like to see a video of this project, not having access to an oculus.
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Flying through monkeys with +Henry Segerman's virtual reality setup at the Joint Math Meetings. I also flew through hyperbolic space. 
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Have him in circles
1,624 people
USAO Alumni Development's profile photo
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Work
Occupation
Mathematician
Employment
  • Oklahoma State University College of Arts and Sciences
    Assistant Professor, 2013 - present
  • The University of Melbourne
    Research Fellow, 2010 - 2013
  • The University of Texas at Austin
    Lecturer, 2007 - 2010
Places
Map of the places this user has livedMap of the places this user has livedMap of the places this user has lived
Currently
Stillwater, OK
Previously
Melbourne, Australia - Austin, TX - Palo Alto, CA - Stanford, CA - Oxford, UK - Manchester, UK
Story
Tagline
segerman.org
Introduction
Mathematician, working mostly in 3-dimensional geometry and topology, and mathematical artist, working mostly in 3D printing.
Education
  • University of Oxford
    Mathematics, 1997 - 2001
  • Stanford University
    Mathematics, 2001 - 2007
Basic Information
Gender
Male