Publication Date



Technical Report: UTEP-CS-23-19


In many practical situations, if we split our efforts into two disconnected chunks, we get better results: a pavement is stronger if instead of a single strengthening layer, we place two parts of this layer separated by no-so-strong layers; teaching is more effective if instead of concentrating a topic in a single time interval, we split it into two parts separated in time, etc. In this paper, we provide a general explanation for all these phenomena.