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http://spxyder.com/software/bigfoot_hof/members/m_27_nov_2002.htm | math | The following is the OptionBT
"Ton of NE".
Go to Description Section
"Ton of NE"
Position Description :
Position taken : November 27,2002
Seven Months out,
Four part Put Backspread Combination,
(long) 03June750 Puts (times 2)
June 20,2003 / Settlement = 1001.56
2000 pairs (times 2)
Credit or (Debit) :
$ 15 M
+ $1,060,000 (settlement SPX above 875)
"Ton of NE".
At one ton's worth (2000 count) of pairs "Ton of NE" is a large
(but well under the record) Nord Express.
These NE spreads are always logically placed and represent a well executed plan.
The number of times one of these large NE players has had to cover for a lose can be
counted on the fingers of one hand. These guys are good, but what if there were more
It is almost like a sign post in the middle of the desert which says
to all of us, "If you cross this line, then you will pay for it.".
As mentioned in another Hall of Fame entry these spreads are like quick silver.
If the index overruns them they can be
quickly disposed of for a profit as the middle (times two) puts will explode in value
and the deeper in the money short puts (deeper by 75 points) will decelerate
with approach to expiration.
These "NE" guys are pros. When they stick their spear in the ground you better believe
they have it figured out. Betting against them is probably not a very good idea. So what
was it that they are telling us? Their position tells us that by June 2003 the SPX index
would be greater than 825.
There are good reasons why the average Joe won't take these positions. It has to do with
the little matter of $15,000,000 worth of margin. Although this is a deterent for most
of us little guys, it's not for the likes of the "Ton of NE" people who see this position as a
conservative play with barbs like a porcupine for anyone that would dare to mess with them.
I have no idea how "Ton of NE" found someone to take the other side of this position,
because whoever it was, come July 20, 2003, that someone was down $1 Million.
back to BigFoot Hall of Fame page | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247489425.55/warc/CC-MAIN-20190219061432-20190219083432-00160.warc.gz | CC-MAIN-2019-09 | 2,035 | 38 |
https://books.google.com.jm/books?id=eSMAAAAAYAAJ&lr= | math | What people are saying - Write a review
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Common terms and phrases
ABCD acute altitude Apply base bisector bisects called centre chord circle circumference circumscribed coincide common construct CONVERSELY describe diagonals diameter difference direction distance divide draw drawn equal equidistant equivalent extremities fall feet figure Find formed four given circle given line given point given straight line greater Hence homologous sides hypotenuse inches included increased indefinitely inscribed intercept intersecting legs length less limit mean measured meet middle points number of sides opposite sides parallel parallelogram passes perimeter perpendicular plane polygon PROBLEM Proof proportional PROPOSITION prove prove Proof radii radius ratio rectangle regular polygon right angle right triangle secant segments sides similar square straight line Suppose surface tangent THEOREM touch trapezoid triangle triangle ABC unit vertex vertices
Page 58 - The line which joins the middle points of two sides of a triangle is parallel to the third side, and is equal to half the third side.
Page 142 - If two triangles have an angle of the one equal to an angle of the other, and the including sides proportional, they are similar. In the triangles ABC and A'B'C', let ZA = Z A', and let AB : A'B' = AC : A'C'. To prove that the A ABC and A'B'C' are similar. In this case we prove the A similar by proving them mutually equiangular. Proof. Place the A A'B'C...
Page 128 - If four quantities are in proportion, they are in proportion by composition; that is, the sum of the first two terms is to the second term as the sum of the last two terms is to the fourth term.
Page 153 - In any triangle, the square of the side opposite an acute angle is equal to the sum of the squares of the other two sides diminished by twice the product of one of those sides and the projection of the other upon that side.
Page 126 - If the product of two quantities is equal to the product of two others, either two may be made the extremes of a proportion and the other two the means.
Page 39 - Two triangles are equal if two sides and the included angle of the one are equal, respectively, to two sides and the included angle of the other...
Page 30 - ... meeting the plane at unequal distances from the foot of the perpendicular the more remote is the greater.
Page 209 - The perimeters of two regular polygons of the same number of sides, are to each other as their homologous sides, and their areas are to each other as the squares of those sides (Prop.
Page 185 - The square constructed upon the difference of two straight lines is equivalent to the sum of the squares constructed upon these two lines, diminished by twice the rectangle of these lines.
Page 40 - If two triangles have two sides of one equal, respectively, to two sides of the other, but the included angle of the first greater than the included angle of the second, the third side of the first is greater than the third side of the second... | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649293.44/warc/CC-MAIN-20230603133129-20230603163129-00115.warc.gz | CC-MAIN-2023-23 | 3,075 | 15 |
https://e-archivo.uc3m.es/entities/publication/af683490-28ba-4e20-b713-6064666d6ad1 | math | Publication: Nonparametric estimation of conditional beta pricing models
We propose a new procedure to estimate and test conditional beta pricing models which allows for flexibility in the dynamics of assets' covariances with risk factors and market prices of risk (MPR). The method can be seen as a nonparametric version of the two-pass approach commonly employed in the context of unconditional models. In the first stage, conditional covariances are estimated nonparametrically for each asset and period using the time-series of previous data. In the second stage, time-varying MPR are estimated from the cross-section of returns and covariances, using the entire sample and allowing for heteroscedastic and cross-sectionally correlated errors. We prove the desirable properties of consistency and asymptotic normality of the estimators. Finally, an empirical application to the term structure of interest rates illustrates the method and highlights several drawbacks of existing parametric models.
Kernel estimation, Locally stationary processes, Time-varying coefficients, Conditional asset pricing models | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00800.warc.gz | CC-MAIN-2024-18 | 1,110 | 3 |
https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/Supplemental_Modules_(Analytical_Chemistry)/Analytical_Sciences_Digital_Library/Courseware/Separation_Science/01_In-class_Problems/05_Chromatography_set_%234_%E2%80%93_Ion-Exchange_Chromatography | math | 1. Describe a scheme using ion exchange chromatography that would enable you to deionize water. Say something about the capacity of the ion exchange resins you would use for this purpose.
2. Would ion exchange resins that are useful for deionizing water by useful for analytical separations?
3. What would be the order of retention for the ions Li(I), Na(I), and K(I) on a cation exchange resin? Justify your answer.
4. Consider the case of separating the alkali ions in (3) on a polystyrene resin using a fairly dilute solution of hydrochloric acid as the mobile phase.
a) What is the bound ion and mobile counter ion?
b) One problem is how to detect these ions. They do not absorb ultraviolet or visible light in the accessible portion of the spectrum. They do not absorb infrared light. Conductivity might work except that the hydrochloric acid in the mobile phase produces too high a background signal. Devise a way to remove the conductivity of the eluent ions (HCl) but retain the conductivity of the alkali ions you wish to detect. | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710711.7/warc/CC-MAIN-20221129200438-20221129230438-00326.warc.gz | CC-MAIN-2022-49 | 1,038 | 6 |
https://manual.q-chem.com/5.3/sect_odd_electron.html | math | In a stretched hydrogen molecule the two electrons that are paired at equilibrium forming a bond become un-paired and localized on the individual H atoms. In singlet diradicals or doublet triradicals such a weak paring exists even at equilibrium. At a single-determinant SCF level of the theory the valence electrons of a singlet system like H remain perfectly paired, and one needs to include non-dynamical correlation to decouple the bond electron pair, giving rise to a population of effectively-unpaired (“odd”, radicalized) electrons.946, 84, 906 When the static correlation is strong, these electrons remain mostly unpaired and can be described as being localized on individual atoms.
These phenomena can be properly described within wave-function formalism. Within DFT, these effects can be described by broken-symmetry approach or by using SF-TDDFT (see Section 7.3.1). Below we describe how to derive this sort of information from pure DFT description of such low-spin open-shell systems without relying on spin-contaminated solutions.
The first-order reduced density matrix (1-RDM) corresponding to a single-determinant wave function (e.g., SCF or Kohn-Sham DFT) is idempotent:
where is the electron density of spin at position , and is the spin-resolved 1-RDM of a single Slater determinant. The cross product reflects the Hartree-Fock exchange (or Kohn-Sham exact-exchange) governed by the HF exchange hole:
When 1-RDM includes electron correlation, it becomes non-idempotent:
The function measures the deviation from idempotency of the correlated 1-RDM and yields the density of effectively-unpaired (odd) electrons of spin at point .946, 791 The formation of effectively-unpaired electrons in singlet systems is therefore exclusively a correlation based phenomenon. Summing over the spin components gives the total density of odd electrons, and integrating the latter over space gives the mean total number of odd electrons :
The appearance of a factor of 2 in Eq. (10.132) above is required for reasons discussed in Ref. 791. In Kohn-Sham DFT, the SCF 1-RDM is always idempotent which impedes the analysis of odd electron formation at that level of the theory. Ref. 788 has proposed a remedy to this situation. It was noted that the correlated 1-RDM cross product entering Eq. (10.131) reflects an effective exchange, also known as cumulant exchange.84 The KS exact-exchange hole is itself artificially too delocalized. However, the total exchange-correlation interaction in a finite system with strong left-right (i.e., static) correlation is normally fairly localized, largely confined within a region of roughly atomic size.58 The effective exchange described with the correlated 1-RDM cross product should be fairly localized as well. With this in mind, the following form of the correlated 1-RDM cross product was proposed:788
The function is a model DFT exchange hole of Becke-Roussel (BR) form used in Becke’s B05 method.47 The latter describes left-right static correlation effects in terms of certain effective exchange-correlation hole.47 The extra delocalization of the HF exchange hole alone is compensated by certain physically motivated real-space corrections to it:47
The BR exchange hole is used in B05 as an auxiliary function, such that the potential from the relaxed BR hole equals that of the exact-exchange hole. This results in relaxed normalization of the auxiliary BR hole less than or equal to unity:
The expression of the relaxed normalization is quite complicated, but it is possible to represent it in closed analytic form.790, 789 The smaller the relaxed normalization , the more delocalized the corresponding exact-exchange hole.47 The exchange hole is further deepened by a fraction of the exchange hole, , which gives rise to left-right static correlation. The local correlation factor in Eq.(10.134) governs this deepening and hence the strength of the static correlation at each point:47
The final formulas for the spin-summed odd electron density and the total mean number of odd electrons read:
It is informative to decompose the total mean number of odd electrons into atomic contributions. Partitioning in real space the mean total number of odd electrons as a sum of atomic contributions, we obtain the atomic population of odd electrons () as:
Here is a subregion assigned to atom in the system. To define these atomic regions in a simple way, we use the partitioning of the grid space into atomic subgroups within Becke’s grid-integration scheme.52 Since the present method does not require symmetry breaking, singlet states are calculated in restricted Kohn-Sham (RKS) manner even at strongly stretched bonds. This way one avoids the destructive effects that the spin contamination has on and on the Kohn-Sham orbitals. The calculation of can be done fully self-consistently only with the RI-B05 and RI-mB05 functionals. In these cases no special keywords are needed, just the corresponding EXCHANGE rem line for these functionals. Atomic population of odd electron can be estimated also with any other functional in two steps: first obtaining a converged SCF calculation with the chosen functional, then performing one single post-SCF iteration with RI-B05 or RI-mB05 functionals reading the guess from a preceding calculation, as shown on the input example below:
$comment Stretched H2: example of B3LYP calculation of the atomic population of odd electrons with post-SCF RI-BM05 extra iteration. $end $molecule 0 1 H 0. 0. 0.0 H 0. 0. 1.5000 $end $rem SCF_GUESS CORE METHOD B3LYP BASIS G3LARGE PURECART 222 THRESH 14 MAX_SCF_CYCLES 80 PRINT_INPUT TRUE SCF_FINAL_PRINT 1 INCDFT FALSE XC_GRID 000128000302 SYM_IGNORE TRUE SYMMETRY FALSE SCF_CONVERGENCE 9 $end @@@ $comment Now one RI-B05 extra-iteration after B3LYP to generate the odd-electron atomic population and the correlated bond order. $end $molecule read $end $rem SCF_GUESS READ EXCHANGE BM05 PURECART 22222 BASIS G3LARGE AUX_BASIS riB05-cc-pvtz THRESH 14 PRINT_INPUT TRUE INCDFT FALSE XC_GRID 000128000302 SYM_IGNORE TRUE SYMMETRY FALSE MAX_SCF_CYCLES 0 SCF_CONVERGENCE 9 DFT_CUTOFFS 0 $end @@@ $comment Finally, a fully SCF run RI-B05 using the previous output as a guess. The following input lines are obligatory here: PURECART 22222 AUX_BASIS riB05-cc-pvtz DFT_CUTOFFS 0 $end $molecule read $end $rem SCF_GUESS READ EXCHANGE BM05 PURECART 22222 BASIS G3LARGE AUX_BASIS riB05-cc-pvtz THRESH 14 PRINT_INPUT TRUE INCDFT FALSE IPRINT 3 XC_GRID 000128000302 SYM_IGNORE TRUE SCF_FINAL_PRINT 1 SYMMETRY FALSE MAX_SCF_CYCLES 80 SCF_CONVERGENCE 8 DFT_CUTOFFS 0 $end
Once the atomic population of odd electrons is obtained, a calculation of the corresponding correlated bond order of Mayer’s type follows in the code, using certain exact relationships between , , and the correlated bond order of Mayer type . Both new properties are printed at the end of the output, right after the multipoles section. It is useful to compare the correlated bond order with Mayer’s SCF bond order. To print the latter, use SCF_FINAL_PRINT = 1. | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102637.84/warc/CC-MAIN-20231210190744-20231210220744-00307.warc.gz | CC-MAIN-2023-50 | 7,052 | 15 |
https://www.futurestarr.com/blog/mathematics/calculate-a-percentage-from-a-fraction | math | Add your company website/link
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FutureStarrCalculate a Percentage From a Fraction
If you need to know the percentage of a number, you can use a calculator to find the answer. You can also try to find the percentage from the fraction. In this article, we will look at how to calculate a percentage from a fraction. This is an important step to solve problems, so you should know how to calculate this.
To calculate a percentage of four of twenty, you must first figure out how many people are in your group. Then multiply each person's share by the number of people in the group. For example, if six people are on the payroll, and one is absent, then you can multiply the shares of the other five to come up with 63%. By using the percentage formula, you can easily calculate the percentage of four of twenty as well as the fraction of a group of people.
When you're working with a fraction, you'll want to convert it to a decimal form. Adding a percent symbol after the decimal will make it much easier to calculate percentages. This method is especially helpful if you're working with large numbers.
To make percentage calculations easier, you can use a calculator. Most calculators have a section for decimal fractions. This way, you won't have to figure out how to divide a whole number by a decimal. Also, a percentage calculator makes it easy to compare numbers.
Another way to figure out percentages is to use a general guideline. Decimals have a special symbol for percentages, so when you see 1%, you can easily convert it to 60% or 75%. Likewise, 60% is 60/100, which means 0.6 x $700.
Percentage change calculators are often used to compare measurements from two different time periods. For instance, you might want to compare how many people lived in a village before and after industrialization. Likewise, you can compare the differences in the number of people in two different countries using census data.
When working with fractions, students should learn how to convert them to percentages. The process is simple and helps students understand fractions. To convert a fraction to a percentage, multiply the answer by the fraction's numerator, which is the number above the fraction line.
There are three basic ways to find the percentage of a number. One is to multiply it by its lowest value, and the other is to divide it by a base of 100. Once you have determined the proportion, you can use the calculator to convert it to a decimal, if necessary.
You can also use the percentage formula to solve equations involving percentages. A common formula to use is X/Y = P x 100. This formula is the most basic and can be used to solve many percentage problems. For more complicated percentage problems, you can use the following formulas:
Another way to find the percentage is to use a percentage calculator. By entering a fraction, the calculator will calculate the result. For example, entering 5% of 20 would yield a result of 1 in the result box. This tool can be used for discount applications or to calculate different values, like body fat.
Converting fractions to percentages is a simple and straightforward process that works for any fraction. Once you've mastered the basic method, it will be easier to apply to any fraction. Make sure to round your final percentage to two decimal places. You will become more confident with percentages over time as you practice and get more practice. You can also use a percentage worksheet generator to generate randomized differentiated percentafe problems.
The first method involves dividing the value by the total value, or the denominator. Then, you multiply this value by 100. This is known as the unitary method. The second method is by changing the denominator of the equation to one hundred. The denominator must be equal to the value of the numerator.
If you're working with data, you may be wondering how to convert a fraction to a percentage. To convert a fraction to a percentage, first convert it to decimal form. To do so, divide the denominator by the numerator. Then, multiply the result by 100 to get the percentage.
Percentages are useful because they make calculations much easier. They also help you work with parts of a whole, such as one hundred percent. Many fractions do not have an exact decimal equivalent, so it's easier to work with percentages. In addition, many countries use a decimal system for currency and measurement.
The process to convert a fraction to a percentage is simple. Once you have your numeric value, you need to divide it by 100 to find the percentage. Once you have the percentage, place the percent symbol (%) after the final product. The higher the percentage is, the more it is of that quantity.
Once you've converted the fraction to a percentage, you can use your calculator to convert the number to decimal form. To do this, you need to make sure that all the digits of the number are higher than ten. In this way, 89/100 is 89%.
In addition, it's important to remember that the percent symbol means "per one hundred" and should be represented in decimal form. You can also use this symbol to convert fractions into percentages. In some cases, rounding will be necessary to ensure that the result is as precise as possible.
A percentage can be made up of different parts, or parts of a whole. For example, if an apple is cut into four equal pieces, every piece will be a half of one hundred. Then, if an apple is sliced into eight quarters, you could write a fraction such as "3/4" on each half. This would be six thirds of one apple. In the same way, you can divide the rest of the apple into eighteen equal parts.
Getting a percentage is easier if you know the formula for multiplying two values by 100. If you want to convert a fraction to a percentage, you need to take the first half as a decimal, then divide the remainder by 100 to get the percentage. Once you've done that, you can use your calculator to multiply the numerator by the original value.
Using the decimal place, we can write the fraction as 28.57142857142857 percent or 28.6%. Round to the nearest decimal place to get the correct result. Similarly, we can also write it as 1/9 of 72 or 1640.
Visual estimations are a great way to represent proportions and to communicate them to others. They are especially useful when you want to compare fractions. The human eye is trained to compare things, so visual models are perfect for this purpose. Also, they are a great choice for a casual setting.
Visual fractions make it easier to estimate, because the numbers are smaller. They also keep the proportions intact. For example, if we need to calculate 5% of 14, we'll divide 5% by 2. This will give us the answer of 5/14. This will be easier than attempting to multiply or divide by whole numbers.
Suppose you need to find the equivalent fraction of 1/9 of 96 in a given visual fraction. How would you find the answer to this question? You could use the visual fraction model. This method can help you solve problems related to fractions and whole numbers. For example, if you need to find how much one pound of roast beef will serve four people, you can look for the equivalent fraction.
There are two ways to find 1/9 of 72. The first way is to divide 72 by a number with the same number of terms. Then, use this number to determine the equivalent fraction. For example, 42/70 equals 6/10, and 72 times ten equals 140.
The second way is to multiply the fractions with the same denominator. For example, 8% of 60 is 4.8. Similarly, 1/5 of something means to multiply it by five. Therefore, 4.8 becomes 1.6. This way, you can calculate the number of minutes in eight minutes.
You can find 1/9 of 1640 in Visual Fr fractions by multiplying 8 by 3. You will find that this number is equal to 24. Then, you can add these fractions together and get 33/56. Now, you can use these same steps to find 1/9 of 1640 in decimal form.
To find 3/14 of 96, multiply 163/24 by 6. This gives you a fraction of 12. This fraction is the same as 3/14, but is less than the number. Likewise, divide 21/30 by 20/30 to get a fraction of 7/10. The fraction 4/7 of 14 is the same as 2 multiplied by 4.
For example, imagine that a table has two substances in an 8:6 ratio. The first substance is 60mg and the second substance is 80mg. If a tablet has these two substances, then it has a total of 140mg. The other substance is 40mg, which is half the tablet's total dosage.
If you want to find out the percentage of a number, you can use this calculator. It will simplify a complex number into an easy-to-understand format, and it will automatically update. Enter the number, 4, and the calculator will automatically divide it by 14 and multiply it by 100.
There are a number of methods for simplifying percentages. The most common one involves converting a fraction to a decimal number. The easiest way to do this is to move the decimal point two places to the left and multiply the result by 100. The second method involves finding the greatest common divisor of the fraction and dividing by that number.
