Asymptotic Correction of More Sturm–Liouville Eigenvalue Estimates

The asymptotic correction technique of Paine, de Hoog and Anderssen can dramatically improve the accuracy of finite difference or finite element eigenvalues at negligible extra cost if closed form expressions are available for the errors in a simpler related problem. This paper gives closed form expressions for the errors in the eigenvalues of certain Sturm–Liouville problems obtained by various methods, thereby increasing the range of problems for which asymptotic correction can achieve maximum efficiency. It also investigates implementation of the method for more general problems.     

Large Scale Linear Programs and Heuristics for the Design of Survivable Telecommunication Networks

We consider the problem of providing a minimum cost multi-service network subject to one link failure scenarios. We assume our network is fully meshed and demand is satisfied by using direct or two hop-paths. We provide a large scale linear programming formulation and propose and test two effective heuristics.     

Fast atom bombardment mass spectra of keto acid and keto ester phosphoranes

Positive-ion fast atom bombardment mass spectra of 13 keto acid and keto ester phosphoranes were examined. All compounds gave a protonated molecular ion and characteristic peaks at m/z 303, 279, 262 and 201.     

Separation index of a graph

The concepts of separation index of a graph and of a surface are introduced. We prove that the separation index of the sphere is 3. Also the separation index of any graph faithfully embedded in a surface of genus g is bounded by a funtion of g. © 2002 Wiley Periodicals, Inc. J Graph Theory 41: 53–61, 2002     

Navigating Schooled Numeracies: Explanations for Low Achievement,in Mathematics of UK Children From Low SES Background

The intention of the research reported here was to seek explanations for low achievement in school mathematics, as conventionally assessed, that derive from broad understandings of mathematics as social. Such a broad social perspective can provide explanations for low achievement, which could lead to different understandings and hence to different teaching approaches. This study centered on 5- to 8-year-old children from a White working-class area in England. Data were collected during visits to the children in school, in their homes, and in the broader community over a 3-year period. Parents, teachers, and other professionals in the broad school context were interviewed, and data were also collected from school documents and policy statements. Interpretations of these data in terms of ways of understanding children's achievements in school mathematics are put forward. The potential effects of these factors on low schooled numeracy attainment are discussed, together with some possible strategic implications for practice and policy.