The title of this book, Learning Discrete Mathematics with ISETL raises two issues. We have chosen the word "Learning" rather than "Teaching" because we think that what the student does in order to learn is much more important than what the professor does in order to teach. Academia is filled with outstanding mathematics teachers: excellent expositors, good organizers, hard workers, men and women who have a deep understanding of Mathematics and its applications. Yet, when it comes to ideas in Mathe matics, our students do not seem to be learning. It may be that something more is needed and we have tried to construct a book that might provide a different kind of help to the student in acquiring some of the fundamental concepts of Mathematics. In a number of ways we have made choices that seem to us to be the best for learning, even if they don't always completely agree with standard teaching practice. A second issue concerns students' writing programs. ISETL is a pro gramming language and by the phrase "with ISETL" in the title, we mean that our intention is for students to write code, think about what they have written, predict its results, and run their programs to check their predic tions. There is a trade-off here. On the one hand, it can be argued that students' active involvement with constructing Mathematics for themselves and solving problems is essential to understanding concepts.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
The title of this book, Learning Discrete Mathematics with ISETL raises two issues. We have chosen the word "Learning" rather than "Teaching" because we think that what the student does in order to learn is much more important than what the professor does in order to teach. Academia is filled with outstanding mathematics teachers: excellent expositors, good organizers, hard workers, men and women who have a deep understanding of Mathematics and its applications. Yet, when it comes to ideas in Mathe matics, our students do not seem to be learning. It may be that something more is needed and we have tried to construct a book that might provide a different kind of help to the student in acquiring some of the fundamental concepts of Mathematics. In a number of ways we have made choices that seem to us to be the best for learning, even if they don't always completely agree with standard teaching practice. A second issue concerns students' writing programs. ISETL is a pro gramming language and by the phrase "with ISETL" in the title, we mean that our intention is for students to write code, think about what they have written, predict its results, and run their programs to check their predic tions. There is a trade-off here. On the one hand, it can be argued that students' active involvement with constructing Mathematics for themselves and solving problems is essential to understanding concepts.
The Guest Editors have focused on methods of diagnosing and evaluating IBD to help guide optimal treatment to maximize clinical outcomes and minimize risks. Authors have provided state-of-the-art updates with practical information/guidelines/algorithms and cutting-edge data for incorporation into practice. The first set of articles deals with endoscopy: its role in diagnosis and monitoring IBD; the growing importance of chromoendoscopy in IBD surveillance exams; assessment of post-operative recurrence; and finally the emerging role of capsule endoscopy. The second section focuses on specific scenarios that IBD physicians encounter frequently: health maintenance in IBD focusing on proper vaccinations; the growing problem of Clostridium difficile in IBD; assessment of pouch problems; optimal evaluation of perianal disease; the state of the art in using thiopurines including use of allopurinol to optimize metabolites and optimizing the use of infliximab by measuring levels and antibodies to infliximab; factors to consider in choosing monotherapy versus combination therapy and communication of risk/benefit to patients; and finally disability assessment in IBD. The third and final section highlights noninvasive methods to evaluate IBD: clinical predictors of aggressive or disabling disease; the evolving role of specific antibodies in diagnosing, subtyping and most recently prognosticating in IBD; stool markers (calproctectin and lactoferrin) for evaluating and monitoring IBD; the growing role of imaging modalities with emphasis on MR enterography and CT enterography; and finally, the genetics of IBD and the potential role of genetic testing in the diagnosis/prognosis and tailoring of therapy.
A renowned historian recounts how President Roosevelt inspired the country and changed forever the political, social, economic, and even the physical landscape of the United States--Cover.
By the time this issue of Gastroenterology Clinics of North America is released, it will have been 16 years since infliximab was approved by the US Food and Drug Administration for the treatment of moderate to severe Crohn disease. Not only have we come a long way in understanding the efficacy and safety of infliximab, we are beginning to understand how and when to use the drug. Furthermore, as of this writing, we have five other biologic agents approved for either Crohn disease or ulcerative colitis, and there are many more molecules currently in drug development for these indications. In this issue,the Editors have assembled a collection of experts to provide the most cutting-edge information on the status of biologic therapy for inflammatory bowel disease.
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