Search arXiv⌕ Search

arXiv · math/0606300

Lanchester combat models

Abstract

An overview of Lanchester combat models, emphasising their pedagogical possibilities. After a description of the aimed-fire model and comments on the literature, we introduce briefly a range of further topics: a discrete equivalent, the unaimed-fire model, mixed forces, the meaning of a 'unit', support troops, Bracken's generalization and an asymmetric model.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

N. J. MacKay. 2006-06-13. Lanchester combat models. https://arxiv.org/abs/math/0606300

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

A Rightly Forgotten Mathematician? Jozsef Sutak (1865--1954) and Budapest Mathematics between Bolyai and the Numerus Clausus

József Suták (1865--1954), a Piarist priest, \emph{gymnasium} teacher and from 1912 full professor of geometry at the University of Budapest, is scarcely more than a footnote in the history of Hungarian mathematics. His name survives mainly because he co-signed, with Lipót Fejér, the acceptance of John von Neumann's 1926 dissertation on the axiomatic construction of set theory. Drawing on his printed works, on the records of the Budapest Faculty of Philosophy and of the Catholic Saint Stephen Academy, and on a hitherto unknown part of his personal papers, this article reconstructs his career. It follows his Hungarian translation of Bolyai's \emph{Appendix} (1897), his empiricist lecture on the axioms of geometry (1898), his papers on the logical problems of set theory (1911) and on the axiomatic construction of projective geometry (1914), and his later differential-geometric work. It analyses his appointment in 1911/12, when the faculty preferred him to Frigyes Riesz and Alfréd Haar, and his role as chairman of the admissions committee in implementing the numerus clausus after 1920. The answer to the title's question is twofold: as a mathematician, Suták is largely rightly forgotten; for the history of Budapest mathematics and its university, he is not.

math.HO↗

On the role of Giovanni Giorgi in the history of operational methods for mathematical-physics problems

In this paper we discuss the historical role played by Prof. Giovanni Giorgi (1871-1950) in the development of operational methods in mathematical physics. In the literature, the analysis of the scientific contributions of Giorgi is discussed in many historical papers mainly about the $MKSΩ$-system and its contributions in the field of electrical engineering. Starting from the obituary written by Prof. Dario Graffi (1905-1990), here we analyze in detail the contributions given by Giorgi in mathematical physics, especially in the framework of the studies started by Heaviside (1850-1925) in order to obtain a symbolic representation of the solutions of differential equations emerging in physical problems. \\ Moreover, we underline the little known contribution of Giorgi to the analysis of derivatives of any real order, namely fractional derivatives, according to the present notation. \\ The main aim of this note is to underline the historical relevance of Giorgi in the mathematical foundations of operational methods in relation to the solutions of concrete problems emerging in applied physics.

math.HO↗

Early career researcher responses to AI in math

We've heard a lot about AI in math from Fields medalists, AI labs, and established professors. However, the personal stakes are highest for early career researchers. Hoping to provide a platform for graduate students and postdocs to voice their opinions, concerns, and experiences, we wrote and distributed a survey on AI in math. In this article, we share the responses to our survey. All responses are anonymous, and respondents came from almost $60$ institutions and at least $5$ countries. Our survey included both multiple choice questions and more open-ended free response questions. If you are a senior mathematician or university administrator reading these survey results, our goal is for you to understand the concerns of the younger generations and use your authority to take action accordingly. If you are an early career mathematician reading these survey results, we hope you find comfort in the knowledge that your experiences are shared by many others. If you are not a mathematician, we hope you come away from this article with a deeper understanding of the goals, values, and concerns of the community.

math.HO↗