Abstract. Monotone Boolean functions (MBFs) are Boolean functions f : {0, 1} n → {0, 1} satisfying the monotonicity condition x ≤ y ⇒ f (x) ≤ f (y) for any x, y ∈ {0, 1} n . The number of MBFs in n variables is known as the nth Dedekind number. It is a longstanding computational challenge to determine these numbers exactly -these values are only known for n at most 8. Two monotone Boolean functions are equivalent if one can be obtained from the other by permuting the variables. The number of inequivalent MBFs in n variables was known only for up to n = 6. In this paper we propose a strategy to count inequivalent MBFs by breaking the calculation into parts based on the profiles of these functions. As a result we are able to compute the number of inequivalent MBFs in 7 variables. The number obtained is 490013148.

From the point of view of optimization, a critical issue is relating the combinatorial diameter of a polyhedron to its number of facets f and dimension d. In the seminal paper of Klee and Walkup [KW67], the Hirsch conjecture of an upper bound of f − d was shown to be equivalent to several seemingly simpler statements, and was disproved for unbounded polyhedra through the construction of a particular 4-dimensional polyhedron U4 with 8 facets. The Hirsch bound for bounded polyhedra was only recently disproved by Santos [San12]. We consider analogous properties for a variant of the combinatorial diameter called the circuit diameter. In this variant, the walks are built from the circuit directions of the polyhedron, which are the minimal non-trivial solutions to the system defining the polyhedron. We are able to prove that circuit variants of the so-called non-revisiting conjecture and d-step conjecture both imply the circuit analogue of the Hirsch conjecture. For the equivalences in [KW67], the wedge construction was a fundamental proof technique. We exhibit why it is not available in the circuit setting, and what are the implications of losing it as a tool. Further, we show the circuit analogue of the non-revisiting conjecture implies a linear bound on the circuit diameter of all unbounded polyhedra -in contrast to what is known for the combinatorial diameter. Finally, we give two proofs of a circuit version of the 4-step conjecture. These results offer some hope that the circuit version of the Hirsch conjecture may hold, even for unbounded polyhedra. A challenge in the circuit setting is that different realizations of polyhedra with the same combinatorial structure may have different diameters. We adapt the notion of simplicity to work with circuits in the form of C-simple and wedge-simple polyhedra. We show that it suffices to consider such polyhedra for studying circuit analogues of the Hirsch conjecture. MSC[2012]: 52B05, 90C05

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Consider a variant of the graph diameter of a polyhedron where each step in a walk between two vertices travels maximally in a circuit direction instead of along incident edges. Here circuit directions are non-trivial solutions to minimally-dependent subsystems of the presentation of the polyhedron. These can be understood as the set of all possible edge directions, including edges that may arise from translation of the facets.It is appealing to consider a circuit analogue of the Hirsch conjecture for graph diameter, as suggested by Borgwardt et al. [BFH15]. They ask whether the known counterexamples to the Hirsch conjecture give rise to counterexamples for this relaxed notion of circuit diameter. We show that the most basic counterexample to the unbounded Hirsch conjecture, the Klee-Walkup polyhedron, does have a circuit diameter that satisfies the Hirsch bound, regardless of representation. We also examine the circuit diameter of the bounded Klee-Walkup polytope.

This article will discuss how open educational resources and instructional technology are used to support student academic success and continuous faculty pedagogical development, as well as reduce barriers to access at an R1 university. This article uses case examples from two instructors from a Mathematics and Computational Sciences department who are using open educational resources and instructional technology as part of an inclusive active learning pedagogy. The first case study is from an integral calculus course and the second case study is from a discrete mathematics course. The article highlights the role of the educational developer in providing pedagogical and technological support to the faculty. The support the educational developer provides is framed by an inclusive pedagogy that foregrounds access and accessibility. Future considerations provided in the article highlight the need for connections and collaborations supported through a Teaching and Learning Collaboration with an emphasis on active learning, classroom training, and open educational resources to create more pedagogically comprehensive and inclusive learning environments.