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Wednesday, October 24, 2018 12:15 pm - 12:15 pm EDT (GMT -04:00)

PhD Seminar • Data Systems — RDF Data Quality

Mina Farid, PhD candidate
David R. Cheriton School of Computer Science

RDF has become a prevalent format to represent disparate data that is ingested from heterogeneous sources. However, data often contains errors due to extraction, transformation, and integration problems, leading to missing or contradicting information that propagate to downstream applications. 

Wednesday, October 24, 2018 1:30 pm - 1:30 pm EDT (GMT -04:00)

Seminar • Algorithms and Complexity — The Power of Constructive Proofs

Antonina Kolokolova, Department of Computer Science
Memorial University of Newfoundland

A unifying theme in complexity theory in the past few years has been the duality between lower bounds and algorithms. Indeed, some of the main recent lower bounds have been proven by developing better algorithms. 

Ingrid Daubechies
James B. Duke Professor of Mathematics and Electrical and Computer Engineering, Duke University
2018 University of Waterloo Doctor of Mathematics, honoris causa

This inaugural Distinguished Lecture in Applied Math will be given in DC 1302, with a reception to follow in DC 1301, the Fishbowl.

Wednesday, October 31, 2018 12:15 pm - 12:15 pm EDT (GMT -04:00)

PhD Seminar • Data Systems — Energy Efficiency in Database Servers with Multi-core CPUs

Mustafa Korkmaz, PhD candidate
David R. Cheriton School of Computer Science

Data centers consume significant amounts of energy and consumption is growing each year. Alongside efforts in the hardware domain, there are some mechanisms in the software domain to reduce energy consumption. One of these mechanisms is dynamic voltage and frequency scaling (DVFS) and modern servers which are equipped with multi-core CPUs. 

Thursday, November 1, 2018 10:30 am - 10:30 am EDT (GMT -04:00)

Mathematics Education Seminar — Mathematical Analogies

Andrew Beltaos / Amenda Chow
University of Waterloo / York University

Teaching via analogies builds upon students' existing knowledge. New concepts that are taught only within the context of mathematics may seem foreign to students at first glance, but if students have already learned analogous concepts elsewhere in life, as educators, we can make use of their existing framework to strengthen their learning.