Dapeng Oliver Wu
Dapeng Oliver WuI am a Ph.D. candidate at Department of Electrical and Computer Engineering, Carnegie Mellon University and affiliated with Center for Wireless and Broadband Networking. I am supervised by Prof. Rohit Negi, and was supervised by Profs. Jon Peha and David O'Hallaron.
Here is my short biography.
I'll be joining the ECE faculty of University of Florida as an assistant professor in August, and will be affiliated with Wireless Information Networking Group at U. F.
18-845:
Internet Services, Dept. of ECE, Carnegie Mellon University,
Spring 2000
18-345: Introduction to
Telecommunications Networks, Dept. of ECE, Carnegie Mellon University,
Fall 2000
18-552:
Wireless Transmission Technology, Dept. of ECE, Carnegie Mellon University,
Spring 2001
IEEE CSVT Transactions Best Paper
Award for Year 2001
Certificate
of Appreciation, IEEE International Symposium on Personal, Indoor and Mobile
Radio Communication (PIMRC),
London, UK, Sept. 18-21, 2000.
Member of Technical Program
Committee for
IEEE CONSUMER COMMUNICATIONS AND NETWORKING CONFERENCE
(CCNC 2004) , January 5-8, 2004,
Las Vegas, Nevada, USA.
Member of Technical Program
Committee for IEEE Wireless Communications and
Networking Conference (WCNC 2004), March 21-25, 2004, Atlanta, GA, USA.
Member of Technical Program
Committee for IEEE ICC 2004,
Multimedia
Technologies and Services Symposium,
June 20 - 24, 2004, Paris,
France.
Session Chair of the
International
Packet Video Workshop, Pittsburgh, PA, USA, April 24-26, 2002.
Reviewer
for the following journals:
IEEE/ACM
Transactions on Networking (ToN)
IEEE Transactions on Wireless Communications
IEEE
Journal on Selected Areas in Communications (JSAC)
IEEE
Transactions on Circuits and Systems for Video Technology (CSVT)
IEEE
Transactions on Multimedia
IEEE
Signal Processing Letters
ACM Wireless Networks
EURASIP Journal on Applied Signal Processing
Journal of Visual Communication and Image Representation
Journal of Communications and Networks (JCN)
Reviewer
for the following conferences:
IEEE
INFOCOM
IEEE ICC
IEEE
GLOBECOM
IEEE
Wireless Communications and Networking Conference (WCNC)
IEEE Real-Time Systems Symposium (RTSS)
IEEE NetWorld+Interop
International Packet Video Workshop
Student
member of IEEE, ACM and Society
for Industrial and Applied Mathematics (SIAM)
Memorizing a theory does not mean mastering the theory. It is essential to understand the underlying principles and the insights of the theory. When the theory looks very natural and logical to you, you are at the stage of commanding the theory. Then you do not have to forcefully memorize it at all. A good habit in learning theories is to record and summarize how you grow from intellectual infancy to intellectual maturity on each research area.
Many textbooks present theories from the theorist's perspective, rather than the user's perspective. The reader is presented with various theories, and applications of the theories based on a methodological taxonomy. A danger with this approach of presentation is that the thinking behind the theories will not be grasped, leading to misuse of the theories. Such presentation typically does not provide answers to "why does it work?", "under what condition does it work?", "Compared with other approaches, what are the pros and cons of this approach?" In textbooks divided on methodological grounds, the opportunity for comparing alternative methodologies is diminished, lessening the guidance in method selection. In some sense, the textbooks teach the reader the dead knowledge but leave the job of method selection (the thinking) to the reader. The reader needs to spend years on understanding the trade-off among various methods, and the conditions, under which a method is more suitable.
A textbook typically follows the deductive reasoning rather than inductive/plausible reasoning. Such a textbook starts with a rigorous formulation of a problem, then presents the theories to solve the problem. It seldom provides the insight and the information about how the theorist came up with the theory; it rarely discusses about the underlying principle/design philosophy; and it seldom tries to make the theory natural and logical to the reader (e.g., pointing out its similarity to other familiar things, simplifying the presentation, stressing the key point).
If a textbook is to be presented from the user's perspective, I suggest the following five steps.
The five steps are natural and logical to the reader, and hence is easily accessible to the reader! The steps are first from the specific to the general (induction), making it rigorous, and then from the general to the specific (deduction).
Typically, a textbook only presents final version of the theories, which is not natural and logical to a beginner. So it is the reader's job to make the theories logical to himself/herself. This may be achieved by independent, critical, and creative thinking. Independent thinking means that the reader should have his/her own views (e.g., trying to solve the problem by his/her own approach and comparing his/her own approach with the theory). This is the first cut. Critical thinking means that the reader should relentlessly attack the theory from all possible angles. Attack its limitations and weaknesses or even tend to disprove the theory. Unless the theory is completely justified, do not accept the theory. After identifying the weaknesses of the theory, the reader is ready to think creatively. Creative thinking means that the reader makes efforts to produce something which is not in the book (e.g., insights, simpler proofs, new theorems). For example, the theory may only provide the necessary condition but the reader can provide a sufficient condition. In sum, most readers have comparable intelligence but the results of the reading (i.e., understanding of the theory and capability of applying the theory) may be quite different. The difference may be caused by the degree of curiosity, imagination, and efforts made on independent, critical, and creative thinking.
Advice
on Creative Thinking, Research, Writing, Speaking
Wireless
Technology Companies and Institutions
The Master in the art of living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his religion. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him he is always doing both.
Zen Philosophy
The mathematician’s patterns, like the painter’s or the poet’s, must be beautiful; the ideas, like the colours or the words, must fit together in a harmonious way. Beauty is the first test: there is no permanent place in the world for ugly mathematics.
G. H. Hardy
An intelligent problem-solver tries first of all to understand the problem as fully and as clearly as he can. Yet understanding alone is not enough; he must concentrate upon the problem, he must desire earnestly to obtain its solution. If he cannot summon up real desire for solving the problem, he would do better to leave it alone. The open secret of real success is to throw your whole personality into your problem.
George Polya