If you have a mixed number, the proper fraction should be entered. For example, 5% of twenty will be written as x/100. Once you have the answer, you need to subtract one from the whole number to get the proper percentage. Next, you can use the percentage calculator to calculate different values such as a discount application.
Percentages can be calculated by using the formula: Percentage = (number to find percentage of) x 100. You can simplify 4 out of 14 percents by moving the decimal point two places to the left and right. This will simplify the calculation of percentages.
The second method involves simplifying 4 out of 14 percentages into its smallest terms. This way, you can get detailed information about the lowest term, in this case, 2/7. It turns out that 2 is the greatest common factor between 4 and 14. In this way, you can simplify 4 out of 14 into a much simpler form.
Another way to simplify percentages is to use decimals instead of the fractions. When you're dealing with the percentages of a number, the decimal will be easier to understand and convert. Once you've mastered this, you can use percentages to simplify your calculations.
You can also simplify the percentage to a fraction if you want to use it in a calculation. First, you need to convert the percent to the fractional form. For example, 50% is equal to 50/100. To simplify it further, you can make it 1/2. Finally, you can also simplify it to a fraction by dividing it by 100.
Learning how to simplify fractions to percentages is an important math skill for students, which will help them understand fractions better. If you're a struggling student, practice these skills and it will get easier. The best way to practice converting fractions to percentages is to use a percentage worksheet generator. This program allows you to generate randomized differentiated percentafe problems.
The first step in converting 4 out of 14 to a percentage is to determine the decimal form of the fraction. To do this, divide the fraction by fourteen and multiply the result by 100. The result will be the percentage value. For example, if 4/14 is 57%, the decimal form of the fraction would be 5/14.
Once you have a decimal and a fraction, you'll need to figure out how to convert each. The easiest way to do this is to multiply the numerator by 100. If the fraction is smaller than 100, the answer will be lower. Then, divide the decimal value by 100 and multiply the result by 100 again.
Similarly, you can convert mixed numbers to percentages by adding the decimal to the fraction portion of the number. You can also multiply the result with 100 to get the percentage value. However, if you're not sure which method works, you can use a decimal to percentage calculator.
Percentage is a useful concept to know for daily arithmetic. It's also useful when making investments and purchasing expensive items. You can save time and money by knowing what percentages are and how to use them. The more you understand how percentages work, the more you can make your calculations more accurate.
Percentage is a value that shows how much one number is equal to another number. It is also useful for calculating the results of tests. For example, if you are given a score of sixteen out of twenty, you can find the percentage of the score by dividing the score by twenty and multiplying the result by 100.
There are many situations in which you might need to calculate the percentage of something. For instance, you may need to know how much a certain number is worth in relation to a certain discount. Knowing how to convert a percentage from a decimal to a fraction will simplify calculations.
Decimal numbers are easier to convert to percent than fractions, but it's not impossible to convert a fraction to percent. Simply divide the fraction by 100 to get the percentage you're looking for. This way, you can find the percentage of 4 out of 14 in relation to another number in less than one second.
When you need to calculate the percentage of a number, you first need to determine which numbers are being compared. A number can be a fraction, decimal, or both. You can also find out the percent of a number by multiplying the number by the percent symbol. In academics, a percentage of a number represents its value. For instance, a student can calculate a grade by dividing the total number of marks from a test by the percentage of that grade. Once you have this information, you can use it to calculate how much a student scored on the final exam.
In everyday life, people use the percentages in everyday language. For instance, 150% means that someone gives more than what is required. In the context of a percentage, it's often easier to use a decimal. A calculator is helpful in most situations.
In the first example, it's simple to understand the three parts of a percent problem. First, you must identify the base number, the unknown number, and the amount. Then, you can solve for the percentage by writing an equation. In addition, you can also write the percent as a fraction.
Similarly, you can use the percentage of four out of 14 in relation to another number. For example, if you're comparing women's shoe sizes, a US seven to US eight difference of 0.25 inches is the same as the percentage difference between US 8 and US seven.
In addition to the decimal system, ancient Romans used fractions that were 1/100. The Romans used them when assessing the value of goods and taxes. The practice became more widespread in the Middle Ages. By the 17th century, it became the standard for interest rates. Then, mathematicians began abbreviating the word "p" to represent its percentage.
First, consider the number 2/3, which is 24. Then divide it by 5. This will give you 2.4. Next, multiply 2.4 times four to get 9.6. Finally, 4/1 can be written as a fraction, so 1/7 x 4 will give you 4/7.
If we want to write 1/7 of 4 out of 14 as a fraction, we must first know the number. We can do this by dividing 160 by 6. This will give us a number of 26.7. We can also write it as 1/9 of 96 which is 10.7.
One of the best ways to learn how to write fractions is to make sure that the numbers you are using are proper. Proper fractions have a numerator that is smaller than the denominator, so the top number will be smaller than the bottom. We must also remember to simplify fractions, so that the bottom number will be smaller than the top one.
To multiply 1/8 by 4, you will first divide the fraction by its numerator. Then divide the result by the denominator to get the answer in decimal form. This process can be repeated many times as long as you are careful. After you have answered the question correctly, you will be able to divide the result into smaller fractions.
For example, the fraction 2/3 of a number is equal to 24. Therefore, you can divide 24 by three. Likewise, dividing 12 by five will yield 2.4. This value will then be multiplied by four to get 4.9. This is the same as multiplying 5/9 by four to get 5. In addition, you can write 1/8 x 4 as a fraction.
If you are looking for a solution to the question: "How to convert 4/14 to percent", you have come to the right place. We have provided you with a step-by-step explanation and calculator that will help you convert 4/14 to percent. Just type the number in the box below, and multiply it by 100. Afterwards, type the symbol % to complete the conversion.
If you want to convert 3/4 of 4/14 to a percent, you'll need to use a fraction to percent calculator. The calculator will accept input values in b/c format, meaning four tenths should be typed as 4/10, and one and three-half should be typed as 1 3/2. It is important to leave a space between the integer and the fraction. Once you have entered your input values, you can multiply them by 100 to get the decimal equivalent. Finally, you'll need to add the percent sign to get the final result.
In addition, the decimal equivalents for the most common fractions can be found using element14. For example, 3/10 is equal to 37 percent, while 7/8 is equal to 87.5 percent. A fraction's numerator is the number of parts it contains, while the denominator indicates the number of parts that make up the whole.
Another common way to convert fractions to percentages is to multiply the decimal by 100. You can also use a decimal to percent calculator to convert decimals to percentages. Once you know the right formula for converting a fraction to a percentage, you can use it to solve other common problems.
Percents are easier to remember than fractions. For example, if there are 38 students in a class, then the number of female students is 23. This is a percentage, and you'll know that 23 female students are the majority of the class. To convert a fraction to a percent, use the following formula:
If you need to know how to convert fractions to percents, you will need a calculator that can help you do so. The formula for a percent is based on the numerator of a number and the denominator. A fraction is equal to the number divided by the number of digits in the denominator.
Decimal numbers have digits to the right of the decimal point. For example, 3/8 is 37.5 percent. Similarly, 7/8 is 87.5 percent. In addition, 5/8 is 62.5 percent, and 3/10 is 30 percent. These examples demonstrate how to convert fractions to a percent.
When you need to convert a fraction to a percent, you must first know how to calculate the smallest and largest fractions. Then, you can use the table below to find the right proportion. It's a two-step process that is often used when comparing different size quantities. | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233508959.20/warc/CC-MAIN-20230925083430-20230925113430-00173.warc.gz | CC-MAIN-2023-40 | 18,720 | 64 |
https://www.rcsb.org/structure/4HHY | math | Design, Synthesis, and Biological Evaluation of a Series of Benzo[de][1,7]naphthyridin-7(8H)-ones Bearing a Functionalized Longer Chain Appendage as Novel PARP1 Inhibitors.Ye, N., Chen, C.H., Chen, T., Song, Z., He, J.X., Huan, X.J., Song, S.S., Liu, Q., Chen, Y., Ding, J., Xu, Y., Miao, Z.H., Zhang, A.
(2013) J Med Chem 56: 2885-2903
- PubMed: 23473053
- DOI: 10.1021/jm301825t
- Primary Citation of Related Structures:
- PubMed Abstract:
A series of benzo[de][1,7]naphthyridin-7(8H)-ones possessing a functionalized long-chain appendage have been designed and evaluated as novel PARP1 inhibitors. The initial effort led to the first-generation PARP1 inhibitor 26 bearing a terminal phthal ...
A series of benzo[de][1,7]naphthyridin-7(8H)-ones possessing a functionalized long-chain appendage have been designed and evaluated as novel PARP1 inhibitors. The initial effort led to the first-generation PARP1 inhibitor 26 bearing a terminal phthalazin-1(2H)-one framework and showing remarkably high PARP1 inhibitory activity (0.31 nM) but only moderate potency in the cell. Further effort generated the second-generation lead 41, showing high potency against both the PARP1 enzyme and BRCA-deficient cells, especially for the BRCA1-deficient MDA-MB-436 cells (CC50 < 0.26 nM). Mechanistic studies revealed that the new PARP1 inhibitors significantly inhibited H2O2-triggered PARylation in SKOV3 cells, induced cellular accumulation of DNA double-strand breaks, and impaired cell-cycle progression in BRCA2-deficient cells. Significant potentiation on the cytotoxicity of Temozolomide was also observed. The unique structural character and exceptionally high potency of 41 made it stand out as a promising drug candidate worthy for further evaluation.
CAS Key Laboratory of Receptor Research, and Synthetic Organic & Medicinal Chemistry Laboratory, Shanghai Institute of Materia Medica, Chinese Academy of Sciences, Shanghai 201203, China. | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400202007.15/warc/CC-MAIN-20200921175057-20200921205057-00147.warc.gz | CC-MAIN-2020-40 | 1,954 | 9 |
https://www.physicsforums.com/threads/special-relativity-decay-question.396480/ | math | 1. The problem statement, all variables and given/known data Ok so im given the rest masses of D meson (1.86 GeV/c^2), pi meson (0.13 Gev/c^2) and K meson (0.5 Gev/c^2) and told that a D meson at rest decays into a K meson and pi meson. Told to calculate the energy and velocity of the pi meson.. Part (b) says the pi meson subsequently decays into a pair of photons. I'm asked to find the maximum and minimum energies of each photon in the D meson rest frame.. 2. Relevant equations 3. The attempt at a solution Ok so I think I did part (a) okay..found the energy of the pi meson to be 0.869 Gev/c^2...is this right? I'm just not sure how to approach part (b).. What does it mean by maximum and minimum energies of each photon? Won't the photons just move off in opposite directions with non equal momenta (depending on initial velocity of pi meson)? | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827252.87/warc/CC-MAIN-20181216025802-20181216051802-00210.warc.gz | CC-MAIN-2018-51 | 851 | 1 |
https://community.ptc.com/t5/3D-Part-Assembly-Design/Revolve-option-in-creo-parametric/m-p/425771 | math | Is it possible to revolve a curve about another curve (not axis) in creo parametric
If you are asking if you can use a straight curve segment as the revolve axis for a revolved feature, no, you cannot. You can, however, create a datum axis inside the revolve sketch and align it to the curve and use it for the axis of revolution.
If you are asking about creating a revolved feature that follows an existing 3D curve, yes, but not with the revolve feature. you need to use a variable section sweep. See the attached Creo 2 model. There's a step by step here as well. | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573118.26/warc/CC-MAIN-20220817213446-20220818003446-00598.warc.gz | CC-MAIN-2022-33 | 566 | 3 |
https://www.eivindapps.com/Ludo/ThreeSixesInARowGameRule | math | Three sixes in a row game rule
With the three sixes in a row game rule applied, no player is allowed to roll sixes three times in a row. If that happens, turn is passed to the next player immediately.
In this example, the red player rolls three sixes. The first two times, the red player is allowed to move, but the third time turn is passed to the yellow player and the red player is not allowed to move. | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510130.53/warc/CC-MAIN-20230926011608-20230926041608-00307.warc.gz | CC-MAIN-2023-40 | 405 | 3 |
http://www.chegg.com/homework-help/questions-and-answers/person-wants-cool-03-kg-water-initially-30-degrees-celsius-adding-ice-initially-25-degrees-q796006 | math | A person wants to cool 0.3-kg of water that is initially at
30 degrees Celsius by adding ice initially at -25 degrees
Celsius. How much ice should he add so that the final
temperature will be 0 degrees Celsius with all the icemelted?
[For ice, use the specific heat = 2.1*10**3 J/ (kg*K),
and heat of fusion = 3.3*10**5 J/kg].
Ans is 99 g.
Please show your steps with explanation ofeach step :)
I need to know how to solve it ! | s3://commoncrawl/crawl-data/CC-MAIN-2016-36/segments/1471983553659.85/warc/CC-MAIN-20160823201913-00070-ip-10-153-172-175.ec2.internal.warc.gz | CC-MAIN-2016-36 | 427 | 9 |
https://www.lonelyplanet.com/chile/norte-chico/transportation/a/poi-tra/1302162 | math | Has frequent buses to La Serena (CH$2000, one hour), Coquimbo (CH$2000, 1¼ hours), Pisco Elqui (CH$2000, 50 minutes) and Montegrande (CH$2000, 40 minutes). Expresso Norte has a twice-daily service to Santiago (CH$12…
In the south of town, this terminal has service to major destinations, including Santiago (CH$8000 to CH$15,000, 5½ hours), Arica (CH$25,000 to CH$46,000, 27 hours), Iquique (CH$20,000 to CH$40,000, 19 hours) and An…
You can buy Tur Bus tickets at this office a few steps north of the plaza, but buses depart from Plaza Las Americas, about five blocks southeast of Caldera's central plaza.
Has dozens of carriers plying the Panamericana from Santiago north to Arica, including Tur Bus, Pullman Bus and Pullman Carmelita.
Coquimbo's bus terminal is about 600m south of Barrio Inglés on Varela between Borgoño and Alcalde. Many local buses and colectivos also link the two cities (bus CH$600, colectivo CH$1200).
Buses to Vicuña (CH$2700, 1½ hours), Ovalle (CH$2700, two hours), Montegrande (CH$4000, two hours) or Pisco Elqui (CH$4000, 2½ hours).
In summer (December to March), Covalle Bus travels to Mendoza (CH$45,000, 12 hours) and San Juan (CH$45,000, 18 hours) via the Libertadores pass every Wednesday and Friday, departing at 11pm.
Rodaggio has decent unlimited mileage rates, starting around CH$25,000 for a small car. But pickup trucks and 4WDs suitable for exploring the backcountry cost at least CH$55,100 per day.
Sells Pullman bus tickets, though buses depart from the main terminal south of the center.
Catch buses here to Copiapó (CH$2500, one hour) every 30 minutes. Tur Bus and several other companies depart from here. | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578528702.42/warc/CC-MAIN-20190420060931-20190420082931-00299.warc.gz | CC-MAIN-2019-18 | 1,664 | 10 |
https://euphonics.org/11-2-fluid-phenomena/ | math | In the following sections we will discuss models for the excitation of various kinds of wind instrument, and for that we will need to know a little about fluid flow. This section gives a qualitative overview of some important fluid phenomena and terminology, introduced through pictures. A side link will give some technical background about how the subject can be approached mathematically.
A. Laminar and turbulent flow
So far our only contact with the world of fluid dynamics has been through the very special case of linear acoustics. However, we will need to go beyond this to understand such things as how a clarinet or flute mouthpiece works. If you think about it for a moment, you already know that everyday fluid dynamics must involve nonlinear effects. Look at the small waterfall in Fig. 1. You see smooth water coming over the lip of the fall, but it turns into complicated turbulent flow at the bottom. The smooth initial flow is known as “laminar flow”.
Figure 2 shows another example. This is a schlieren image of the plume of hot air rising from a candle flame. At the bottom the flow is laminar, but there is a rather abrupt transition to turbulent flow in the middle of the image, without anything obvious happening there to trigger the transition (nothing analogous to the waterfall edge, for example). This is a spontaneous transition to chaotic behaviour, in the sense discussed in section 8.4.
Chaotic behaviour like this can only occur in nonlinear systems, although if you recall the example of the double pendulum from section 8.4 you will appreciate that it may only take a rather simple-looking nonlinear system to exhibit such behaviour. The origin of the main nonlinearity in the governing equation for fluid flow (known as the “Navier-Stokes equation”) is nothing more than a quadratic term, as shown in the next link, but this is enough to allow the full complexities of turbulence.
The possibility of turbulence is surely enough to tell us that we should not expect easy mathematical solutions to the governing equations for fluid flow. It then makes sense to explore approximations of different kinds: these can simplify the mathematics under certain circumstances and allow us to make some progress with understanding the physics behind fluid behaviour.
B. Incompressible flow
We have already met one approximation: when we derived the linear wave equation back in section 4.1.1, we assumed that all relevant quantities like pressure and flow velocity were small in some appropriate sense, and that allowed us to ignore a lot of complicating factors. However, in order to treat sound waves we certainly had to allow our fluid (usually air) to be compressible. But in the waterfall seen in Fig. 1, the water behaves as if it were incompressible. This turns out to make a major simplification in the governing equations, and for many problems it is a useful approximation to make. The previous link gives some details.
You might think that the incompressible approximation would have nothing to do with the acoustics of wind instruments, since we are surely always talking about sound waves? But this would be misleading. Compressibility is indeed always important for the acoustic resonances of instrument tubes, and for the internal pressure waveform when an instrument is played. But when we are thinking about how a mouthpiece works, we are mainly concerned with a different aspect of fluid flow, associated with the air blown into the instrument by the player. We can usually get a rather good approximation to the behaviour by ignoring the compressibility of the air moving through the mouthpiece. The underlying reason for this is that the air-flow is very slow compared to the speed of sound (around 340 m/s), or in other words the Mach number is very small. This is the mathematical condition for compressibility effects to be unimportant.
We will make use of an important result which takes its simplest form in the case of incompressible flow. This is called Bernoulli’s principle. The mathematical details are given in the previous link, but in words Bernoulli’s principle says that if you follow a laminar air-flow along its streamlines, a region where the flow speeds up is automatically associated with the pressure going down, and vice versa. So if a jet of air is squeezed through a narrow gap, for example between the reed and the lay of a clarinet mouthpiece, the pressure will be lower there. This low pressure tends to make the reed close towards the lay. We will see in section 11.3 that this is an important ingredient of how a reed mouthpiece works.
There is another physical property of fluids we need to think about, called viscosity. Figure 3 shows a familiar sight, honey running slowly off a spoon. If you imagine doing the same thing with a spoonful of water, the behaviour would be quite different: almost all the water would fall off the spoon as soon as you tip it up. This contrasting behaviour happens because the viscosity of honey is far greater than the viscosity of water.
But you may have noticed that I said “almost all water would fall off the spoon”. Actually, a few drops of water continue to fall, after most of it has gone. All normal fluids, including water, have some viscosity. When you tip the spoon up, a thin layer of the water is reluctant to run off. It clings to the surface, and only runs down gradually — very much like the honey, except that with water it is only a very thin layer that shows the behaviour. The same thing happens when you wash up crockery: if you leave it to drain for a while, that gives the last thin layer of water time to drip off.
So what exactly is viscosity? It is the property of a fluid that resists shear deformation. Figure 4 shows a sketch of a layer of fluid between two metal plates. (In essence, this is a sketch of an apparatus you could use to measure viscosity.) The upper plate is forced to move to the right. This plate does not slide over the fluid, it carries it along with it: fluid in contact with a solid surface is “stuck” to it by molecular forces. So the fluid at the top of the layer moves rightwards with the plate, but the fluid at the bottom is anchored to the bottom plate. Provided the motion is slow enough, the fluid in between will show a linear velocity profile as sketched: this can be described as uniform shearing flow. Now the viscosity relates to the force necessary to move the plate, at a given speed and with a layer of given thickness and area.
So now come back to our spoonful of water. What happens when you tip the spoon? The force of gravity acts in the same way on every particle of the water, so it all “wants” to move downhill at the same speed. But the water in contact with the spoon surface is stuck to it, and cannot flow away. The result is sketched in Fig. 5, which shows a magnified view of a small region near the spoon surface. Most of the water flows down at the same velocity, but a thin layer near the surface experiences shearing motion, which is resisted by the viscosity of the water.
The result is a velocity profile of the kind sketched, featuring a boundary layer: a layer very close to the solid surface in which significant shear flow occurs. The thickness of this layer is determined by a balance between the force of gravity and the viscous force resisting the shear. The lower the viscosity, the thinner the layer. It is the lower part of this boundary layer that is left behind after the washing up, to drain away slowly in your dish-drainer.
