Kenneth O. May

A Set of Independent Necessary and Sufficient Conditions for Simple Majority Decision

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Historiographic vices II. Priority chasing

Abstract This second essay (Num. I: HM 2, 185–187) argues that the historian may be interested in studying priority controversies but should analyse historically significant events rather than award status.

Historiography: A Perspective for Computer Scientists

Publisher Summary This chapter discusses the aspects of histography; a perspective for computer scientists. The state of an art, science, or technology at any particular time is formulated by the people at that time for very specific purposes of that time. It is believed that a computer scientist has good sense of history and leaves traces, such as documentation for the future generation. The importance of discussion and documentation of their own work is emphasized by the author for the computer people. The essence of historical scholarship is to use memoirs and other primary sources with discretion. Computer scientists are developing the most general, most abstract, and the most effective methods of handling information. Computer science has become an independent discipline, but one which is closely linked with mathematics and with electronic and other technology.

Historiographic vices I. Logical attribution

Abstract In the first of this series is considered the fallacious attribution of results that are logical antecedents or consequents of established knowledge.

Teachers Should Know About Mathematics

* Abstract of an invited address at the Canadian Mathematical Congress in Montreal, 5 June 1969.

Discovering and Constructing Logarithm Tables and a Slide Rule by Simple Arithmetic

Summary Logarithm tables and a slide rule can be constructed to one‐figure accuracy in a few moments of simple calculation by an individual. A group of students with the aid of tables of roots and powers can quickly achieve two‐digit accuracy. By using compound‐interest tables, three‐digit accuracy may be achieved without undue effort. No knowledge of infinite series or other advanced topics is necessary, and indeed experimental search for a way of multiplying by addition can be carried through successfully without the logarithm concept or as an introduction to it. The paper sketches some possible classroom procedures and gives examples of the devices that may be discovered by the student.