By D R & Wallenius, K T Shier

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7) is a purely mathematical task. Interpretations of the derived formulas again are in the physicist’s domain, although these models fall well within the grasp of a mathematician. In more general quantitative problems, the separate roles of the mathematician and the physicist, economist, biologist, or other specialist in the real world arena being modeled need to be recognized. An applied mathematician may well be suﬃciently knowledgeable in some arenas to “go it alone,” and vice versa for the real world specialist with a strong mathematics background.

There are still many diﬀerent ways that a mathematics student can prepare for an enjoyable and prosperous career in this ﬁeld. The faculty may, however, have to do some things diﬀerently to bring this about. 11 References [1] F. J. Dyson, “Missed opportunities,” Bulletin of the American Mathematical Society 78, 635–652 (1972). [2] P. , 1979, 25 pages. [3] D. Logothetti, “An interview with H. S. M. Coxeter, the king of geometry,” The Two-Year College Mathematics Journal 11, 2–19 (1980). [4] W. F.

If additional information discloses that the ﬁrst component is measured in feet and the second in inches, then a weighted L1 measure 12x1 + x2 reverses the conclusion that V1 is the larger. However, the modeler may object that he is thinking of the familiar Euclidean or L2 measure x21 + x22 . We face two separate problems here: (a) what metric to choose, and (b) how to deal with vectors whose individual components have no natural common unit of measurement. In many operations research contexts, given a nonnegative deﬁciency vector x1 V = ...