A boundary layer related to what has just been described will form on the wall of a wind instrument when it is played. The acoustic field inside the tube involves cyclical longitudinal motion of the air. Very close to the tube wall, though, the “no-slip boundary condition” applies: the air is anchored to the wall. A viscous boundary layer is the inevitable result. Since shear motion resisted by viscosity always dissipates energy, this is one of the two main mechanisms for damping of the acoustic resonances of the pipe, as mentioned in section 11.1. The boundary layer will be at its thinnest if the internal wall of the tube is very smooth, but if that surface is rough then the boundary layer is likely to be thicker, and the damping increased.
D. Reynolds Number (and its relatives)
Two effects we have described, nonlinearity and viscosity, are each described by one term in the governing Navier-Stokes equation (see the previous link). Fluid dynamicists use a quantity called the Reynolds Number to quantify the relative importance of these two terms (we described it briefly back in section 10.1.1). This number captures the ratio of strengths of the nonlinear term to the viscosity term. The formula for Reynolds Number turns out to involve the typical flow speed, multiplied by the typical length-scale, and divided by the viscosity.
In a flow with very low Reynolds number, nonlinear effects can be neglected. The flow will be dominated by viscosity effects, and it will be laminar because viscosity has a stabilising effect on the instabilities leading to turbulence. Examples would be our honey running off the spoon (because the viscosity is large), or the swimming of a micro-organism in water (because the length-scale is very small). A flow with very high Reynolds Number will have the opposite behaviour: viscosity can be neglected, nonlinear effects will be strong, and the flow is likely to be turbulent. Examples would be the air flow through a jet engine (because the flow speed is very high), or the swimming of a human being in water (because this time the length-scale is much bigger than for the micro-organism, and the viscosity of water is quite small).
The effective Reynolds Number will vary with depth through a structure like a boundary layer. There will always be a viscous-dominated layer very close to the wall, but it is perfectly possible (and indeed quite common) for the outer part of a boundary layer to become turbulent. See this video for a striking demonstration of a turbulent boundary layer.
Fluid dynamicists really like to use non-dimensional numbers like the Reynolds Number. Another example, which is easy to visualise, is the Mach Number. This is the ratio of the flow speed to the speed of sound: so slow flows have low Mach Number, and a supersonic flow has a Mach Number bigger than 1.
E. Flow separation and vortices
Another phenomenon that can occur is that the shape of the solid object may create the conditions for the boundary layer to separate from the wall at some position, and then give rise to a turbulent wake. Figure 6 shows an example, in a wind-tunnel image of flow past a wing cross-section. The flow below the wing remains in contact with the surface, but above the wing it separates and produces a complicated wake structure.
Under some circumstances this separation process varies cyclically with time, giving rise to a strikingly beautiful “Kármán vortex street”, like the example in Fig. 7. The image is taken from this Wikipedia page, where you can find more detail. In the process of shedding vortices on alternate sides, an alternating force is exerted on the solid body, in the direction perpendicular to the flow. If the object is something like a stretched string or a power cable, this force can set it into vibration. This is the underlying mechanism of the Aeolian harp, for example.
Another phenomenon involving vortices is more directly relevant to musical wind instruments. If a jet of air is blown out of a slot, as in a recorder mouthpiece for example, each side of this air jet will be a shear layer: a sudden jump in air flow speed. Well, there is a famous mathematical result in fluid dynamics proving that an ideal shear layer is unstable. If the interface between the two flow speeds is initially straight, but is then perturbed a little, the perturbation will grow.
With a narrow jet, the instability usually carries the whole jet up and down — we will say more about this in section 11.8 when we discuss air-jet instruments. For now, we can see one image for a rather wide air jet, in Fig. 8. In this schlieren image, we can see that the two shear layers on either side of the jet have generated elegant vortex shapes, in an alternating pattern. The image is taken from the doctoral thesis of Sylvie Dequand .
Sylvie Dequand, “Duct aeroacoustics: from technological applications to the flute”, Doctoral dissertation, Eindhoven University of Technology (2001), https://pure.tue.nl/ws/portalfiles/portal/3429613/445111.pdf | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511717.69/warc/CC-MAIN-20231005012006-20231005042006-00594.warc.gz | CC-MAIN-2023-40 | 12,591 | 27 |
https://graduateway.com/financial-management-case/ | math | Financial Management Case Essay
After reading this chapter, students should be able to:
Explain what is meant by a firm’s weighted average cost of capital. Define and calculate the component costs of debt and preferred stock. Explain why the cost of debt is tax adjusted and the cost of preferred is not. Explain why retained earnings are not free and use three approaches to estimate the component cost of retained earnings. Briefly explain the two alternative approaches that can be used to account for flotation costs.
Briefly explain why the cost of new common equity is higher than the cost of retained earnings, calculate the cost of new common equity, and calculate the retained earnings breakpoint—which is the point where new common equity would have to be issued. Calculate the firm’s composite, or weighted average, cost of capital. Identify some of the factors that affect the WACC—dividing them into factors the firm cannot control and those they can. Briefly explain how firms should evaluate projects with different risks, and the problems encountered when divisions within the same firm all use the firm’s composite WACC when considering capital budgeting projects.
List some problems with cost of capital estimates.
Chapter 10 uses the rate of return concepts covered in previous chapters, along with the concept of the weighted average cost of capital (WACC), to develop a corporate cost of capital for use in capital budgeting. We begin by describing the logic of the WACC, and why it should be used in capital budgeting. We next explain how to estimate the cost of each component of capital, and how to put the components together to determine the WACC. We go on to discuss factors that affect the WACC and how to adjust the cost of capital for risk. We conclude the chapter with a discussion on some problems with cost of capital estimates. What we cover, and the way we cover it, can be seen by scanning the slides and Integrated Case solution for
Chapter 10, which appears at the end of this chapter solution. For other suggestions about the lecture, please see the “Lecture Suggestions” in Chapter 2, where we describe how we conduct our classes.
DAYS ON CHAPTER: 3 OF 58 DAYS (50-minute periods)
Answers to End-Of-Chapter Questions
10-1Probable Effect on
rd(1 – T)rsWACC
a.The corporate tax rate is lowered.+0+
b.The Federal Reserve tightens credit.+++
c.The firm uses more debt; that is, it increases
its debt/assets ratio.++0
d.The dividend payout ratio is increased.000
e.The firm doubles the amount of capital it raises
during the year.0 or +0 or +0 or +
f.The firm expands into a risky new area.+++
g.The firm merges with another firm whose earnings
are counter-cyclical both to those of the first firm and
to the stock market.–––
h.The stock market falls drastically, and the firm’s stock falls along with the rest.0++
i.Investors become more risk averse.+++
j.The firm is an electric utility with a large investment in nuclear plants.
Several states propose a ban on
nuclear power generation.+++
10-2An increase in the risk-free rate will increase the cost of debt. Remember from Chapter 6, r = rRF + DRP + LP + MRP. Thus, if rRF increases so does r (the cost of debt). Similarly, if the risk-free rate increases so does the cost of equity. From the CAPM equation, rs = rRF + (rM – rRF)b. Consequently, if rRF increases rs will increase too.
10-3Each firm has an optimal capital structure, defined as that mix of debt, preferred, and common equity that causes its stock price to be maximized. A value-maximizing firm will determine its optimal capital structure, use it as a target, and then raise new capital in a manner designed to keep the actual capital structure on target over time. The target proportions of debt, preferred stock, and common equity, along with the costs of those components, are used to calculate the firm’s weighted average cost of capital, WACC. The weights could be based either on the accounting values shown on the firm’s balance sheet (book values) or on the market values of the different securities. Theoretically, the weights should be based on market values, but if a firm’s book value weights are reasonably close to its market value weights, book value weights can be used as a proxy for market value weights. Consequently, target market value weights should be used in the WACC equation. 10-4In general, failing to adjust for differences in risk would lead the firm to accept too many risky projects and reject too many safe ones. Over time, the firm would become more risky, its WACC would increase, and its shareholder value would suffer. The cost of capital for average-risk projects would be the firm’s cost of capital, 10%. A somewhat higher cost would be used for more risky projects, and a lower cost would be used for less risky ones. For example, we might use 12% for more risky projects and 9% for less risky projects. These choices are arbitrary.
10-5The cost of retained earnings is lower than the cost of new common equity; therefore, if new common stock had to be issued then the firm’s WACC would increase. The calculated WACC does depend on the size of the capital budget. A firm calculates its retained earnings breakpoint (and any other capital breakpoints for additional debt and preferred). This R/E breakpoint represents the amount of capital raised beyond which new common stock must be issued. Thus, a capital budget smaller than this breakpoint would use the lower cost retained earnings and thus a lower WACC. A capital budget greater than this breakpoint would use the higher cost of new equity and thus a higher WACC. Dividend policy has a significant impact on the WACC. The R/E breakpoint is calculated as the addition to retained earnings divided by the equity fraction. The higher the firm’s dividend payout, the smaller the addition to retained earnings and the lower the R/E breakpoint. (That is, the firm’s WACC will increase at a smaller capital budget.)
Solutions to End-Of-Chapter Problems
10-1rd(1 – T) = 0.12(0.65) = 7.80%.
10-2Pp = $47.50; Dp = $3.80; rp = ?
rp= = = 8%.
10-340% Debt; 60% Common equity; rd = 9%; T = 40%; WACC = 9.96%; rs = ?
WACC= (wd)(rd)(1 – T) + (wc)(rs)
0.0996= (0.4)(0.09)(1 – 0.4) + (0.6)rs
0.0996= 0.0216 + 0.6rs
10-4P0 = $30; D1 = $3.00; g = 5%; rs = ?
a.rs = + g = + 0.05 = 15%.
b.F = 10%; re = ?
re = + g= + 0.05
= + 0.05 = 16.11%.
10-5Projects A, B, C, D, and E would be accepted since each project’s return is greater than the firm’s WACC.
10-6a.rs = + g = + 7% = 9.3% + 7% = 16.3%.
b.rs= rRF + (rM – rRF)b
= 9% + (13% – 9%)1.6 = 9% + (4%)1.6 = 9% + 6.4% = 15.4%.
c.rs = Bond rate + Risk premium = 12% + 4% = 16%.
d.Since you have equal confidence in the inputs used for the three approaches, an average of the three methodologies probably would be warranted.
rs = = 15.9%.
10-7a.rs= + g
= + 0.06
b.F = ($36.00 – $32.40)/$36.00 = $3.60/$36.00 = 10%.
c.re = D1/[P0(1 – F)] + g = $3.18/$32.40 + 6% = 9.81% + 6% = 15.81%.
10-8Debt = 40%, Common equity = 60%.
P0 = $22.50, D0 = $2.00, D1 = $2.00(1.07) = $2.14, g = 7%.
rs = + g = + 7% = 16.51%.
WACC= (0.4)(0.12)(1 – 0.4) + (0.6)(0.1651)
= 0.0288 + 0.0991 = 12.79%.
10-9Capital SourcesAmountCapital Structure Weight
Common Equity 1,728 60.0
WACC= wdrd(1 – T) + wcrs = 0.4(0.13)(0.6) + 0.6(0.16)
= 0.0312 + 0.0960 = 12.72%.
10-10If the investment requires $5.9 million, that means that it requires $3.54 million (60%) of common equity and $2.36 million (40%) of debt. In this scenario, the firm would exhaust its $2 million of retained earnings and be forced to raise new stock at a cost of 15%. Needing $2.36 million in debt, the firm could get by raising debt at only 10%. Therefore, its weighted average cost of capital is: WACC = 0.4(10%)(1 – 0.4) + 0.6(15%) = 11.4%.
10-11rs= D1/P0 + g = $2(1.07)/$24.75 + 7%
= 8.65% + 7% = 15.65%.
WACC = wd(rd)(1 – T) + wc(rs); wc = 1 – wd.
13.95%= wd(11%)(1 – 0.35) + (1 – wd)(15.65%)
0.1395= 0.0715wd + 0.1565 – 0.1565wd
wd= 0.20 = 20%.
10-12a.rd = 10%, rd(1 – T) = 10%(0.6) = 6%.
D/A = 45%; D0 = $2; g = 4%; P0 = $20; T = 40%.
Project A: Rate of return = 13%.
Project B: Rate of return = 10%.
rs = $2(1.04)/$20 + 4% = 14.40%.
b.WACC = 0.45(6%) + 0.55(14.40%) = 10.62%.
c.Since the firm’s WACC is 10.62% and each of the projects is equally risky and as risky as the firm’s other assets, MEC should accept Project A. Its rate of return is greater than the firm’s WACC. Project B should not be accepted, since its rate of return is less than MEC’s WACC.
10-13If the firm’s dividend yield is 5% and its stock price is $46.75, the next expected annual dividend can be calculated.
Dividend yield= D1/P0
Next, the firm’s cost of new common stock can be determined from the DCF approach for the cost of equity.
re= D1/[P0(1 – F)] + g
= $2.3375/[$46.75(1 – 0.05)] + 0.12
10-14rp = = = 11.94%.
10-15a.Examining the DCF approach to the cost of retained earnings, the expected growth rate can be determined from the cost of common equity, price, and expected dividend. However, first, this problem requires that the formula for WACC be used to determine the cost of common equity.
WACC= wd(rd)(1 – T) + wc(rs)
13.0%= 0.4(10%)(1 – 0.4) + 0.6(rs)
rs= 0.17667 or 17.67%.
From the cost of common equity, the expected growth rate can now be determined.
rs= D1/P0 + g
0.17667= $3/$35 + g
g= 0.090952 or 9.10%.
b.From the formula for the long-run growth rate:
g= (1 – Div. payout ratio) ROE = (1 – Div. payout ratio) (NI/Equity)
0.090952= (1 – Div. payout ratio) ($1,100 million/$6,000 million)
0.090952= (1 – Div. payout ratio) 0.1833333
0.496104= (1 – Div. payout ratio)
Div. payout ratio= 0.503896 or 50.39%.
10-16a.With a financial calculator, input N = 5, PV = -4.42, PMT = 0, FV = 6.50, and then solve for I/YR = g = 8.02% 8%.
b.D1 = D0(1 + g) = $2.60(1.08) = $2.81.
c.rs = D1/P0 + g = $2.81/$36.00 + 8% = 15.81%.
10-17a.rs= + g
0.09= + g
0.09= 0.06 + g
Less: Dividends per share 3.600
Retained earnings per share$1.800
Rate of return 0.090
Increase in EPS$0.162
Plus: Current EPS 5.400
Next year’s EPS$5.562
Alternatively, EPS1 = EPS0(1 + g) = $5.40(1.03) = $5.562.
10-18a.rd(1 – T) = 0.10(1 – 0.3) = 7%.
rp = $5/$49 = 10.2%.
rs = $3.50/$36 + 6% = 15.72%.
Debt [0.10(1 – T)]0.157.00%1.05%
c.Projects 1 and 2 will be accepted since their rates of return exceed the WACC.
10-19a.If all project decisions are independent, the firm should accept all projects whose returns exceed their risk-adjusted costs of capital. The appropriate costs of capital are summarized below:
RequiredRate ofCost of
Therefore, Ziege should accept projects A, C, E, F, and H.
b.With only $13 million to invest in its capital budget, Ziege must choose the best combination of Projects A, C, E, F, and H. Collectively, the projects would account for an investment of $21 million, so naturally not
all these projects may be accepted. Looking at the excess return created by the projects (rate of return minus the cost of capital), we see that the excess returns for Projects A, C, E, F, and H are 2%, 1.5%, 0.5%, 2.5%, and 3.5%. The firm should accept the projects which provide the greatest excess returns. By that rationale, the first project to be eliminated from consideration is Project E. This brings the total investment required down to $15 million, therefore one more project must be eliminated. The next lowest excess return is Project C. Therefore, Ziege’s optimal capital budget consists of Projects A, F, and H, and it amounts to $12 million.
c.Since Projects A, F, and H are already accepted projects, we must adjust the costs of capital for the other two value producing projects (C and E).
RequiredRate ofCost of
If new capital must be issued, Project E ceases to be an acceptable project. On the other hand, Project C’s expected rate of return still exceeds the risk-adjusted cost of capital even after raising additional capital. Hence, Ziege’s new capital budget should consist of Projects A, C, F, and H and requires $15 million of capital, so $3 million of additional capital must be raised.
10-20a.After-tax cost of new debt: rd(1 – T) = 0.09(1 – 0.4) = 5.4%.
Cost of common equity: Calculate g as follows:
With a financial calculator, input N = 9, PV = -3.90, PMT = 0, FV = 7.80, and then solve for I/YR = g = 8.01% 8%.
rs = + g = + 0.08 = + 0.08 = 0.146 = 14.6%.
Debt [0.09(1 – T)]0.405.4%2.16%
Common equity (RE)0.6014.6 8.76
Note to Instructors:
The solution to this problem is not provided to students at the back of their text. Instructors can access the Excel file on the textbook’s Web site or the Instructor’s Resource CD.
Skye’s WACC will be 11.22% so long as it finances with debt, preferred stock, and common equity raised as retained earnings. If it expands so rapidly that it uses up all of its retained earnings and must issue new common stock with a cost of 13.83% (average of DCF and CAPM estimates), then its WACC will increase to 11.51%.
Coleman Technologies Inc.
Cost of Capital
Coleman Technologies is considering a major expansion program that has been proposed by the company’s information technology group. Before proceeding with the expansion, the company must estimate its cost of capital. Assume
that you are an assistant to Jerry Lehman, the financial vice president. Your first task is to estimate Coleman’s cost of capital. Lehman has provided you with the following data, which he believes may be relevant to your task: 1.The firm’s tax rate is 40%.
2.The current price of Coleman’s 12% coupon, semiannual payment, noncallable bonds with 15 years remaining to maturity is $1,153.72. Coleman does not use short-term interest-bearing debt on a permanent basis. New bonds would be privately placed with no flotation cost. 3.The current price of the firm’s 10%, $100 par value, quarterly dividend, perpetual preferred stock is $111.10. 4.Coleman’s common stock is currently selling for $50 per share. Its last dividend (D0) was $4.19, and dividends are expected to grow at a constant rate of 5% in the foreseeable future. Coleman’s beta is 1.2, the yield on T‑bonds is 7%, and the market risk premium is estimated to be 6%. For the bond-yield-plus-risk-premium approach, the firm uses a risk premium of 4%. 5.Coleman’s target capital structure is 30% debt, 10% preferred stock, and 60% common equity. To structure the task somewhat, Lehman has asked you to answer the following questions. A.(1)What sources of capital should be included when you estimate Coleman’s WACC? Answer:[Show S10-1 through S10-3 here.] The WACC is used primarily for making long-term capital investment decisions, i.e., for capital budgeting. Thus, the WACC should include the types of capital used to pay for long-term assets, and this is typically long-term debt, preferred stock (if used), and common stock. Short-term sources of capital consist of (1) spontaneous, noninterest-bearing liabilities such as accounts payable and accrued liabilities and (2) short-term interest-bearing debt, such as notes payable. If the firm uses short-term interest-bearing debt to acquire fixed assets rather than just to finance working capital needs, then the WACC should include a short-term debt component. Noninterest-bearing debt is generally not included in the cost of capital estimate because these funds are netted out when determining investment needs, that is, net operating rather than gross operating working capital is included in capital expenditures. A.(2)Should the component costs be figured on a before-tax or an after-tax basis? Answer:[Show S10-4 here.] Stockholders are concerned primarily with those corporate cash flows that are available for their use, namely, those cash flows available to pay dividends or for reinvestment. Since dividends are paid from and reinvestment is made with after-tax dollars, all cash flow and rate of return calculations should be done on an after-tax basis. A.(3)Should the costs be historical (embedded) costs or new (marginal) costs? Answer:[Show S10-5 and S10-6 here.] In financial management, the cost of capital is used primarily to make decisions that involve raising new capital. Thus, the relevant component costs are today’s marginal costs rather than historical costs. B.What is the market interest rate on Coleman’s debt and its component cost of debt? Answer:[Show S10-7 through S10-9 here.] Coleman’s 12% bond with 15 years to maturity is currently selling for $1,153.72. Thus, its yield to maturity is 10%:
Enter N = 30, PV = -1153.72, PMT = 60, and FV = 1000, and then press the I/YR button to find rd/2 = I/YR = 5.0%. Since this is a semiannual rate, multiply by 2 to find the annual rate, rd = 10%, the pre-tax cost of debt. Since interest is tax deductible, Uncle Sam, in effect, pays part of the cost, and Coleman’s relevant component cost of debt is the after-tax cost: rd(1 – T) = 10.0%(1 – 0.40) = 10.0%(0.60) = 6.0%.
