Beware the ‘Monological Imperatives’: Scholarly Writing for the Reader

This article describes principles of effective academic writing - offered not as edicts, but as guidelines - for legal scholars in particular. The overall focus is style, but the discussion begins with observations of format. These are followed by a few stylistic principles that govern clear and effective writing. None of these principles is a revelation to the student of method or to the accomplished writer. But for the academic writer less focused on or less familiar with such principles, being aware of and practicing them can clear the fog from syntax, illuminate the writer\u27s thesis and its development, and help keep the reader\u27s eye on the text. This last objective should be the writer\u27s first: to anticipate the reader\u27s understanding and responses and to know what piques and what holds the reader\u27s interest

Comment on 'Operator formalism for the Wigner phase distribution'

The operator associated with the radially integrated Wigner function is found to lack justification as a phase operator.Comment: 4 pages + 2 figures. A comment on the paper arXiv:1009.4030v1 by T. Subeesh and V. Sudhir. Updated to the accepted journal versio

The ecological basis of fishery yield of the Puerto Rico-Virgin Islands Insular Shelf: 1987 Assessment

A literature review was conducted to locate information on the flow of energy from primary producers to the fishery stocks of the Puerto Rican-Virgin Islands insular shelf. This report uses site-specific information to describe the major ecological subsystems, or habitats, of the region, to identify the more common species and the subsystems in which they occur, to quantify productivity and biomass, and to outline trophic relationships. Discussions on each topic and subsystem vary in substance and detail, being limited by the availability and accessibility of information. (PDF contains 189 pages) Seven distinct subsystems are described: mangrove estuary, seagrass bed, coral reef, algal plain, sand/mud bottom, shelf break, and overlying pelagic. Over 50 tables provide lists of species found in each habitat on various surveys dating back to 1956. Estimates of density, relative abundance, and productivity are provided when possible. We evaluated whether sufficient information exists to support an analysis of the energy basis of fishery production in the area, beginning with the design and development of an ecosystem model. Data needs in three categories - species lists, biomass, and trophic relations - were examined for each subsystem and for each of three species groups - primary producers, invertebrates, and fish. We concluded that adequate data, sufficient for modeling purposes, are available in 16 (25%) of 64 categories; limited data, those requiring greater extrapolation, are available in 35 (55%) categories; and no data are available in 13 (20%) categories. The best-studied subsystems are seagrass beds and coral reefs, with at least limited data in all categories. Invertebrates, the intermediate link in the food web between primary producers and fishes, are the least quantified group in the region. Primary production and fishes, however, are relatively well-studied, providing sufficient data to support an ecosystem-level analysis and to initiate a modeling effort

Cognitive and Social Help Giving in Online Teaching: An Exploratory Study

While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered

Beyond Landauer erasure

In thermodynamics one considers thermal systems and the maximization of entropy subject to the conservation of energy. A consequence is Landauer's erasure principle, which states that the erasure of 1 bit of information requires a minimum energy cost equal to $kT\ln(2)$ where $T$ is the temperature of a thermal reservoir used in the process and $k$ is Boltzmann's constant. Jaynes, however, argued that the maximum entropy principle could be applied to any number of conserved quantities which would suggest that information erasure may have alternative costs. Indeed we showed recently that by using a reservoir comprising energy degenerate spins and subject to conservation of angular momentum, the cost of information erasure is in terms of angular momentum rather than energy. Here we extend this analysis and derive the minimum cost of information erasure for systems where different conservation laws operate. We find that, for each conserved quantity, the minimum resource needed to erase 1 bit of memory is $\lambda^{-1}\ln(2)$ where $\lambda$ is related to the average value of the conserved quantity. The costs of erasure depend, fundamentally, on both the nature of the physical memory element and the reservoir with which it is coupled.Comment: 7 pages, 3 figure