Handbook of Writing for the Mathematical Sciences
About: This article is published in The Mathematical Gazette.The article was published on 1995-03-01. It has received 13 citations till now. The article focuses on the topics: Mathematical sciences.
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TL;DR: Self-study and/or the introduction of these principles into an applied, advanced graduate class can remove ambiguity from model formulations and improve the communication between modelers and their intended audience.
13 citations
TL;DR: A forwarding algorithm, where the relay nodes can determine locally the Bezier curve they belong to and which requires only the transmission of the so-called control points that determine the shape of one (boundary) curve, which can yield significant improvements in the networks’ overall lifetime.
Abstract: We address the problem of extending the lifetime of wireless sensor networks using multi-path routing based on a family of flexible routes with soft quality of service guarantees in terms of the packets’ delivery latency. We introduce a methodology based on Bezier curves as guiding trajectories in the routing process and we address the balancing of the workload among neighboring nodes. An added benefit, due to the flexibility of the Bezier curves, is that the shapes of the (alternate) routes can be constructed in a manner that prolongs the lifetime of the nodes in the vicinity of a given source/sink. We describe a forwarding algorithm, where the relay nodes can determine locally the Bezier curve they belong to and which requires only the transmission of the so-called control points that determine the shape of one (boundary) curve. We also show how our forwarding algorithm can be adapted to incorporate the sleep-schedule of the individual nodes, thereby further prolonging the networks’ lifetime. Our simulations demonstrate that the Bezier-based routing algorithms can yield significant improvements in the networks’ overall lifetime.
12 citations
01 Jun 2006
TL;DR: A notable feature of the implementation is the use of authentic assignments whenever possible, to improve the ability of research-track students to perform graduate research and more generally to prepare for their professional career.
Abstract: Teaching research methods to computer science graduate students presents a number of significant challenges. Of particular concern is the extreme breadth of material that must be covered and the diversity of the students taking the course. This paper describes the implementation of the graduate research methods course at Virginia tech. The primary goal of this course is to improve the ability of research-track students to perform graduate research and more generally to prepare for their professional career (not necessarily in research). A notable feature of our implementation is the use of authentic assignments whenever possible.
11 citations
TL;DR: In this paper, a survey was conducted to investigate how mathematicians perceive the genre of mathematical proof writing at the undergraduate level and the potential breaches of mathematical language that participants found unconventional regardless of the context in which they occur.
Abstract: This paper presents the findings from a survey used to investigate how mathematicians perceive the genre of mathematical proof writing at the undergraduate level. Mathematicians were asked whether various proof excerpts highlighted in four partial proofs were unconventional in each one of three pedagogical contexts: undergraduate mathematics textbooks, what instructors write on the blackboard in undergraduate mathematics courses, and how students write mathematics in these courses. There are four main findings. First, there are some potential breaches of mathematical language that participants found unconventional regardless of the context in which they occur. Second, there are some differences in how mathematicians perceived the linguistic conventions in blackboard proofs and student-produced proofs. Third, textbook authors are expected to adhere to stricter writing norms than mathematics instructors and undergraduate students when writing proofs. Fourth, there were some potential breaches of mathematical language that the literature suggests were unconventional, which were not evaluated as unconventional by the mathematicians. We argue that this diversity of expectations regarding the language of mathematical proof writing in undergraduate classrooms, together with the potential disconnect between those expectations and the types of proofs that students see presented in those classrooms, could make it difficult for students to become proficient in this important mathematical discourse.
10 citations
01 Jan 2008
TL;DR: Some useful guidelines on technical writing are summarized, including current references on each topic that is discussed, for authors who seek to improve the clarity and readability of their papers in the Proceedings of the Winter Simulation Conference.
Abstract: As an aid to authors who seek to improve the clarity and readability of their papers in the Proceedings of the Winter Simulation Conference, this paper summarizes some useful guidelines on technical writing, including current references on each topic that is discussed. 1 OUTLINE OF KEY CONSIDERATIONS Writing a clear, readable exposition of complex technical work is at least as difficult as doing the work in the first place. Given below is an outline of key considerations to bear in mind during all stages of writing a paper that will be reviewed for possible presentation at the Winter Simulation Conference (WSC) as well as publication in the Proceedings of the Winter Simulation Conference. For questions about these guidelines, please send e-mail to jwilson@ncsu.edu or contact the Proceedings Editors. I. Organizing the paper (what to do before beginning to write) A. Analyze the situation—that is, the problem, the solution, and the target audience. 1. Formulate the objectives of the paper. 2. Specify the scope of the paper’s coverage of the subject and the results to be discussed. Orient the paper toward the theme of your session as indicated either by the title of your session or by the instructions of your session chair. Also take into account the type of track—tutorial, methodology, or application. 3. Identify the target audience and determine the background knowledge that you can assume for this particular group of people. Introductory tutorials are generally attended by newcomers who are interested in the basics of simulation. Advanced tutorials are designed to provide more experienced professionals with a thorough discussion of special topics of much current interest; and some special-focus sessions in this track are designed to provide experts with an overview of recent fundamental advances in simulation theory. Methodology sessions are attended by professionals who have at least an undergraduatelevel background in computer simulation techniques. In the application tracks, session attendees are generally familiar with the application area covered by their session.
10 citations