Should you use the nominal cost of debt or the effective annual cost? Answer:Our 10% pre-tax estimate is the nominal cost of debt. Since the firm’s debt has semiannual coupons, its effective annual rate is 10.25%:
(1.05)2 – 1.0 = 1.1025 – 1.0 = 0.1025 = 10.25%.
However, nominal rates are generally used. The reason is that the cost of capital is used in capital budgeting, and capital budgeting cash flows are generally assumed to occur at year-end. Therefore, using nominal rates makes the treatment of the capital budgeting discount rate and cash flows consistent.
C.(1)What is the firm’s cost of preferred stock?
Answer:[Show S10-10 and S10-11 here.] Since the preferred issue is perpetual, its cost is estimated as follows: rp = = = = 0.090 = 9.0%.
Note (1) that since preferred dividends are not tax deductible to the issuer, there is no need for a tax adjustment, and (2) that we could have estimated the effective annual cost of the preferred, but as in the case of debt, the nominal cost is generally used. C.(2)Coleman’s preferred stock is riskier to investors than its debt, yet the preferred’s yield to investors is lower than the yield to maturity on the debt. Does this suggest that you have made a mistake? (Hint: Think about taxes.) Answer:[Show S10-12 and S10-13 here.] Corporate investors own most preferred stock, because 70% of preferred dividends received by corporations are nontaxable. Therefore, preferred often has a lower before-tax yield than the before-tax yield on debt issued by the same company. Note, though, that the after-tax yield to a corporate investor and the after-tax cost to the issuer are higher on preferred stock than on debt. D.(1)Why is there a cost associated with retained earnings? Answer:[Show S10-14 through S10-16 here.] Coleman’s earnings can either be retained and reinvested in the business or paid out as dividends. If earnings are retained, Coleman’s shareholders forgo the opportunity to receive cash and to reinvest it in stocks, bonds, real estate, and the like. Thus, Coleman should earn on its retained earnings at least as much as its stockholders themselves could earn on alternative investments of equivalent risk. Further, the company’s stockholders could invest in Coleman’s own common stock, where they could expect to earn rs. We conclude that retained earnings have an opportunity cost that is equal to rs, the rate of return investors expect on the firm’s common stock. D.(2)What is Coleman’s estimated cost of common equity using the CAPM approach? Answer:[Show S10-17 here.] The CAPM estimate for Coleman’s cost of common equity is 14.2%:
rs= rRF + (rM – rRF)b
= 7.0% + (6.0%)1.2 = 7.0% + 7.2% = 14.2%.
E.What is the estimated cost of common equity using the DCF approach? Answer:[Show S10-18 through S10-20 here.] Since Coleman is a constant growth stock, the constant growth model can be used:
= = =
= + 0.05 = 0.088 + 0.05 = 8.8% + 5.0% = 13.8%.
F.What is the bond-yield-plus-risk-premium estimate for Coleman’s cost of common equity? Answer:[Show S10-21 here.] The bond-yield-plus-risk-premium estimate is 14%: rs = Bond yield + Risk premium = 10.0% + 4.0% = 14.0%.
Note that the risk premium required in this method is difficult to estimate, so this approach only provides a ballpark estimate of rs. It is useful, though, as a check on the DCF and CAPM estimates, which can, under certain circumstances, produce unreasonable estimates. G.What is your final estimate for rs?
Answer:[Show S10-22 here.] The following table summarizes the rs estimates: MethodEstimate
rd + rp 14.0
At this point, considerable judgment is required. If a method is deemed to be inferior due to the “quality” of its inputs, then it might be given little weight or even disregarded. In our example, though, the three methods produced relatively close results, so we decided to use the average, 14%, as our estimate for Coleman’s cost of common equity. H.Explain in words why new common stock has a higher cost than retained earnings. Answer:[Show S10-23 here.] The company is raising money in order to make an investment. The money has a cost, and this cost is based primarily on the investors’ required rate of return, considering risk and alternative investment opportunities. So, the new investment must provide a return at least equal to the investors’ opportunity cost. If the company raises capital by selling stock, the company doesn’t receive all of the money that investors contribute. For example, if investors put up $100,000, and if they expect a 15% return on that $100,000, then $15,000 of profits must be generated. But if flotation costs are 20% ($20,000), then the company will receive only $80,000 of the $100,000 investors contribute. That $80,000 must then produce a $15,000 profit, or a $15/$80 = 18.75% rate of return versus a 15% return on equity raised as retained earnings. I.(1)What are two approaches that can be used to adjust for flotation costs? Answer:The first approach is to include the flotation costs as part of the project’s up-front cost. This reduces the project’s estimated return. The second approach is to adjust the cost of capital to include flotation costs. This is most commonly done by incorporating flotation costs in the DCF model. I.(2)Coleman estimates that if it issues new common stock, the flotation cost will be 15%. Coleman incorporates the flotation costs into the DCF approach. What is the estimated cost of newly issued common stock, considering the flotation cost? Answer:[Show S10-24 and S10-25 here.]
re= + g
= + 5.0%
= + 5.0% = 15.35%.
J.What is Coleman’s overall, or weighted average, cost of capital (WACC)? Ignore flotation costs. Answer:[Show S10-26 here.] Coleman’s WACC is 11.1%.
WACC= wdrd(1 – T) + wprp + wcrs
= 0.3(10%)(0.6) + 0.1(9%) + 0.6(14%)
= 1.8% + 0.9% + 8.4% = 11.1%.
K.What factors influence Coleman’s composite WACC?
Answer:[Show S10-27 here.] There are factors that the firm cannot control and those that they can control that influence WACC. Factors the firm cannot control:
Factors the firm can control:
Capital structure policy
L.Should the company use the composite WACC as the hurdle rate for each of its projects? Explain. Answer:[Show S10-28 here.] No. The composite WACC reflects the risk of an average project undertaken by the firm. Therefore, the WACC only represents the “hurdle rate” for a typical project with average risk. Different projects have different risks. The project’s WACC should be adjusted to reflect the project’s risk. | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998882.88/warc/CC-MAIN-20190619023613-20190619045613-00513.warc.gz | CC-MAIN-2019-26 | 23,504 | 166 |
https://www.usingenglish.com/forum/threads/118068-is-this-sentence-correct | math | Student or Learner
when I was a high school student I never asked my teacher about the format of the exams
***** NOT A TEACHER *****
If you are no longer in high school, and you are telling friends about your past experiences, I would prefer:
When I was a high school student, I would never ask my teachers about the format of the examinations.
I cannot explain why. If anyone agrees with me, would you please explain the grammar involved. | s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988719416.57/warc/CC-MAIN-20161020183839-00106-ip-10-171-6-4.ec2.internal.warc.gz | CC-MAIN-2016-44 | 439 | 6 |
https://www.enotes.com/homework-help/y-sqrt-1-x-3-2-3-find-an-equation-tangent-line-497424?en_action=hh-question_click&en_label=hh-sidebar&en_category=internal_campaign | math | `y = sqrt(1 + x^3), (2, 3)` Find an equation of the tangent line to the curve at the given point.
Slope of a tangent line to a function at a point is equal to the derivative of the function at that point.
Slope (m) at (2,3) = (3*2^2)/(2*3) = 2` `
Equation of tangent line can be found by using point slope form of the line.
check Approved by eNotes Editorial | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655898347.42/warc/CC-MAIN-20200709034306-20200709064306-00054.warc.gz | CC-MAIN-2020-29 | 358 | 5 |
https://gkscientist.com/permutation-and-combination/ | math | Permutation and Combination:
Basic Principles of Counting
Combination in Math
There are some cases where after making different types of possible selections, arrangements of the objects in each selection are also to be considered. Problems connected to word-making, boat crew, etc. are of this type. Some of the related problems are discussed below.
|Example 1: In how many ways can the letters of the word PROPORTION be arranged by taking 4 letters at a time?|
Solution- The number of letters in the word PROPORTION is 10 in which there are 3 O’s, 2 R’s, and 2 P’s. Now the selection of four letters from 10 letters can be done in the following ways.
(I) 3 alike letters and 1 distinct letter.
(II) 2 alike letters and 2 different letters.
(III) 2 alike letters of one kind and 2 alike letters of other kinds.
(IV) All four are distinct letters.
(I) 3 alike letters and 1 distinct letter. There is only one set of three alike letters (i.e.) O, O, O so three alike letters can be selected in 1 way. Now out of the remaining five distinct letters i.e. P, R, I, N, T one letter can be selected in 5C1 ways. Thus 3 alike letters and 1 distinct letter can be selected in 1 x 5C1 = 5 ways.
Now in each way, the four letters in which three are alike can be arranged in 4!/3! = 4. Thus the total number of words consisting of 3 alike and 1 distinct letter = 5 x 4 = 20.
(II) Two alike letters and two distinct letters. There are three sets of two alike letters from which one set can be selected in 3C1 ways. Now from the remaining five distinct letters, two letters can be selected in 5C2 ways. Thus the number of ways of selecting 2 alike and 2 distinct letters = 3C1 x 5C2 = 3 x 10 = 30. Now in each way, four letters out of which two are alike can be arranged in 4!/2! = 12. Thus the total number of ways of forming words in which two are alike and two are distinct = 12 x 30 = 360.
(III) 2 alike of one kind and 2 alike of other kinds. There are three sets of two alike letters in which two sets can be selected in 3C2 ways. Thus the number of ways of selecting 2 alike letters of one kind and 2 alike letters of other kind is 3C2 = 3. Now in each way four letters out of which two alike of one kind and two of other kind = (4! / 2! 2!). Thus, the number of words consisting of 2 alike letters of one kind and 2 alike letters of other kind = 3 x 6 = 18.
(IV) All four are distinct. The number of distinct letters = 6, out of which 4 can be selected in 6C4 ways. Thus, the number of ways of selecting all distinct letters = 6C4 = 6C2 = 15. Now in each way, all four distinct letters can be arranged in 4! ways = 24. Thus, the total number of words consisting of four distinct letters = 24 x 15 = 360.
∴ Total number of ways = 20 + 360 + 18 + 360 = 758
|Example 2: A boat’s crew consists of 12 men, 4 of whom can only row on one side and 2 only on the other side. In how many ways can the crew be arranged?|
Solution- 4 of the crew can row on one side and 2 only on the other side. Clearly, the remaining (12 – 4 – 2) i.e. 6 of the crew can row on both sides. Now, in a 12-oared boat, there will be 6 crew on one side. Accordingly, we are to select 2 persons for the side having already 4 and the rest will go to the other side. Now, 2 persons from the remaining 6 can be selected in 6C2 ways. There will now be 6 persons on one side and 6 of the crew on each side can be arranged in 6! ways. Therefore, the required number of arrangements in this case = 6C2 x 6! x 6! = (6 x 5 / 2) x 720 x 720 = 7776000.
|Example 3: How many 4 digit numbers can be formed from the digits 1, 1, 2, 2, 3, 3, 4, and 5?|
Solution: The given digits are (1, 1), (2, 2), (3, 3), 4, and 5. The various choices by taking 4 digits at a time are:
(i) two pairs of alike digits.
(ii) one pair of alike digits and 2 different.
(iii) all four different digits.
The number of selections are:
(i) 3C2 = 3
(ii) 3C1 x 4C2 = 3 x (4 x 3 / 2) = 18
(iii) 5C4 = 5
To get the different numbers, we are to arrange the digits in all the above cases. Obviously, the number of numbers in the above cases are:
(i) 3 x (4! / 2! 2!) = 18
(ii) 18 x (4! / 2!) = 18 x 12 = 216
(iii) 5 x 4! = 5 x 24 = 120
Thus, the total number of numbers in this case = 18 + 216 + 120 = 354
|Example 4: A tea party is arranged for 16 people along two sides of a long table with 8 chairs on each side. 4 men wish to sit on a particular side and two on the other side. In how many ways can they be seated?|
Solution: Having seated 4 men on one side and 2 men on the other, there are 10 persons remaining. Out of those 10 men, 4 are to be chosen for the side containing the 4 persons already seated which can be done in 10C4 ways. For the other side, however, there are no more selections as six persons are then remaining who are to be seated there. Now, 8 persons on each side can be arranged in 8! ways. Hence, the required number of seating arrangements in this case = 10C4 x 8! x 8!. | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506481.17/warc/CC-MAIN-20230923130827-20230923160827-00089.warc.gz | CC-MAIN-2023-40 | 4,930 | 34 |
https://figshare.utas.edu.au/articles/thesis/Symmetric_functions_and_infinite_dimensional_algebras/23208344/1 | math | BakerThesis.pdf (871.4 kB)
Symmetric functions and infinite dimensional algebras
thesisposted on 2023-05-26, 03:37 authored by Baker, TH
Infinite-dimensional algebras and symmetric functions arise in many diverse areas of mathematics and physics. In this thesisseveral problems in these two areas are studied. We investigate the concept of replicated and q-replicated arguments in Schur and Hall-Littlewood symmetric functions. A description of \dual\" compound symmetric functions is obtained with the help of functions of a replicated argument while Schur and Hall-Littlewood functions of a q-replicated argument are both shown to be related to Macdonald's symmetric functions. Various tensor product decompositions and winding subalgebra branching rules for the N = 1 and N = 2 superconformal algebras are examined by using the triple and quintuple product identities and various generalizations thereof concentrating on the particular cases when these decompositions are finite or multiplicity free. The boson-fermion correspondence is utilized to develop an algorithm for the calculation of outer products of Schur and Q-functions with power sum symmetric functions and general (outer) multiplication of S-functions. A procedure is also developed for the evaluation of (outer) plethysms of Schur functions and power sums. A few examples are given which demonstrate the usefulness of this method for calculating plethysms between Schur functions. By examining the vertex operator realization of Hall-Littlewood functions we are also able to generate an algorithm for expressing Hall-Littlewood functions in terms of Schur functions. The operation of outer plethysm is defined for Hall-Littlewood functions and the algorithm developed for S-functions is extended to this case as well."
Rights statementCopyright the Author | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817463.60/warc/CC-MAIN-20240419234422-20240420024422-00553.warc.gz | CC-MAIN-2024-18 | 1,825 | 5 |
http://www.twistypuzzles.com/forum/viewtopic.php?f=8&t=4438 | math | This information is available at speedcubing.com (I love copy paste features)
Here are indications for the number of moves to scramble. 3x3x3 cube: 25 moves, 4x4x4 cube: 40 moves, 5x5x5 cube: 60 moves, MegaMinx: 60 moves, Square-1: 40 moves, 2x2x2 cube: 25 moves, other puzzles: twice the maximum depth of the puzzle.
I usually add a couple more twists on top of that number especially with the 5x5x5 to make sure I didn't do a few defeating moves.
Check out the site, it's a good resource | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1404776429991.81/warc/CC-MAIN-20140707234029-00001-ip-10-180-212-248.ec2.internal.warc.gz | CC-MAIN-2014-23 | 489 | 4 |
http://ligaviewer.com/es/tag/superpower | math | Was digging through my old references to find something and found these gems - Ramon in May compared to just a few weeks ago!
Most artists struggle with self-comparison and stuff like this should always be what encourages us - instead of comparing ourselves to what we should be doing, why not see how far we've come every once in a while!
Ch 3 starts next Monday - I'm excited to show you all the outcome of Artem's first fight! Stay tuned! 💡
What is your superpower???
I always wanted to ask you this question because we all have our superpowers. I bet you have.
What about me... I think that my superpower is the ability to come in time 😂 It sounds funny but it's true. I'm always in time.
!!!!!!!So now attention!!!!!!!!
Comment down here WHAT IS YOUR SUPERPOWER??? write anything you want
P.S. remember, heroes begin from you, exactly you💪 #marvel#superpower#superheroes#mcu#theme#photoshop#work#blog#blogger#l4l#f4f#vsco#comics | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934808972.93/warc/CC-MAIN-20171124214510-20171124234510-00606.warc.gz | CC-MAIN-2017-47 | 942 | 9 |
https://irejournals.com/paper-details/1701710 | math | There are many different rules for mathematics field. Among them,we express the solving problems for practical life with integration methods.There are integrals,double integrals, triple integrals,etc.Among these method,we use the double integrals method to find the volume and area of a region between two curves and between line and curves that design of engineerings. We define and evaluate double integrals over bounded regions in the plane which are more general than rectangles. These double integrals are also evaluated as iterated integrals, with the main practical problem being that of determining the limits of integration. We can find the volume and area of the various shape by using the integration methods. For example, volume of, area of the leaf and area of the cardioid shape, etc. We can compute number of people in the region bounded during the interval with integration method.
volume by double integration, area by double integration and average value of function, double integrate a polar form.
Kay Thi Win , Khin Myo Htun , Ngwe Kyar Su Khaing "Innovation For Solving The Problems In Social Life With Double Integrals" Iconic Research And Engineering Journals Volume 3 Issue 4 2019 Page 150-154
Kay Thi Win , Khin Myo Htun , Ngwe Kyar Su Khaing "Innovation For Solving The Problems In Social Life With Double Integrals" Iconic Research And Engineering Journals, 3(4) | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964362287.26/warc/CC-MAIN-20211202175510-20211202205510-00429.warc.gz | CC-MAIN-2021-49 | 1,389 | 4 |
https://beyond-sunset.com/tag/infinite/ | math | I’ve been thinking about zero, none, nothing and the empty set time to time… And the infinite.
Can the opposite of zero be infinite? No. Why? Zero is a number, infinite is categorically different concept than a number. In the set N (all whole numbers) is infinite amount of numbers, but none of those is infinite.
Therefore, the opposite of zero is not infinite. And as far as I can see at the moment, semantically zero is none, not nothing.
Does zero really in terms of mathematics have an opposite? Is it neutral in a way, that it doesn’t have an opposite?
As to the empty set, it is an empty collection, one could say ”collection of nothing”. Poetically one could ask: Does the empty set exist? The empty set is ”collection of nothing”. If there is a collection of nothing, a collection that consists of nothing, the collection seems non-existent.
Can non-existent exist? Though, to ask, that does some kind of mathematical concept (the empty set) exist, is quite meaningless…
So, perhaps one can say, that the empty set is some kind of nothing… What’s the opposite to nothing, to something completely non-existent? Everything? Everything of what? Everything of everything that exists.
Can one say that there is an opposite to the empty set? If it would be the set of all sets, there is a problem: Also the empty set would be included in the set of all sets — if the empty set exists in same sense than non-empty sets. If the empty set exists, the set of all sets couldn’t be an opposite to the empty set.
The infinite is difficult concept. I’ve read, that Gauss himself objected at first to bring the actual concept of infinite to the mathematics. He would at first wanted to keep it only in philosophy and religion.
As to the infinite, perhaps, to be precise, one really can’t find an opposite to the infinite, not in terms of mathematics nor by the terms of semantics. | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250603761.28/warc/CC-MAIN-20200121103642-20200121132642-00542.warc.gz | CC-MAIN-2020-05 | 1,902 | 10 |
http://www.mynewsdesk.com/se/tillberg-design-of-sweden/pressreleases | math | Press Releases • Nov 21, 2018 12:53 CET
Tillberg Design of Sweden are pleased to announce that the company once again be working on Titanic II.
Press Releases • Oct 17, 2018 11:47 CEST
We’re are now one step closer to exceptional experiences at sea after last week’s Splashdown Ceremony of The Ritz-Carlton Yacht Collection.
Press Releases • Jul 12, 2018 14:33 CEST
Tillberg Design of Sweden is looking for new talent to join the company. As TDoS is growing new talent is required in the office in Poland.
Press Releases • Jun 20, 2018 11:06 CEST
Top-ranking interior design company Tillberg Design of Sweden has grown dramatically over the last few years and is determined to advance its already leading position on the market. In a strategic move, the group has now included a number of its crew as Partners, and also brought on board a strategic business partner.
Press Releases • Jun 30, 2017 12:53 CEST
Tillberg Design of Sweden is thrilled to be given the opportunity to design the new ultra-luxury ships for Ritz-Carlton Yacht Collection, marking the first time a hotel brand goes to sea.
Press Releases • Nov 23, 2016 16:06 CET
P&O Cruises Australia will make history by becoming the first cruise line to build a new ship specifically for the Australian market. Tillberg Design of Sweden have been entrusted with the wonderful task to design the interiors for the entire ship.
Press Releases • Nov 23, 2016 15:17 CET
Tillberg Design of Sweden designs all of Hurtigrutens new Rolls Royce expedition ships. Hurtigruten has named its two new expedition ships after the Norwegian polar pioneers, MS Roald Amundsen and MS Fridtjof Nansen. These will be the first ships in the world that use all-electric hybrid technology.
Press Releases • Jul 20, 2016 17:10 CEST
The most luxurious ship ever built has now set sail, as Seven Seas Explorer of Regent Seven Seas Cruises was christened in Monaco on July 13, 2016.
Press Releases • Jun 30, 2016 15:30 CEST
The complete makeover of four out of five coastal ships for Hurtigruten are soon finished. Ms Kong Harald, MS Polarlys, MS Nordkapp, MS Spitsbergen are now delivered and Nordnorge will come later this year.
Press Releases • Jun 30, 2016 14:00 CEST
Mein Schiff 5 has left the shipyard in Turku. She was delivered on the 20th of June, 10 days ahead of schedule and a Record building time of 18 month! | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583857913.57/warc/CC-MAIN-20190122140606-20190122162606-00498.warc.gz | CC-MAIN-2019-04 | 2,398 | 20 |
https://ashword.com/mental-math-skills-multiplying-big-numbers-quickly/ | math | Mental math skills are extremely important ones to have for use on a regular day to day basis but they require long hours of diligent practice to maintain and improve. Multiplying Big Numbers Quickly. Once basic proficiency in math has been established, it is never enough to just halt your progress wherever you decide to.
Learning skills in math is just like learning skills in any other field. It is a cumulative process that requires lots of time and dedication to be done effectively.
Mental math skills, Big Numbers Quickly
There are many different facets of mathematics that you have to learn in order to gain any proficiency in the subject. Throughout the course of this book, we will go over some of the most important of these facets especially through the optic of developing mental math skills.
We should start with a basic aspect of math, multiplication. It takes a number of different strategies to develop mental calculation abilities in regards to multiplication. Once all of these strategies are learned, they can easily be applied to specific situations that apply to each respective strategy.
When you think of most of the math that the average person finds him or herself doing on a day to day basis, it is usually not done by means of calculators and even more rarely done by means of written computation. It is almost always done instead by mental computations. With this being said, it is no wonder why skills developed in mental math computations are always incredibly useful ones to have.
Sadly though, many neglect to develop their mental math everyday skills beyond a certain age and are put at a disadvantage for doing so. As far as students are concerned, developing mental skills can also help them to get a better understanding of both number sense and number properties.
Multiplication by single digit numbers
The first type of mental multiplication that we should now go over is multiplication by single digit numbers. At first, students can use this strategy to multiply smaller numbers. Once they have developed skills with these they can then move on to bigger numbers. For example, a student can multiply 3 four times to get 12. If he or she then multiply 3 by 12 then the student gets 36.
Multiplication by powers of ten
The next step in multiplication is multiplying by powers of ten. This is much easier to do as it only results in another decimal point being included in the final answer. To multiply by powers of ten, all you need to do is multiply the other number by the first number in the power of ten. For example, four times ten would come out to 40, while four times one would come out to four. As you can see, the decimal points, or zeros, in these cases just carry over with the rest of what is being multiplied.
If, however, the numbers do not end in zero, then the first decimal point listed should have a zero put behind it when multiplying. For example, 15 times 6 would translate to 5 times 6 (30) and 10 times 6 (60). 30 plus 60 would then equal 90, so 15 times 6 would be 90.
One strategy that students often use is the visualization of written algorithms. This is not an advisable strategy to use because it makes making computations much less efficient and much more difficult. Algorithms only work well when written down on paper. There are other much more useful methods for multiplying mentally.
Mental estimation is another very important skill for a student to learn. This is especially useful when answers are specific to an extent at which it would require a calculator to find them. For example, estimation would have to be used when finding out the area of a yard on the fly. If the fencing was 20ft. by 10ft., the area would be 200ft.
A student could not, however, know definitively the length of the fence, so he or she would have to estimate in this case. To better estimate mentally you must know how to do mental calculations, round to convenient numbers, and be able to determine whether or not an answer is too big or too small.
Again, it requires frequently repeated practices to develop skills in making math calculations. There are some very helpful activities for developing these skills which should now be mentioned. | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473871.23/warc/CC-MAIN-20240222225655-20240223015655-00738.warc.gz | CC-MAIN-2024-10 | 4,198 | 16 |
https://www.photrio.com/forum/threads/a-faster-leaf-shutter.90980/ | math | I have several "lo-fi" cameras that employ a simple, single blade leaf shutter, the likes of which can be seen here. Wikipedia link What I'd like is to modify some of these to have a really fast shutter. I realize I'm not going to get 1/1000 or even 1/500 out of it, but something in the neighborhood of 1/125 to 1/250 would be wonderful. (My Vivitar Ultra Wide & Slim, for instance, clocks at a blurry 1/80 and usually overexposes). Given the limitations of its simple design, how fast can these shutters get (in theory or in practice)? And, in general, what are some strategies for speeding up such a shutter? The most obvious approach seems to be to add tension to the springs (the one that cocks the shutter and the one returns the blade to its closed position) so that the blade pops out of and back into position more quickly. I've done this with mixed results. Is there a better or more novel way? Thanks. | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187826210.56/warc/CC-MAIN-20171023164236-20171023184236-00341.warc.gz | CC-MAIN-2017-43 | 912 | 1 |
https://amigaworld.net/modules/newbb/viewtopic.php?topic_id=44018&forum=25&0 | math | After sucessfully kickstarted and produced DB23F connector for Amiga computers, we launch a new pre-order for DB23 hoods that matches these connectors.
As they are rare and pricey on different selling platforms, we found that it would be better to start from scratch and have some new ones produced again.
See our pre-order page:
Pre-Order price break is as follow:
Quantity Price (Hood only) Combo Price (Hood+DB23F)
1 2,60$ USD 7,40$ USD (Value price!)
2 – 9 2,47$ USD 6,88$ USD (Value price!)
10 – 49 2,34$ USD 6,36$ USD (Value price!)
50+ 2,21$ USD 5,84$ USD (Value price!)
- Prices does not include shipping
- Includes hadware (screws, nuts, clamps and square washer)
- Black color
Cheers and Happy Holidays!!!! 🎄🍻 | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178358033.38/warc/CC-MAIN-20210226234926-20210227024926-00467.warc.gz | CC-MAIN-2021-10 | 729 | 13 |
https://www.aqua-calc.com/calculate/food-volume-to-weight/substance/weis-coma-and-blank-energy-blank-trail-blank-mix-coma-and-blank-upc-column--blank-041497520725 | math | Foods, Nutrients and Calories
Gravels, Substances and Oils
CaribSea, Freshwater, African Cichlid Mix, White weighs 1 169.35 kg/m³ (73.00014 lb/ft³) with specific gravity of 1.16935 relative to pure water. Calculate how much of this gravel is required to attain a specific depth in a cylindrical, quarter cylindrical or in a rectangular shaped aquarium or pond [ weight to volume | volume to weight | price ]
Tellurium dioxide, tetragonal form [TeO2 or O2Te] weighs 5 750 kg/m³ (358.96077 lb/ft³) [ weight to volume | volume to weight | price | mole to volume and weight | mass and molar concentration | density ]
Weights and Measurements
minute per meter (min/m) is a metric (SI) measurement unit of speed (or pace) used to measure time in minutes necessary to cross a distance of one meter (1m)
An angle, in geometry, is defined by two rays a and b sharing a common starting point S, called the vertex. These rays can be transformed into each other by a revolution or rotation. | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141177566.10/warc/CC-MAIN-20201124195123-20201124225123-00610.warc.gz | CC-MAIN-2020-50 | 982 | 7 |
https://www.aiu.edu.sy/es/1-13531/book/15674/978-0-387-76277-7/A-Course-on-Mathematical-Logic | math | Publication year: 2008
Internet Resource: Please Login to download book
This is a short, distinctive, modern, and motivated introduction to mathematical logic for senior undergraduate and beginning graduate students in mathematics and computer science. Any mathematician who is interested in knowing what logic is concerned with and who would like to learn Gödel’s incompleteness theorems should find this book particularly convenient. The treatment is thoroughly mathematical, and the entire subject has been approached like a branch of mathematics. Serious efforts have been made to make the book suitable for the classroom as well as for self-reading. The book does not strive to be a comprehensive encyclopedia of logic. Still, it gives essentially all the basic concepts and results in mathematical logic. The book prepares students to branch out in several areas of mathematics related to foundations and computability such as logic, axiomatic set theory, model theory, recursion theory, and computability. | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100484.76/warc/CC-MAIN-20231203030948-20231203060948-00454.warc.gz | CC-MAIN-2023-50 | 1,015 | 3 |
https://sacj.cs.uct.ac.za/index.php/sacj/article/view/456 | math | An Assessment of Algorithms for Deriving Failure Deterministic Finite Automata
Keywords:Failure deterministic finite automata, random automata
AbstractFailure deterministic finite automata (FDFAs) represent regular languages more compactly than deterministic finite automata (DFAs). Four algorithms that convert arbitrary DFAs to language-equivalent FDFAs are empirically investigated. Three are concrete variants of a previously published abstract algorithm, the DFA-Homomorphic Algorithm (DHA). The fourth builds a maximal spanning tree from the DFA to derive what it calls a delayed input DFA. A first suite of test data consists of DFAs that recognise randomised sets of finite length keywords. Since the classical Aho-Corasick algorithm builds an optimal FDFA from such a set (and only from such a set), it provides benchmark FDFAs against which the performance of the general algorithms can be compared. A second suite of test data consists of random DFAs generated by a specially designed algorithm that also builds language-equivalent FDFAs, some of which may have non-divergent cycles. These random FDFAs provide (not necessarily tight) lower bounds for assessing the effectiveness of the four general FDFA generating algorithms.
Research Papers (general)
LicenseCopyright of all work published here subsists in the authors. While SACJ retains right of first publication, subsequent re-publication is expressly permitted provided the original SACJ publication is acknowledged and cited, according to the terms detailed below. If plagiarism is detected during review, a paper may be summarily rejected and will not be accepted unless even minor infringements are corrected. Should plagiarism be detected after a paper is published, the Editor reserves the right to withdraw a paper from publication. We expect authors to be honest in representing work as their own, and to respect the time and effort our reviewers put in without an undue burden of policing plagiarism, and hence take violations seriously. SACJ applies the Creative Commons Attribution NonCommercial 4.0 License (CC BY-NC 4.0) to all papers published in this journal. Authors who publish with SACJ agree to the following:
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- Authors are required to refrain from posting their work online prior to completion of reviews so as not to compromise double-blind reviewing or confuse plagiarism checks. | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304959.80/warc/CC-MAIN-20220126162115-20220126192115-00322.warc.gz | CC-MAIN-2022-05 | 3,052 | 8 |
https://howtodiscuss.com/t/what-is-an-equation/101179 | math | What is an equation
What is the difference between an expression and an equation? Difference Between Expression and Equation Equations and expressions are common in understanding mathematical concepts. Compared to language, expressions are like sentences and similes like complete sentences. The expressions are not related and the equations show relationships. You must solve equations when expressions cannot be calculated.
What is the difference between formula and equation?
As the name suggests, the difference between a formula and an equation. is that the formula (mathematics) is a mathematical rule expressed symbolically while the equation (senseid) (mathematics) is a statement that two expressions are equal, expressed by writing two expressions separated by an equal sign, from which you get a certain Measure.
What is an example of a math equation?
Equations in Mathematics. Definition. An equation is a statement that expresses the equality of two mathematical expressions. An equation has an equal sign, an expression on the right, and an expression on the left. Examples of equations. 3x + 3 = 2x + 4: The left side of the equation is 3x + 3 and the right side is 2x + 4.
What is equation in simple terms?
A math equation is an expression that contains at least one variable (= unknown value) and an equal sign (=) with a math expression on each side. An equal sign indicates that both sides have the same meaning. The equation can be as simple as x = 0 or as complex as 4 (3y^99) + 76 = 42 ÷ 3x or more.
How does an equation differ from an expression?
Answer: An expression is a mathematical statement that combines numbers, variables and operators, and an equation is a mathematical statement in which two expressions are equal.
What is an expression vs an equation?
The following points summarize important differences between an expression and an equation: A mathematical expression that groups numbers, variables, and operators to indicate the value of something is called an expression. An expression is part of a sentence that represents a single numerical value. The expression is simplified by a calculation in which the values are replaced by variables.
What is different about equation and expression?
The main difference between an expression and an equation is that the expression does not contain the equals sign and the equation does not contain the equals sign.
What are variables, expression and equation?
An equation defines two equal expressions. A variable is a character that represents a number. In the expression, 8x + 17x is a variable. In the equation = 25 and is a variable. For example, variables do not have to be letters, the expression 6 + 2 contains a variable. An expression or equation can contain more than one variable.
What is the difference between an expression and an equation third grade math
An equation is described as a mathematical operator with two identical expressions. An expression is part of a sentence that represents a single numerical value. A comparison, on the other hand, is a sentence that shows similarity between two expressions.
What do you learn in expression vs equation?
In the Expression vs. Equation section, students explore the keywords used to describe expressions and equations, such as coefficient, coefficient, term, variable, and constant. Then they will practice defining and naming parts of the expression with their new terms! Sign up to start collecting!
When is the equality of two expressions True?
If the equation is conditional, the equality of the two expressions applies to the specific value of the variables involved. However, if the equation is identical, then equality holds for all values of the variable. There are four types of equations, which are described below:.
Which is an example of an equation in math?
Examples: 9x + 2, x - 9, 3p + 5, 4m + 10 In mathematics, the term equation means the statement of equality. This is a sentence where two expressions match. To satisfy the equation, it is important to determine the value of the variable in question, this is called the solution or square root of the equation.
When is an equation called a quadratic equation?
Quadratic Equation: When the highest power in an equation is 2, it is called a quadratic equation. For example: The following points summarize important differences between an expression and an equation: A mathematical set that combines numbers, variables, and operators to indicate the value of something is called an expression.
What is an expression in math
Microsoft Word makes it easy to enter math expressions. Click in the text to place the cursor where you want to write the algebraic expression. On the ribbon, click the Insert tab. On the ribbon, click the Equation button, represented by the pi symbol.
How do you solve math expression?
A linear algebraic equation is nice and simple, it contains only first degree constants and variables (no exponentials or oddities). To solve this problem, simply use multiplication, division, addition, and subtraction to isolate the variable and solve for x.
What does 'evaluating expressions' mean in math?
Evaluating any expression is a very simple mathematical concept. When you substitute a specific value for each variable, you perform an operation called evaluating an expression. A mathematical expression is algebraic, it contains a finite set of variables and numbers, and then algebraic operations. Evaluation makes printing easy.
What does express mean in a math problem?
In mathematics, if you express a quantity or a mathematical problem in a certain way, write it down with certain symbols, numbers or equations. This equation can be expressed as follows. It is indicated as a percentage. An order or an urgent order is an order that is clearly and deliberately expressed.
Is an inequality an expression or an equation?
Equations and inequalities are mathematical statements formed by relating two expressions to each other. In an equation, two expressions are considered equal, which is denoted by =. Although, as with inequality, the two terms do not necessarily coincide, as indicated by the symbols: >, a greater sign that is a symbol indicating a serious inequality between two particular values, than a value greater than the one on the left .
What are the steps to solving inequalities?
Steps to solve inequalities: • Select the variable to the LEFT side of the inequality. • Addition or subtraction to isolate the variable term. • Multiply or divide to isolate the variable. • Remember to flip the symbol when multiplying or dividing by a negative number!
How do I write a mathematical equation?
To write a mathematical equation, you must first press the \ key. A menu opens where you can choose what to write, draw, or paste.
What does solving equation Mean in math?
In mathematics, solving an equation means finding its solutions, which are values (numbers, functions, quantities, etc.) that satisfy the condition given by the equation, which generally consists of two expressions that are connected by an equal sign.
What does X mean in a math equation?
The letter x is often used in algebra to denote an unknown value. This is called a variable or sometimes unknown. At x + 2 = 7, x is a variable, but you can determine its value if you try! The variable does not have to be x, it can be y, w or any letter, name or symbol. | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363226.68/warc/CC-MAIN-20211205221915-20211206011915-00240.warc.gz | CC-MAIN-2021-49 | 7,382 | 44 |
https://www.lse.ac.uk/Mathematics/people/Teachers/Sally-Barton | math | Browser does not support script.
Sally studied mathematics at University of Nottingham where she completed a PhD in Mathematical Logic. She was a tutor for the Open University and worked for London Transport (attending LSE transport seminars) before a move to Africa for 10 years. Since her return she has worked for a variety of HE and FE institutions supporting mathematics, engineering and foundation students with mathematics and study skills. She speaks conversational French and Swahili. She is very interested in transition issues and e-assessment.
Print or share | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057225.57/warc/CC-MAIN-20210921161350-20210921191350-00605.warc.gz | CC-MAIN-2021-39 | 570 | 3 |
https://sce.cornell.edu/courses/roster/math-2930 | math | MATH 2930 Differential Equations for Engineers
Introduction to ordinary and partial differential equations. Topics include first order equations (separable, linear, homogeneous, exact); mathematical modeling (e.g., population growth, terminal velocity); qualitative methods (slope fields, phase plots, equilibria, and stability); numerical methods; second order equations (method of undetermined coefficients, application to oscillations and resonance, boundary-value problems and eigenvalues); and Fourier series. A substantial part of this course involves partial differential equations, such as the heat equation, the wave equation, and Laplace's equation.
Taking MATH 2930 and MATH 2940 simultaneously is not recommended.
No upcoming classes were found.
Previously offered classes
The next offering of this course is undetermined at this time. | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710968.29/warc/CC-MAIN-20221204072040-20221204102040-00335.warc.gz | CC-MAIN-2022-49 | 847 | 6 |
https://grahamhancock.com/phorum/read.php?8,994101,994388 | math | Here is what Scott's diagram really looks like when drawn to scale ACCURATELY !.
Angle appears to be 5.3 so that would make the angle 95.3 degrees
Turning the angle to make the first soon to be diagonal vertical
As you can all see Scott has almost been dishonest with his diagram The fact that he is incapable of showing, like I have here, how his line was established shows once again that it can not be justified. The whole theory collapses. | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989526.42/warc/CC-MAIN-20210514121902-20210514151902-00181.warc.gz | CC-MAIN-2021-21 | 443 | 4 |
http://huessaypsui.supervillaino.us/sample-size-and-sampling-mechanics-sampling.html | math | The sample size in this sampling method should ideally be more than a few hundred so that simple random sampling can be applied in an appropriate manner. The subjects in purposive sampling are selected by the investigator, using some standard of personal judgment this can certainly lead to biases, and the extrapolation of the results to other subjects will be met with skepticism. Descriptions of sampling practices within five approaches the purpose of this article is to describe qualitative sample size and sampling practices within.
9 8 5 2 6 3 0 1 7 4 2 4 5 0 3 6 8 6 sampling fraction ratio between sample size and population size sample size required at a confidence limit. Medicaid audit overpayments: challenging statistical sampling and extrapolation how was the sample size the mechanics of calculation of a probability. Sample size and standard deviation of why does the standard deviation of the sampling the fundamental difference in interpretations of quantum mechanics. If the budget is fixed at $3000 and we know the cost per observation is $6 in each stratum, so the available total sample size is 500 the most common approach would be to sample the same proportion of items in each stratum.
Learn more about our sample size calculator non-random samples usually result from some flaw or limitation in the sampling sample size calculator sample. Chapter 5 engineering geology logging, sampling, and testing • geology note 5, soil sample size requirements for soil mechanics laboratory testing, 1991.
Chapter 8: quantitative sampling or convenience sample i a sampling procedure in which a the sampling ratio is determined by dividing the sample size by. Sampling theory in research methodology- free online tutorials for sampling the theory of sampling can be studied the sample size is 30 or less and the. Sampling mechanics sampling is an activity that involves the selection of individual people sample size is important in avoiding type i or type ii errors.
Inspection & sampling procedures for fine & coarse laboratory general sampling sample reduction that meets the minimum sample size stockpile sampling. Chapter 7 sampling and sampling distributions slide 2 learning objectives 3understand sampling distribution of x population parameter as the sample size becomes. Mechanic and repair technologies sampling method, and sample size what is sampling in research - definition, methods & importance related study materials.
Sampling ratio is size of sample divided by size of population contrary to popular belief, a eg, there is no list of automobile mechanics in the us. Get expert answers to your questions in random sampling and sample size and more on researchgate, the professional network for scientists. More than 27 million people use github to sample size and the sampling distribution mechanics and compare it to the sampling distribution for a sample size.
Start studying audit ch 15 audit sampling for tests of controls and substantive tests of transactions learn the initial sample size in attributes sampling. Quality sample size - download as comes to qualitative research in general and that choosing a sampling strategy and sample size advanced mechanics of. The intersection of the column and row is the minimum sample size required sampling and data collection good data collection involves:.Download | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221214713.45/warc/CC-MAIN-20180819070943-20180819090943-00703.warc.gz | CC-MAIN-2018-34 | 3,348 | 7 |
https://xynofozynydu.magny-notaires.com/applied-mathematics-for-technical-programs-book-24479gw.php | math | 3 edition of Applied Mathematics for Technical Programs found in the catalog.
Applied Mathematics for Technical Programs
Robert G. Moon
by Prentice Hall
Written in English
|The Physical Object|
The source of all great mathematics is the special case, the con-crete example. It is frequent in mathematics that every instance of a concept of seemingly great generality is in essence the same as a small and concrete special case.1 We begin by describing a rather general framework for the derivation of PDEs. An introductory course in applied mathematics for Industrial and Technical Programs that covers arithmetic operations with signed numbers, fractions and decimals; measuring methodology and unit conversion; and basic algebraic concepts including solving linear equations and systems of equations.
Engineering Mathematics – I Dr. V. Lokesha 10 MAT11 8 Leibnitz’s Theorem: It provides a useful formula for computing the nth derivative of a product of two functions. Statement: If u and v are any two functions of x with u n and v n as their nth derivative. Then the nth derivative of uv is. For courses in technical and pre-engineering technical programs or other programs for which coverage of basic mathematics is required. recognizing the importance of these topics for success in solving applied problems. Also available with MyLab Math MyLab(TM) Math is an online homework, tutorial, and assessment program designed to work with.
Applied mathematics and statistics is an integral part of emerging fields such as computational medicine/biology, language processing, information security, and computer science. In today’s data-intensive world, it is used to answer questions and solve problems in areas as diverse as finance, government and law, medicine, and national defense. The undergraduate curriculum in Applied Mathematics is designed to give training in the applications of mathematics in engineering and science. The use of computational methods and implementation of algorithms on computers is central. Required technical electives should be selected after consultation with an Applied Mathematics advisor. They.
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In addition to MATHEMATICS FOR MACHINE TECHNOLOGY, 8E, Dr. Peterson has authored or co-authored four other Cengage books: INTRODUCTORY TECHNICAL MATHEMATICS, TECHNICAL MATHEMATICS, TECHNICAL MATHEMATICS WITH CALCULUS, and MATH FOR THE AUTOMOTIVE TRADE/5(9).
Get this from a library. Applied mathematics for technical programs: algebra. [Robert G Moon]. This book stands out among applied mathematics books. I like it very much, although it is certainly not easy to read.
The equations and mathematics in the book are not particularly intimidating; the book is challenging because it gets you to think about difficult concepts at a sort of "meta" level.
Book Description: The Mathematics of Technical Analysis by Clifford J. Sherry and Jason W. Sherry promises to revolutionize how we think about the markets. In this ground-breaking work, the authors challenge the random walk hypothesisthe idea that there is /5(4).
The idea was to produce a book that gives a flavour of what applied mathematics is about, what it’s used for, and what the future might be. In no sense can it be comprehensive, even in about pages, but we tried to have a selection of topics that we thought were the most interesting and to get the very best authors we could from around.
Download Applied Mathematics - III By G.V. Kumbhojkar - The book has been rebinded and is useful for mechanical, automobile, production and civil engineering. "Applied Mathematics - III By G.V.
Kumbhojkar PDF File" "Free Download Applied Mathematics. Best Colleges for Applied Mathematics. Approximately 8, applied mathematics degrees were awarded to students last year in the United States. With so many choices it can be a daunting task finding the right fit.
This year's Best Colleges for Applied Mathematics ranking analyzed 55 colleges and universities that offer a bachelor's degree in applied mathematics. Developmental Math; Finite Math & Applied Calculus; Liberal Arts Math / Teacher's Math; Math for Careers; Mathematics; Dual Enrollment Programs.
Preview; Purchase; Get Started; Training and Support; Technical Mathematics. Find resources for working and learning online during COVID PreK–12 Education. The best-seller in technical mathematics gets an “Oh, wow!” update.
The 11th Edition of Basic Technical Mathematics with Calculus is a bold revision of this classic bestseller. The text now sports an engaging full-color design, and new co-author Rich Evans has introduced a wealth of relevant applications and improvements, many based on user s: 6.
Applied Technical Mathematics Doug Gardner Rogue Community College Rogue Community College Redwood Highway Grants Pass, OR () An Innovative Math in CTE Curriculum: Funded by an ATE grant from the National Science Foundation: About this Book: This book is designed to be read.
Harvard University offers 3 Applied Mathematics Degree programs. It's a large private university in a mid sized city. Instudents graduated in the study area of Applied Mathematics with students earning 91 Bachelor's degrees, 12 Master's degrees, and 4 Doctoral degrees. Find Technical Mathematics Textbooks at up to 90% off.
Plus get free shipping on qualifying orders $25+. Choose from used and new textbooks or get instant access with eTextbooks and digital materials. Advising Note: This suggested schedule represents one possible scenario for taking the minimum number of Applied Math courses required for the the 24 credit option requirement is satisfied, further technical electives can be selected from additional APPM.
Media related to Applied mathematics at Wikimedia Commons; The Society for Industrial and Applied Mathematics (SIAM) is a professional society dedicated to promoting the interaction between mathematics and other scientific and technical communities.
Aside from organizing and sponsoring numerous conferences, SIAM is a major publisher of research journals and books in applied mathematics. Modeling and Approved Electives: Applied Mathemat 91r, ; Economics ; or an approved advanced technical elective from outside of the student’s application area Application: Five courses from an area of application in which mathematics has been substantively applied, selected to provide a coherent and cumulative introduction to.
SIAM publishes high-quality textbooks and monographs for applied mathematicians, computational scientists, and engineers working in academia, government labs, and industry. Check out our books, which highlight the many different aspects of applied mathematics.
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Ordinary and partial differential equations are critical knowledge for engineers and physicists, and information and coding theory form the backbone of most computer scientists’ expertise. The language of mathematics consists of many dialects, or subdisciplines.
These include arithmetic, algebra, geometry, trigonometry, and statistics, to name a few. This book concentrates on the rudimentary skills needed to study mathematics and solve practical problems encountered in technical.
Lecturer / Mathematics Rajagopal Polytechnic College Gudiyatham This book has been prepared by the Directorate of Technical Education This book has been printed on 60 G.S.M Paper Through the Tamil Nadu Text book and Educational Services Corporation Convener Thiru Lecturer (S.G) / Mathematics Rajagopal Polytechnic College Gudiyatham.
Mathematics plays a major role in the bottom line of industrial organizations, and helps companies perform better in today’s data-driven marketplace. A career in applied mathematics is more than just crunching numbers.
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Peterson has authored or co-authored four other Cengage books: INTRODUCTORY TECHNICAL MATHEMATICS, TECHNICAL MATHEMATICS, TECHNICAL MATHEMATICS WITH CALCULUS, and MATH FOR THE AUTOMOTIVE s: | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488534413.81/warc/CC-MAIN-20210623042426-20210623072426-00349.warc.gz | CC-MAIN-2021-25 | 9,072 | 44 |
https://study.com/academy/topic/quadratic-polynomial-equations.html | math | About This Chapter
Quadratic & Polynomial Equations - Chapter Summary
If you're seeking to learn or gain additional information about quadratic and polynomial equations, this chapter can help! Top instructors have developed entertaining lessons you can use to discover or refresh your knowledge of the mathematical operations associated with quadratic equations, polynomial expressions and much more. By taking time to review this chapter, you will have the ability to:
- Understand the meaning of polynomials, binomials, quadratics and basic polynomial graphs
- Factor polynomial expressions
- Write polynomial equations by using rational and complex zeros
- Solve a quadratic equation by factoring
- Define and understand the equation for the quadratic formula
- Complete the square, then write the standard form of an equation
- Choose the correct method for solving quadratic equations
- Solve quadratic equations in a real-world context
Feel confident that you have a good grasp of quadratic and polynomial equations by tailoring this chapter's lessons to your schedule and study habits. Access the lessons anytime from any computer, smartphone or tablet. Review them in any sequence and revisit them as often as needed. When ready, assess your knowledge by taking short lesson quizzes and a chapter exam. If you need additional details about lesson topics, be sure to submit your questions to our experts.
1. What are Polynomials, Binomials, and Quadratics?
What do polynomials, binomials, and quadratics have in common? What are their differences? How can you identify each of them? Watch this video lesson to find the answers.
2. Factoring Polynomial Expressions
When it comes to factoring polynomials, there are several methods to choose from depending on what kind of polynomial you are looking at. Watch this video lesson to learn how to identify and use the appropriate method.
3. Using Rational & Complex Zeros to Write Polynomial Equations
In this lesson, you will learn how to write a polynomial function from its given zeros. You will learn how to follow a process that converts zeros into factors and then factors into polynomial functions.
4. Understanding Basic Polynomial Graphs
This lesson will cover understanding basic polynomial graphs. The lesson focuses on how exponents and leading coefficients alter the behavior of the graphs.
5. How to Solve a Quadratic Equation by Factoring
If your favorite video game, 'Furious Fowls,' gave you the quadratic equation for each shot you made, would you be able to solve the equation to make sure every one hit its target? If not, you will after watching this video!
6. What is the Quadratic Formula? - Definition, Equation & Proof
The quadratic formula is a method that is used to find the roots of a quadratic equation. In this lesson, you will learn about the history of the quadratic formula, how to use it, and prove it. A quiz at the end will solidify what you've learned.
7. How to Complete the Square
Completing the square can help you learn where the maximum or minimum of a parabola is. If you're running a business and trying to make some money, it might be a good idea to know how to do this! Find out what I'm talking about here.
8. Write the Standard Form of an Equation by Completing the Square
In math, we have a process called completing the square where you take your quadratic equation and rewrite it to make it easier to solve. Watch this video lesson to learn how you can do this process easily yourself.
9. Deciding on a Method to Solve Quadratic Equations
There are several ways to solve quadratic equations, so how do you pick a good approach? In this lesson, we'll discuss a systematic method that helps you pick the best way to solve any quadratic equation that might cross your path.
10. Real World Interpretations of Quadratic Equations
You have probably heard the saying, 'What goes up must come down?' But did you ever wonder why? The physical force that causes this behavior is gravity. And the mathematical relationship that describes it is a quadratic equation.
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Other chapters within the NY Regents Exam - Algebra I: Test Prep & Practice course
- Algebraic Units & Modeling
- Structure of Mathematical Expressions
- Polynomial Operations Basics
- Creating Equations, Inequalities & Expressions
- Solving & Graphing Equations & Inequalities
- Understanding Data Using Statistics
- Interpreting Linear Models
- Understanding Functions
- Interpreting, Analyzing & Graphing Functions
- Building Linear & Exponential Functions
- Basics of Rational & Irrational Numbers
- About the NY Regents Examinations
- NY Regents Exam - Algebra I Flashcards | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540528457.66/warc/CC-MAIN-20191210152154-20191210180154-00000.warc.gz | CC-MAIN-2019-51 | 5,256 | 51 |
https://forums.nrel.gov/t/yaw-stiffness-for-spar/1183 | math | Dear Prof. Jonkman,
Could you please explain me how did you get the yaw stiffness value in the additional linear stiffness matrix in HydroDyn file of the OC3Hywind model. (I understand this term was added to take into account the mooring delta connection.) I try to build my own spar but I also get important yaw amplitude that makes the simulation crash. I tried many possibilities such as adding more mooring lines or adding additional damping in yaw, without much success.
But it turns out that when I put an additional stiffness in yaw it works, but I don’t know how to calculate this term or which coherent value to put considering my spar and mooring lines caracteristics.
Thank you and best regards,
The OC3-Hywind model in the FAST CertTest matches the OC3-Hywind specifications document identically: nrel.gov/docs/fy10osti/47535.pdf. We originally derived the additional yaw spring stiffness by the following steps:
(1) Approximating the location of the apex of the delta
(2) Building two mooring models: (a) with mooring lines extending from the anchor only to the apex of the delta (assuming the delta is rigid) and (b) with mooring lines extending from the anchor to the spar (bisecting the delta)
(3) Taking the difference in the resulting yaw stiffness between the two mooring models (a) and (b)
(4) We then confirmed that the yaw natural frequency in yaw free decay was correct.
You could probably skip steps (1)-(3) and simply tune the yaw spring stiffness to match a desired yaw natural frequency.
Dear Dr. Jonkman,
Thank you for your answer.
Just to confirm, Is it because of this additional yaw stiffness, the OC3 Spar has lesser yaw natural period compared to that of the OC4 semisubmersible platform?
Yes, although the yaw natural frequency is dictated both by this yaw stiffness of the mooring system and the full-system yaw inertia.
Thank you for clarifying it Dr.Jonkman. I was wondering how the semisubmersible with a larger lever arm compared to the OC3 spar could have a lesser natural frequency than spar. Now it makes sense when understanding the additional yaw stiffness provided by the delta connection/additional damping(In FAST) and also the roles played by the yaw moment of inertias of the respective systems.
Thank you for your insight. I appreciate it. | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662560022.71/warc/CC-MAIN-20220523163515-20220523193515-00505.warc.gz | CC-MAIN-2022-21 | 2,291 | 16 |
https://bmcmedresmethodol.biomedcentral.com/articles/10.1186/1471-2288-10-1/tables/2 | math | Process: This assesses the feasibility of the processes that are key to the success of the main study
• Recruitment rates
• Retention rates
• Refusal rates
• Failure/success rates
• (Non)compliance or adherence rates
• eligibility criteria
- Is it obvious who meets and who does not meet the eligibility requirements?
- Are the eligibility criteria sufficient or too restrictive?
• Understanding of study questionnaires or data collection tools:
- Do subjects provide no answer, multiple answers, qualified answers, or unanticipated answers to study questions?
Resources: This deals with assessing time and resource problems that can occur during the main study
• Length of time to fill out all the study forms
• Determining capacity:
- Will the study participants overload your phone lines or overflow your waiting room?
• Determining process time
- How much time does it take to mail out a thousand surveys?
• Is the equipment readily available when and where it is needed?
• What happens when it breaks down or gets stolen?
• Can the software used for capturing data read and understand the data?
• Determining centre willingness and capacity
- Do the centres do what they committed to doing?
- Do investigators have the time to Perform the tasks they committed to doing?
- Are there any capacity issues at each participating centre?
Management: This covers potential human and data management problems
• What are the challenges that participating centres have with managing the study?
• What challenges do study personnel have?
• Is there enough room on the data collection form for all of the data you receive?
• Are there any problems entering data into the computer?
• Can data coming from different sources be matched?
• Were any important data values forgotten about?
• Do data show too much or too little variability?
Scientific: This deals with the assessment of treatment safety, dose, response, effect and variance of the effect
• Is it safe to use the study drug/intervention?
• What is the safe dose level?
• Do patients respond to the drug?
• What is the estimate of the treatment effect?
• What is the estimate of the variance of the treatment effect? | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506329.15/warc/CC-MAIN-20230922034112-20230922064112-00814.warc.gz | CC-MAIN-2023-40 | 2,220 | 38 |
https://www.computer.org/csdl/trans/tc/1987/07/01676981-abs.html | math | Issue No. 07 - July (1987 vol. 36)
P.G. Emma , IBM Thomas J. Watson Research Center
The nature by which branches and data dependencies generate delays that degrade pipeline performance is investigated in this paper. We show that for the general execution trace, few specific delays can be considered in isolation; rather, the magnitude of any specific delay may depend on the relative proximity of other delays. This phenomenon can make the task of accurately characterizing a trace tape with simple statistics intractable. We present a set of trace reductions that facilitates this task by simplifying the corresponding data-dependency graph. The reductions operate on multiple data-dependency arcs and branches in conjunction; those arcs whose performance implications are redundant with respect to the dependency graph are identified, and eliminated from the graph. We show that the reduced graph can be accurately characterized by simple statistics. We use these statistics to show that as the length of a pipeline increases, the performance degradation due to data dependencies and branches increases monotonically. However, lengthening the pipeline may correspond to decreasing the cycle time of the pipeline. These two opposing effects are used in conjunction to derive an equation for optimal pipeline length for a given trace tape. The optimal pipeline length is shown to be characterized by n = v?a where ? is the ratio of overall circuit delay to latching overhead, and a is a function of the trace statistics that accounts for the delays induced by data dependencies and branches.
trace reduction, Branch delay, data dependency, performance analysis, pipeline, program trace
E. Davidson and P. Emma, "Characterization of Branch and Data Dependencies in Programs for Evaluating Pipeline Performance," in IEEE Transactions on Computers, vol. 36, no. , pp. 859-875, 1987. | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267861899.65/warc/CC-MAIN-20180619041206-20180619061206-00541.warc.gz | CC-MAIN-2018-26 | 1,880 | 5 |
https://www.raywriters.com/2021/09/16/expert-answermath133a-california-irvine-derivative-market-probl/ | math | Solved by verified expert:Upon graduating from UCI, you start a job in finance earning $72,000 per year and decides to buy a home. You can afford to pay no more than $3,000 per month for the monthly payment on 30-year fixed rate home loan(mortgage) and the current conventional 30-year fixed mortgage interest rate you qualify to borrow at is 5%What is the maximum size home loan you can afford?Suppose you borrow the maximum loan amount found in part(a). How much total interest do you pay in the first 2 month?Suppose black rock stock is trading at $400 and pays a discrete dividend of $3.00 to its sharebolders once per quarter, the first dividend of $3 to be paid in 0.25 years from today, the second dividend of $3 to be paid in 0.5 years from today, the third dividend of $3 to be paid in 0.75 years from today, and the fourth dividend of $3 to be paid in 1 year from today. The continuously compound risk-free interest rate that you can lend or borrow at is 8%. In this problem, you are to use continuous compounding of interest in all computations.A)What is the fair value price for a one-year prepaid forward contract on BLK?B)Suppose the market prices for a normal(not prepaid) 1-year forward contract on Blackrock are as follows:a)Bid price for BLK forward contract:$520.95b)Ask price for BLK contract: $530.95Does an arbitrager opportunity exist? If so, specify the exact components of the portfolio you need to capture the arbitrage, and the exact arbitrage profit.3. Your are a bond portfolio manager at Blackrock and the investment committee has asked you to buy a bond with price B1, and sell short a certain quantity N of a second bond with price B2 Bond with price B1 is a 1-year zero coupon bond with a yield-to-maturity’s of 1% Bond with price B2 is a 2-year zero coupon bond with a yield-to-maturity of 2%The resulting portfolio value is II = B1-N*B2A)How would you choose N to optimally hedge the interest rate exposure of the portfolio II and thus minimize its sensitivity to interest rate changes? Find a numerical value for N.B)Using the value of N that you found in part (a), what is your portfolio’s profit or loss if both of the yield-to-maturities of bond B1 and B2 suddenly decrease by 1%? Round your numerical answer to the nearest 4th-decimal place.4. Consider this table of risk-free zero coupon bond (ZCB) prices:Quarter12345678ZCB 0.98040.96120.94230.92380.90570.88800.87060.8535A)Given the zero coupon bond prices in the table above, what is the 8th quarter interest rate swap price?B)Suppose there is an abrupt stock market crash and resulting flight to quality which investors sell Rosalyn assets such as stocks and aggressively buy risk-free bond. Consequently all of the zero coupon bond prices in the table suddenly increase by 0.01. What os the new 8th quarter interest rate swap price?5. An investor enters into a 2-year swap agreement to purchase crude oil at $51.25 per barrel. Soon after the swap is created, forward prices rise and the new 2-year swap price is $61.50. If interest rate are 1% and 2% on 1st and 2nd year zero coupon government bonds, respectively, what is the gain or loss to be made from unwrapping the original swap agreement?6. An iron butterfly, also known as the iron fly, is the name of an advanced, neutral-outlook options trading strategy that involves buying and holding four different option at three different strike prices. Suppose you construct an iron butterfly position on Blackrock stock as follows, with Blackrock currently trading at $400. All options have an expiration date of one year from today and the constant a>0. 1. Long one out-of-the-money put option with premium $5 and strike price of 400-a 2. Short one at-the-money put with premium $35 3.Short one at-the-money call with premium $45 4.Long one out-of-the-money call with with premium $15 and strike price of 400+aA) Draw the profit diagrams at expiration for the Blackrock iron butterfly, with the constant a as a free parameter, assuming the risk-free interest rate is zero.B) For what range of values for a does an arbitrage opportunity exist. Suppose the risk-free rate is zero and the market price for Blackrock stock option that expire in one year are as followStrike Price$350$450Call Premium$25$75Put Premium$15$60A)Specify the component and present cost of a long synthetic one-year forward agreement on Blackrock stock using only the option with strike price $350 in the table. The position should have a payoff at expiration that os identical to a one-year forward agreement with a forward agreement with a forward price of $350B)Using any of the options in the table, does an arbitrage opportunity exist? If so, specify the exact components of the portfolio you need to capture the arbitrage, and the exact arbitrage profit.8. Consider an investment that is long ten S&P 500 index futures contracts at a price $2700.00. The initial margin requirement is $36.000 per contract and the maintenance margin is $30.000 per contract. The risk-free rate is zero.A) What is the notional value of your long exposure to the S&P 500 index?B) Upon opening the position you deposit, the minimum initial margin required in your future trading account. At what S&P trading account. At what S&P 500 index future price will a margin call occur?9. For this problem, please circle True or false for each statement concerning derivative market.True or false. Consider 1-year European put and call option on Blackrock stock with the same strike price. If the strike price is equal to the fair value price for the 1-year forward price on Blackrock stock, the put premium and call premium must be equal, otherwise an arbitrage opportunity exists.True or False. The maximum loss of a short put at expiration is unbounded.True or False. The slope coefficient computed by regressing a particular stock’s historical returns on the S&P 500 index returns is call beta, the stock’s beta with respect to the S&P index, beta is important in finding variance minimizing hedged portfolios.Bond price move in the opposite direction as bond yields.The maximum loos of a short stock position is equal to the price at which you enter the short position.The premium of a call option increase as its strike price increase.A swap provides a means for replacing a stream of uncertain and charitable payment with a fixed, non-variable payment stream that is certain.The zero cost collar options trading strategy involves buying a call option and selling a put option on the same stock with the same expiration date, same premium, and higher stroke price than the call option. Suppose your go long 10 Eurodollar futures contracts at a price of 97. When the future contract settle at expiration, 3-month LIBOR is 1%. Ignoring commissions and margin interest, your position results in a $50,000 loss. The current U.S. dollar / Chinese yuan currency spot rate is $0/130 per yuan. The fair value price for the U.S. dollar / Chinese yuan exchange rate for a 2-year forward contract is $0.1408. If the U.S. dollar denominated annual interest rate is 6.0%, the Chinese yuan-denominated annual interest rate must be 3%.Fei opened a 100-share long position in Blackrock stock using the Robinhood iPhone app when Blackrock had a bid price of $390 and an offer price of $400. A few minutes later he added another 100-share long position in Blackrock stock when the bid price was $440 and the offer price was $450. He sold all 200 shares at the end of the day when Blackrock stock had a bid price of $475 and offer price of $485. The Robinhood iPhone app features zero trading commissions. Mingkang was also trading Blackrock stock on the same day, using the interactive breakers a platform that was used in the Math 133A trading competition, his first 100 shares were bought when Blackrock had a bid price of $394.99 and an offer price of $395.00, and his second 100-share were bought when Blackrock stock had a bid price of $444.99 and an offer price of $445.00. He sold all 200 shares at the end of the day when Blackrock stock had a bod price of $480.00 and offer price of $480.01. Interactive Brokers charge a $0.005 per share commission. Who I earned a higher net trading profit, Fei or Mingkang? Make sure you carefully account fort trading profit and cost.
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Expert answer:MATH133A California Irvine Derivative Market Probl | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882570871.10/warc/CC-MAIN-20220808183040-20220808213040-00595.warc.gz | CC-MAIN-2022-33 | 8,392 | 3 |
http://www.pbs.org/newshour/extra/teachers/lessonplans/math/download_10-2.html | math | A GIGABYTE OF MUSIC, HOW MUCH IS THAT?
Subject(s): Consumer Math, Math, Science
Time: One class period plus an assignment
In an effort to stem the illegal downloading of music and the resulting financial losses to performers and others in the music industry, the entertainment industry has filed over 250 lawsuits against individuals. Fines can be high and since students are frequent downloaders, this issue is a concern to teens, their parents, and the schools they attend.
The mathematical methods used in this lesson are relatively new; they make conversions easier and more fun for students.
will learn to:
1. Distribute the Online NewsHour story, "Entertainment Industry Targets Individual Downloaders" for students to read. Briefly discuss the story emphasizing how schools must protect their computer network and then focus on this paragraph from the story:
Ask, "How large is five gigabytes?" Mention that our main goal today will be to make less familiar units of measure more understandable by using a mathematical conversion technique.
2. Tell the students that we need the following conversions: (Write them on the board.)
We also need to remember that because "1 gigabyte = 1000 megabytes" the fractions "1 gigabyte / 1000 megabytes" and "1000 megabytes / 1 gigabyte" both equal one. Multiplying by one preserves identity (x * 1 = x), so multiplying a measurement by one of these fractions produces an equivalent measurement. Since (x*1*1*1 = 1) multiple changes can be made at once.
Write the problem on the board: "How many CDs does it take to hold 5 gigabytes
4. Students generally find that linking together the fractions is fun, but some people will have trouble deciding which fraction to use. Point out that we choose the first fraction so that its denominator matches the unit used in the measurement to be converted. The unit used in the numerator of the first fraction will appear in the denominator of the second fraction and so on. In general, the unit in the numerator of one fraction will match the unit in the denominator of the fraction immediately to its right. Remind students that a numerator cancels with a denominator.
5. Ask how this problem would change if we wanted to know how many songs fit in five gigabytes of files. Write these conversions on the board. Explain the information in the parenthesis as you write. Then solve the problem.
Solution: "How many songs fit in five gigabytes of files?"
6. Finally, remind students that rounding should occur only at the last step of any problem. A nice thing about these problems is that we can enter all the numbers into the calculator in such a way that the equal key is hit only once; there is only one chance to round.
7. Distribute worksheets and allow students to work in groups.
1. Show students that this technique is also useful in making rates more understandable. For example, some people understand rates of pay more easily if the rate is given in terms of "yearly pay" and some understand "hourly pay" better. (Remember "per" translates as division.)
per hour =
per year = ($50,000 / 1 year) * (1 year / 50 weeks) * (1 week / 5 days) * (1 day
/ 8 hours) = $25 / hour or $25 per hour.
Author Mary Klein is a mathematics teacher with experience at the high school, middle school, and junior high school level. She is the author of several Web-based lessons on mathematics and basketball. She lives with her husband and son in Urbana, Illinois.
To find out more about opportunities to contribute to this site, contact Leah Clapman at [email protected]. | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368708664942/warc/CC-MAIN-20130516125104-00073-ip-10-60-113-184.ec2.internal.warc.gz | CC-MAIN-2013-20 | 3,559 | 22 |
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narrative essay with So, your professor just gave you a new assignment, and it looks like an interesting topic. The problem is you dont know how to write a narrative essay. Relax (but dont procrastinate)! Narrative essays are actually pretty fun to natural indicators, write.
Whats more, they dont usually require much research since they are typically based on your life experiences. All that said, there are some important rules to follow. This blog post will tell you all about narrative essays and teach you how to write a narrative essay that stands out. Narration is writing that tells a story. Walking Across Movie. A good way to wrap your mind around a narrative is to think about how a narrator in a film presents a scene.
He tells the story from a particular perspective, giving a detailed account of natural indicators what happened. Consider the narration in this clip from How the Grinch Stole Christmas : So, how is the narrators recounting of the Grinchs failure to steal Christmas related to learning how to Essay, write a narrative essay? As the narrator in your essay, you set the scene and tell the natural story from your viewpoint, giving a detailed report of events. Chances are, you narrate stories every day. I mean, didnt you just tell your friend all about that funny thing that happened in walking egypt movie class earlier? You know how to narrate. Natural Indicators. So, writing a narrative essay should be easy, right? Well, hold on, its not that simple. One of the walking across movie challenges with writing narrative essays is that you often have to distill a complex story into a limited (and to-the-point) number of natural indicators words. At the same time, you have to garner enough interest to walking, keep the reader engaged in your story.
Anyone can tell a story, but not everyone can tell a story that captures an audience. Its important to indicators, keep some rules in egypt mind as you learn how to write a narrative essay. The best way to learn how to indicators, write a narrative essay is to see an example. Im going to pretend that Im the character Rudy (from the 1993 film Rudy ), and Im going to write a narrative essay about something that happened in Spectrum Techniques Phone Essay my (Rudys) life. First, watch this clip from the film: Now, I will write a sample narrative essay, as if this clip were based on my experience. Just as with a true narrative essay, my memory of the experience may be slightly different than the reality of the experience. You always have some creative license with narrative essayswhether they are fictional or not. Read this sample essay first, and then Ill break it down into natural indicators its elements:
A janitor changed my life. I was at a low point, ready to quit everythingeven when I had it all. Role In The Heian Period. I didnt realize how lucky I was. At 5 foot nothing, 100 and nothing pounds, I was hardly your typical football player. But, that didnt stop me from believing that I could play for Notre Dame. It turns out, the most important part of achieving my dreams is believing in natural indicators myself. After two years of Role Period Essay trying hard to prove that I was worthy of indicators playing, I found out that I hadnt made the dress list for our kickoff game.After fighting to be on the team and sweating through every practice, I was going to competitive, sit on the bench again.
So, I decided to call it quits. Who was I to think that I deserved anything better than working at the steel plant, just like my father and my brothers? If that life was good enough for natural them, why wasnt it good enough for southwest competitive me? As I stood there in section five, staring out at natural, the empty stadium, I thought of Poetry's In The Heian Period how proud my dad would have been to natural, see me out there on Spectrum, the field playing for the team we both loved so much. I felt so stupid. I wasnt a football player. I was a bench warmer nothing more.
Thats when the team janitor found me standing there. Hey, he said. Dont you have to be at practice? Not anymore, I said, annoyed. I quit. Whyd you quit? You dont seem like the natural quitting type. I dont know, I said. Heian Period Essay. I just dont see the point anymore. In that moment, the janitor reminded me of everything I had already achieved. Against all odds, I had stuck with the natural indicators team for two years, and southwest competitive advantage, I was going to graduate with a degree from natural indicators, Notre Dame. What he said next drove his point home. Southwest Competitive. He said, In this lifetime, you dont have to natural indicators, prove nothin to nobody except yourself. He had a point.
I had already proven myself to everyone except for me. If I didnt believe in myself who would ever believe in me? Thanks to the janitors wisdom, I eventually played my firstand onlygame that season, and I proved to myself that I can achieve anything I set my mind to. Okay, now lets pick this thing apart. Spectrum Techniques Essay. In the following section, Ive highlighted certain concepts from my sample narrative essay in different colors. Their explanations follow. A janitor changed my life. I was at a low point, ready to quit everythingeven when I had it all.
I didnt realize how lucky I was. At 5 foot nothing, 100 and nothing pounds, I was hardly your typical football player. But, that didnt stop me from believing that I could play for Notre Dame. It turns out, the most important part of achieving my dreams is believing in myself. Lets break it down. Start with a strong hook . Natural. Just as with any other form of writing, your first paragraph should start with a strong hook. The sentence, a janitor changed my life , sets up the fahrenheit story with a bold statement meant to natural, capture the attention of my readers. The goal is to make readers ask, How did a janitor change your life? What happened?For more information on hook sentences, read my blog post, How to Poetry's Role Period, Write Good HookSentences. Set the scene . In this section of my first paragraph, I set the scene.
I give the reader some context for my story (I was at a low point. I was a struggling football player for Notre Dame etc.). Define the natural indicators purpose . Have you ever heard anyone talk on In The Essay, and on about something without making a point? This is natural indicators a common trap for writers attempting a narrative essay. A good narrative essay has a purpose: perhaps you learned a hard lesson, or perhaps you transformed into a more mature person.
Whatever the case, that purpose should be stated in the first paragraph. In the example narrative, my purpose is to make the point that the most important part of achieving my dreams is believing in myself . As you can see, the first paragraph is advantage critical to setting up a good story. Now, lets talk about natural, what goes on in your body paragraphs. After two years of trying hard to prove that I was worthy of playing, I found out that I hadnt made the dress list for our kickoff game. After fighting to be on the team and sweating through every practice , I was going to Hybrid Techniques for Cell Essay, sit on the bench again. So, I decided to call it quits.
Who was I to indicators, think that I deserved anything better than working at fahrenheit 451 clarisse death, the steel plant, just like my father and my brothers? If that life was good enough for them, why wasnt it good enough for me? As I stood there in section five, staring out at natural, the empty stadium , I thought of how proud my dad would have been to see me out there on movie, the field playing for the team we both loved so much. Natural. I felt so stupid. I wasnt a football player. Egypt Movie. I was a bench warmer nothing more.
Thats when the indicators team janitor found me standing there. Hey, he said. Dont you have to fahrenheit 451 clarisse death, be at indicators, practice? Not anymore, I said, annoyed . I quit. Whyd you quit? You dont seem like the southwest quitting type. I dont know, I said. Natural. I just dont see the point anymore . In that moment, the The Landscapes of Vietnam janitor reminded me of everything I had already achieved. Against all odds, I had stuck with the natural team for two years, and I was going to graduate with a degree from Notre Dame. What he said next drove his point home.
He said, In this lifetime, you dont have to prove nothin to nobody except yourself. Lets break it down. Use vivid and southwest, appropriate detail . The goal here is to indicators, recreate the 451 clarisse story for natural indicators your reader just like it happened. Make the story vivid and fahrenheit 451 clarisse, full of detail. Note, however, that this is not a descriptive essay, so only include the details that matter most to natural indicators, your story . Use dialogue . Sometimes, a great story cant be told without dialogue. Its definitely okay to incorporate dialogue, as necessary, especially if its a natural part of fahrenheit death your story.In my sample essay, the conversation with the janitor is critical to the story, so including the dialogue from this interaction is indicators appropriate. Southwest Advantage. Write chronologically . Its a smart idea to write in chronological order, especially if you are an inexperienced writer. What happened first, next, and last?This will help you to stay true to your story and not wander. In this sample, I focus on the sequence of natural indicators events that led me to my moment of truth, how the janitor talked me into staying on the team, and how this changed my perspective on life. Maintain consistency in narration . Poetry's Role Period Essay. In this example narrative essay, I chose to write in the first-person narrative voice and in indicators the past tense.I chose first person because I was telling a story that happened to me (remember, Im pretending to walking across, be Rudy in this sample). I chose past tense because Im telling a story that happened in the past .Chances are, youll want to write your narrative essay in first person, past tense, too.
In some cases, you may find that writing in third person is a better choiceespecially if you are recounting a story that happened to someone else. Natural. But, whatever you choose, keep it consistent throughout. Okay! Lets move on to the last paragraph. He had a point. I had already proven myself to everyone except for me. If I didnt believe in myself who would ever believe in competitive advantage me? Thanks to the janitors wisdom, I eventually played my firstand onlygame that season, and I proved to natural, myself that I can achieve anything I set my mind to . Lets break it down. Restate your purpose . In your final paragraph, leave your reader with a clear restatement of your purpose.Remember, I began this sample narrative essay by In The Heian Essay stating my purpose: The most important part of achieving my dreams is believing in myself. In the final paragraph, I closed with a restatement of this same point: I proved to myself that I can achieve anything I set my mind to. Here are the eight concepts we just covered, distilled into handy table form for your convenience. Final Thoughts on natural indicators, How to Write a Narrative Essay. As you set out to write your narrative essay, bring the readers on your journey with you.
Give them a reason to across egypt movie, listen to indicators, your story. If youre uncertain what to write about, remember that a good personal narrative essay will show some sort of transformation. Across. For example, you started out as a shy person, but had an natural indicators, interesting experience that made you more outgoing. Find a story of transformation, and then write about competitive, what happened. If you need more ideas, check out these example narrative essays.
Finally, always be sure to indicators, edit your personal narrative essay before you submit it! It doesnt matter how awesome your story is if the narrative is masked by bad grammar or sentence structure errors. Psst. 98% of Kibin users report better grades! Get inspiration from over 500,000 example essays. About the Author.
Naomi Tepper is a former Kibin editor, the former content manager for the Kibin blog, and fahrenheit death, forever a word nerd. Wooooow, thnx this really saved my day cause I had no idea of how to write a narrative essay. Happy to help and thanks for reading! Youre welcome! Thanks for reading. Hey anyone wants to indicators, learn the best way to write an essay without tutoring . here it it. this stuff is as good as perfect to learn an essay. +Naomi Tepper thanks a ton.. this will help me improve my narrative writing skills..
Thanks again #128578; Aww, shucks thank you! More than happy to Hybrid Spread Spectrum Techniques Essay, help. Thank you I really appreciate your help. Natural. n if you dont mind, is it possible that you could help me out with a few links or something, so i could improve my writing skills. (other types of writings as well- like argumentative, descriptive, persuasive, summary writing) oh! n am also having my IGCSE pre-boards coming up this Monday so even a few tips would also help. Thanks:) Truthfully, I dont know much about the southwest competitive IGCSE boards, but I imagine there might be some timed writing tests involved, in indicators which case this post might come in handy: https://www.kibin.com/essay-writing-blog/how-to-write-a-timed-essay/ Thanks alot all of them are really helpful #128578;
Can you please guide me to walking egypt, another link with summary writing.. Indicators. i think the The Scale of Cyberspace above link doesnt seem to be working.. Thanks in indicators advance. #128578; Hi Naomi. Found this really helpful, thank you. I was wondering if you have any additional advice that would help me hone my writing skills. #128578; Hi again, Sowmya! Woot! Looks like your finding your way around our blog. Nice to see you reading this post as well.
Yes, I have lots of advice on writing better essays. Check out the comment I left for competitive Joshua (below), it links to some of natural my most useful blog posts. Is it possible if you could share a link on summary writing to me, it would be of great help. Thanks in advance. thank for the awesome help.
You are so welcome! Thanks for the comment. #128578; THANK YOU SO MUCH . YOU HELPED ME A LOT ! Awesome! Happy to southwest competitive, help. #128578; I want to help my son write a narrative. He has to choose to be something from indicators, our timeline of study with our coop.
He has chosen the Black Death. This seems so exciting to me but I simply cannot wrap my head around how to approach this as a narrative. Movie. He actually wants to natural indicators, BE the black death. Ideas? Wow! Your son sounds very creative. I love this concept. Your son should choose the characteristics of the Black Death that he wants to competitive advantage, personify. Before writing, answer some questions: Whats his motive (as the Black Death)? How does he feel about the natural indicators work he is across doing?
Does he have a visible form or is he invisible? If visible, how do humans see him? Try to keep the indicators personification consistent throughout. Then build a narrative arc around this character with a beginning, middle and end. Across Movie. Perhaps tell the story of visiting on a particular family. What does he learn from the indicators experience? What is the point (thesis)? Most importantly have fun! I love this! Do you have an fahrenheit, example with a guide just like the one you did for narrative essay but for an illustration essay? Thanks so much Erin!
Sorry to ask again, but do you have examples for a research essay and another narrative without dialogue? I want to be able to show my college students different examples of narrative essays.
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Andrew Carnegie and the Rise of Big Business Lesson Plans for Teachers. The Andrew Carnegie and the Rise of natural indicators, Big Business lesson plan contains a variety of teaching materials that cater to all learning styles. Inside you'll find 30 Daily Lessons, 20 Fun Activities, 180 Multiple Choice Questions, 60 Short Essay Questions, 20 Essay Questions, Quizzes/Homework Assignments, Tests, and more. The lessons and activities will help students gain an intimate understanding of the text, while the tests and quizzes will help you evaluate how well the The Scale Essay students have grasped the material. View a free sample. Target Grade: 7th-12th (Middle School and High School) Length of Lesson Plan: Approximately 144 pages.
Page count is natural, estimated at 300 words per page. Length will vary depending on format viewed. Browse The Andrew Carnegie and the Rise of Big Business Lesson Plan: The Andrew Carnegie and of Vietnam the Rise of indicators, Big Business lesson plan is downloadable in PDF and Word. The Word file is viewable with any PC or Mac and can be further adjusted if you want to mix questions around and/or add your own headers for things like Name, Period, and Date. The Word file offers unlimited customizing options so that you can teach in the most efficient manner possible. Once you download the file, it is yours to keep and print for across egypt, your classroom. View a FREE sample.
The Lesson Plan Calendars provide daily suggestions about what to natural indicators teach. They include detailed descriptions of when to assign reading, homework, in-class work, fun activities, quizzes, tests and more. Use the entire Andrew Carnegie and the Rise of Big Business calendar, or supplement it with your own curriculum ideas. Calendars cover one, two, four, and eight week units. Determine how long your Andrew Carnegie and the Rise of Big Business unit will be, then use one of the fahrenheit 451 clarisse calendars provided to plan out your entire lesson. Chapter abstracts are short descriptions of events that occur in each chapter of Andrew Carnegie and the Rise of Big Business . They highlight major plot events and detail the natural indicators important relationships and death characteristics of important characters.
The Chapter Abstracts can be used to review what the students have read, or to prepare the natural students for what they will read. Hand the abstracts out in class as a study guide, or use them as a key for Spread Techniques for Cell Phone, a class discussion. They are relatively brief, but can serve to indicators be an The Landscapes excellent refresher of Andrew Carnegie and indicators the Rise of The Scale of Cyberspace, Big Business for either a student or teacher. Indicators? Character and Object Descriptions. Character and across egypt Object Descriptions provide descriptions of the significant characters as well as objects and places in natural Andrew Carnegie and the Rise of Big Business . Of Cyberspace Essay? These can be printed out and used as an indicators individual study guide for students, a key for leading a class discussion, a summary review prior to exams, or a refresher for an educator. The character and object descriptions are also used in of Cyberspace Essay some of the quizzes and tests in this lesson plan. The longest descriptions run about natural indicators, 200 words. They become shorter as the importance of the character or object declines.
This section of the lesson plan contains 30 Daily Lessons. Daily Lessons each have a specific objective and southwest offer at least three (often more) ways to teach that objective. Lessons include classroom discussions, group and partner activities, in-class handouts, individual writing assignments, at natural least one homework assignment, class participation exercises and other ways to teach students about Andrew Carnegie and the Rise of across movie, Big Business in a classroom setting. You can combine daily lessons or use the natural indicators ideas within them to create your own unique curriculum. They vary greatly from across movie day to day and offer an array of creative ideas that provide many options for an educator. Fun Classroom Activities differ from Daily Lessons because they make fun a priority. The 20 enjoyable, interactive classroom activities that are included will help students understand Andrew Carnegie and the Rise of Big Business in indicators fun and entertaining ways. Fun Classroom Activities include group projects, games, critical thinking activities, brainstorming sessions, writing poems, drawing or sketching, and countless other creative exercises. Many of the activities encourage students to of Cyberspace interact with each other, be creative and think outside of the natural box, and ultimately grasp key concepts from the text by doing rather than simply studying.
Fun activities are a great way to keep students interested and engaged while still providing a deeper understanding of Spread Techniques for Cell, Andrew Carnegie and the Rise of Big Business and its themes. Essay Questions/Writing Assignments. These 20 Essay Questions/Writing Assignments can be used as essay questions on a test, or as stand-alone essay topics for a take-home or in-class writing assignment on Andrew Carnegie and the Rise of Big Business . Students should have a full understanding of the natural indicators unit material in Poetry's In The Heian Essay order to answer these questions. They often include multiple parts of the work and ask for a thorough analysis of the overall text. They nearly always require a substantial response. Essay responses are typically expected to be one (or more) page(s) and consist of indicators, multiple paragraphs, although it is possible to write answers more briefly. These essays are designed to challenge a student's understanding of the broad points in competitive advantage a work, interactions among the characters, and main points and themes of the text. But, they also cover many of the other issues specific to natural the work and to the world today. The 60 Short Essay Questions listed in this section require a one to southwest competitive advantage two sentence answer.
They ask students to demonstrate a deeper understanding of Andrew Carnegie and the Rise of Big Business by describing what they've read, rather than just recalling it. The short essay questions evaluate not only indicators, whether students have read the material, but also how well they understand and can apply it. They require more thought than multiple choice questions, but are shorter than the essay questions. The 180 Multiple Choice Questions in this lesson plan will test a student's recall and Spread Spectrum for Cell Essay understanding of Andrew Carnegie and the Rise of Big Business . Use these questions for quizzes, homework assignments or tests. The questions are broken out into sections, so they focus on specific chapters within Andrew Carnegie and the Rise of Big Business . This allows you to test and review the book as you proceed through the unit. Typically, there are 5-15 questions per chapter, act or section.
Use the Oral Reading Evaluation Form when students are reading aloud in natural class. Pass the Poetry's In The Period Essay forms out before you assign reading, so students will know what to expect. You can use the forms to provide general feedback on audibility, pronunciation, articulation, expression and rate of natural, speech. You can use this form to Essay about The Landscapes grade students, or simply comment on their progress. Use the Writing Evaluation Form when you're grading student essays. This will help you establish uniform criteria for grading essays even though students may be writing about different aspects of the material. Natural? By following this form you will be able to 451 clarisse evaluate the thesis, organization, supporting arguments, paragraph transitions, grammar, spelling, punctuation, etc. of each student's essay. The Quizzes/Homework Assignments are worksheets that can be used in a variety of ways. They pull questions from the multiple choice and short essay sections, the character and object descriptions, and the chapter abstracts to create worksheets that can be used for pop quizzes, in-class assignments and homework. Periodic homework assignments and natural quizzes are a great way to encourage students to stay on top of their assigned reading. They can also help you determine which concepts and Role In The Period Essay ideas your class grasps and which they need more guidance on.
By pulling from the natural different sections of the lesson plan, quizzes and homework assignments offer a comprehensive review of fahrenheit 451 clarisse death, Andrew Carnegie and the Rise of Big Business in manageable increments that are less substantial than a full blown test. Use the Test Summary page to determine which pre-made test is most relevant to your students' learning styles. This lesson plan provides both full unit tests and mid-unit tests. You can choose from several tests that include differing combinations of multiple choice questions, short answer questions, short essay questions, full essay questions, character and object matching, etc. Some of the tests are designed to be more difficult than others. Some have essay questions, while others are limited to short-response questions, like multiple choice, matching and short answer questions. If you don't find the combination of questions that best suits your class, you can also create your own test on Andrew Carnegie and the Rise of Big Business . You have the option to Create Your Own Quiz or Test.
If you want to integrate questions you've developed for your curriculum with the questions in this lesson plan, or you simply want to create a unique test or quiz from the questions this lesson plan offers, it's easy to do. Cut and paste the information from the natural indicators Create Your Own Quiz or Test page into fahrenheit 451 clarisse a Word document to get started. Scroll through the sections of the lesson plan that most interest you and indicators cut and paste the fahrenheit 451 clarisse death exact questions you want to indicators use into your new, personalized Andrew Carnegie and the Rise of Big Business lesson plan.
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Foreign aid vs. International trade Essay. Foreign aid vs. international trade is indicators, a long lasting debate as to which strategy leads to the greatest level of economic development. Foreign Aid is defined as any assistance that is Poetry's Role Heian Period, given to a country not provided through normal market forces. Natural Indicators? There are numerous forms of The Scale Essay, aid, from humanitarian emergency assistance, to natural indicators food aid, military assistance, etc. Development aid has long been recognized as crucial to of Vietnam help poor developing nations grow out of poverty. International trade is the exchange of goods or services across international borders. Economic development as defined by AmartyaSen, 1998 Nobel prize laureate, requires the removal of major sources of unfreedom: poverty as well as tyranny, poor economic opportunities as well as systematic social deprivation. (1)
In 1970, the worlds affluent countries agreed to give 0.7% of their GNI (Gross National Income) as official international development aid, annually. Since then, these rich nations have rarely met their actual promised targets. The US is often the largest donor in dollar terms, but ranks amongst the lowest in natural terms of meeting the of Vietnam, stated 0.7% target. The two charts below, reproduced from the OECD publications (2012) shows aid granted in constant dollars and as a percentage of natural, GNI. Both support the conclusion regarding the failure to meet agreed upon aid commitments and the level of decreasing donations. (2)Billions have been donated, but it appears that Africa which has received the most aid remains a continent impoverished. As Dambisa Moyo in Poetry's the Wall Street Journal writes money from rich countries has trapped many African nations in a cycle of corruption, slower economic growth and poverty. Cutting off the flow would be far more beneficial .the insidious aid culture has left African countries more debt-laden, more inflation-prone, more vulnerable to the vagaries of the currency markets and more unattractive to higher-quality investment. Its increased the natural, risk of civil conflict and fahrenheit unrest .. Aid is an unmitigated political, economic and natural humanitarian disaster. (3) Wall Street Journal, March 21st, 2009. Over the past 60 years at least $1 trillion of development aid has been granted to Africa.
And unfortunately real per-capita income in 2014 is less than it was in the 1970s. More than 50% of the population over 350 million people live on less than a dollar a day, a figure that has nearly doubled in about two decades (4) Wall Street Journal, March 21st, 2009. In 2005, the indicators, International Monetary Funds report Aid Will Not Lift Growth in Africa. concluded that governments, donors and campaigners should be more modest in their claims that increased aid will solve Africas problems. (5) Historically Asia was underdeveloped too. Southwest Competitive? Yet various policies by governments to enhance international trade have resulted in many Asian countries i.e. Korea, Taiwan, Malaysia, and Singapore achieving spectacular economic growth and along with it, higher standard of living for its citizens. Dato Kim Tan, the co-founder and natural trustee for the Transformational Business Network (TBN) wrote growing up din Asia, I saw the Asian tiger economies that 30-40 years ago had a lower GDP than Uganda or Kenya, transform themselves through enterprise, not through aid and philanthropy. (3)Paul Kagame, President of the Republic of Rwanda and Poetry's Role In The Essay that countrys first democratically elected president wrote: There is bad aid and there is good aid. The bad aid is that one which creates dependencies, as weve known for a long time now.
But good aid is natural indicators, that which is targeted to create capacities in people so that they are able to live on their own activities. In the The Scale of Cyberspace, long-term they have to depend on themselves rather than depend on aid.(4) The issue to be addressed is whetherforeign aid achieveslong-term growth and development is it a positive or negative catalyst to economic well being. And the corollary to this statement is indicators, whether international trade is a better alternative to Essay economic achievement. The historical basis for concluding that there is gain from trade originates from David Ricardos work: Principals in natural indicators Political Economy and Taxation. The historical context of the time was the protectionist English corn laws, restricting wheat imports. Ricardos conclusion, arrived at by his theory of comparative advantage, showed that countries could benefit if they specialized and promoted free trade. Figure 1: Comparative Advantage. Country A has an absolute production advantage of both goods A and southwest competitive B because it can produce more of these goods. Since the natural, PPC is not parallel we can presume that the opportunity cost are both different. As a consequence specialization and mutually beneficial trade can occur. Essay About Of Vietnam? Country A has a comparative advantage in the production of good B and indicators Country B has a comparative advantage in the production of fahrenheit 451 clarisse death, good A. Country B PPF curve has a lower slope therefore its comparative advantage of production is the good on the horizontal axis.
To establish a policy of natural indicators, international trade, governments need to develop programmes that require important changes in the society. For example, states must develop competitive market economies based on environmental sustainability, infrastructure, establish a stable currency, a transparent political framework and legal system, security, and educated populace as prerequisites. Good A= Capital Goods. Good B= Consumer Goods. Figure 2: PPF curve with improved production via exports.
Country A allocates its resources to The Scale of Cyberspace Essay mostly consumption. Country C allocates its resources towards investment/capital goods. Countries that allocate their resources mainly in natural indicators investment/capital goods are greater to Role Essay have long-term growth than those countries who are more focused on consumption who are using up more current resources. With respect to Aid, money that is indicators, allocated to current consumption will not improve future conditions where as aid money allocated for such production of infrastructure, health, etc. Essay? will in the long run exhibit economic growth. Interestingly,South Koreas economic growth from the natural indicators, early 1960s to the late 1990s was one of the worlds fastest, and South Korea remains one of the fastest growing developed countries in the 2000s.This experience is known as the Miracle on the Han River. Like many underdeveloped societys, S. Korea possessesno natural resources and suffers from overpopulation.In addition, the Korean War destroyed much of its infrastructure. The solution was South Korea adapting an export-oriented economic strategy.Remarkably in 1980, the advantage, South Korean GDP per capita was $2,300, about one-third of nearby developed Asian economies such as Singapore and Japan. Indicators? In 2010 South Korean GDP per capita advanced to $30,000 almost thirteen times since 1980. (See two charts below on Korean Economic Growth and South Korean Economic Recovery after 1997.) It is acknowledged that the Korean GDP per capita in 1960 was lower than some sub-Saharan African countries.
The growth of the Koreanindustrial sector was the principal stimulus to across movie economic development. It is true that initially some foreign aid was granted by the U.S. given the contentious communist threat, nevertheless, it was from strong domestic government support and natural indicators a move toward competitive markets and international trade that resulted in the investment of modern technology and newly built facilities at a rapid pace. Fahrenheit 451 Clarisse? The export to foreign markets and the plowing of the foreign currency back into further industrial expansion was the strategy for growth. In addition, this economic strategy suited South Korea given its poor natural resource endowment, low savings rate, and small domestic market. Natural Indicators? Labour-intensive manufactured exports, permitted South Korea to develop a competitive advantage. No doubt government initiatives were essential to this process. About? The inflow of foreign capital was greatly encouraged to supplement the shortage of domestic savings. Indicators? These efforts enabled South Korea to achieve rapid growth in exports and subsequent increases in income.(5) Finally, the later development of a unique multinational firm known as the chaebol family-controlled firms owning numerous international enterprises,enhanced Korean economic growth. There is strong cooperation with government receiving financial support and guidance i.e. innovation and research.
Today of these multinationals are Samsung, Hyundai, and LG. Essay Of Vietnam? Thus, it is evident that South Korean expansion and natural indicators wealth for its citizenry has derived from the adoption of a competitive market manufacturing economy, and the development of a high-tech commercethat emphasizes international trade. Essay? Foreign loans, supportive government policies, and not aid have been the critical catalyst to such a Han miracle. Aid assists, mostly economic which is normally provided to distressed communities or underdeveloped countries for the enhancement of their socioeconomic condition. Aid is linked to need, is often not linked to the ability to enhance trade. Natural Indicators? Trade can result in inefficient distribution of income while if aid is mishandled the distribution of aid will be unfair, with people being deprived of the benefits of aid and effect economic growth of the country. Does Aid lead to The Scale of Cyberspace the establishment of good infrastructure?
Development aid is given by governments, i.e. the US being the largest aid donor in the world (As of natural indicators, 2010) and Poetry's In The Period other organizations such as the World Bank. Aid to indicators all countries in the world declined (2007, World Bank) An overview of a number of African countries that have been recipients of aid will consider the use and allocation of the foreign aid, and assess the outcome of these donations upon the populace of the continent. One would note initially that there is a need for humanitarian aid to assist in Spread for Cell Essay emergencies and alleviate suffering but long term growth and development requires a different approach. Besides charity aid is a minimal portion of the over-all aid from governments. In the Democratic Republic of Congo, according to a report by indicators, Transparency International, the Zairian president Mobutu Sese Seko (1965-1977) is The Scale, listed as having embezzled at least $5 billion form the nation. (6) Transparency International In 2009, the natural indicators, former president of 451 clarisse, Malawi Bakili Muluzi was prosecuted for indicators, stealing $12 million allocated for aid. And Zambias former president, Frederick Chiluba is under investigation for taking millions from movie money that was set aside for health, infrastructure, and education. Thus, these examples of corruption pervert the opportunity for aid to assist the average African improve their conditions. Economic theory will emphasize that inefficiency will result from government intervention and in particular free funds. Natural? Bad government worsens the Essay, situation as they are often bureaucratic in addition to corrupt.
The civil service is inefficient and vulnerable to cronyism which has consequence for responsible governance. Natural Indicators? Economic incentives are nullified and governments need not respond to citizen needs. Investors require transparency in government and business but such a prerequisite is not required when donations are the source of funds. Policies such as taxation can be deferred since donations flow in to the country. The priority is to remain in power. Africa continues to The Scale Essay be the most unstable region.
There are numerous examples of natural indicators, civil strife as exemplified by the current war in Essay Southern Sudan and The Congo. According to the Stockholm International Peace Research Institute, Africa had a greater number of wars than elsewhere in the world. Obviously, such strife has immense impact upon indicators daily life and thwarts any possibility of private investment. Aid thus fills the vacuum. As stated in his book, Dead Aid: Why Aid Is Not Working and How There is a Better Way for fahrenheit, Africa, by D. Moyo, aid-financed efforts to force-feed democracy to economies facing poverty and indicators difficult economic prospects remain, at Role Heian Period best, precariously vulnerable. (7) Further evidence of indicators, endemic problems is observed in Nigeria. This government is one of the most mismanaged in Africa. For example, during the World Economic Forum of 2005 in Davos Switzerland, four state governors were being investigated in the U.K. for money laundering. Large amounts of aid are looted. Speaking at the New Partnership for walking across egypt movie, African Development (NEPAD) meeting in Abuja, Nigeria, in December 2003, the former British secretary of state for natural indicators, international development, Lynda Chalker, noted that 40 percent of the wealth created in Africa is invested outside the continent. (8) Advantages and Disadvantages to Trade: Trade provides development countries with an walking across egypt important base for their own improvement. Countries can develop their own strategies and outcomes to achieve their development objectives i.e. focusing on indicators, agriculture of across egypt, manufacturing services.
Countries are the determinants of their own economic destiny. One difficulty of natural indicators, trade is the international economic system imposes impediments i.e. trade barriers. The global market is not an competitive advantage international free trade market i.e. tariffs, taxes and natural indicators subsidies, regulations and such restrictions operate to the disadvantage of the Techniques Phone Essay, developing countries. The donor country puts restrictions on indicators, the recipient country i.e. the requirement for government transparency, human rights, political support at the UN or Ideological support. Japan gains support from small countries on whale killing/harvesting using trade.
Developing countries have weak economic power to challenge economic injustices i.e. EU and USA have large program of subsidies and economical protectionism.One argument states that trade is a foundation for walking across egypt movie, international cooperationi.e. one country is the resources base and indicators the other importing country is the manufacturing base. Trade would benefits those countries who are engaged in trade (based on the market). 451 Clarisse? Trade relationships would result in natural indicators a more equitable partnership and thus might be a catalyst for investment and growth. Developing country could receive direct foreign investments and the benefits that would sue from that, technology, employment etc. The result of this would lead to lower prices, greater choice, more efficient allocation of resources, foreign exchange and idea flowing between countries. Once getting passed trade impediments it can seen as long-term development strategy for a developing country.
A summary of the advantages and disadvantages: A country may import things which it cannot produce. Maximum utilization of resources. Benefit to egypt consumer. Reduces trade fluctuations. Utilization of surplus produce. Fosters international trade. Import of harmful goods. It may exhaust resources.
Danger of starvation. One country may gain at the expensive of another. It may lead to war. Advantages and natural indicators Disadvantages to Hybrid Spectrum for Cell Phone Aid: Aid has been said to decrease the development for countries with their own improvement. Aid has many advantages but as it can be seen using examples such as African countries it can be seen that aid has decreased the development for countries. Countries can be giving aid for ethical reasons, if there was a natural disaster and were in need of assistance. Aid is based on need, aid permits to countries to retain their dignity because aid if often perceived as condescending. There are different types of aid, tied and untied.
Tied aid is foreign aid that must be spent in the country providing the aid or in a group of selected countries. Untied aid is assistance given to developing countries, which can be used to purchase goods, and services in virtually all countries. Jeffery Sachs (UN advisor) argued that aid is important, it is essential to break the poverty cycle and indicators a determinant of long term growth. Spread Spectrum Techniques? His argument stated that poor countries are not wealthy because of diseases such as malaria, they need to remove problems such as disease because the free market will not due this. Giving of aid is perceived as an inducement to behave or support certain policies. Natural Indicators? Aid can be used as blackmailing or getting the upper hand on another country in order to gain their vote in the UN. William Easterly (Professor of economics, NY university), aid does more harm than good, its often wasted, it inhibits peoples inventiveness, devising their old solutions. Aid is corrupt because its given to corrupt officials and often its fragmented that there is many donors and Role Essay misallocations of the natural indicators, funds. Aid often comes with a lot of preconditions.
Furthermore, aid has often come with a price of its own for the developing nations. Aid is often wasted on conditions that the recipient must use overpriced goods and services from donor countries. Most aid does not actually go to the poorest who would need it the most. Aid amounts are dwarfed by rich country protectionism that denies market access for poor country products, while rich nations use aid as a lever to open poor country markets to their products. Large projects or massive grand strategies often fail to help the Hybrid Spectrum Phone, vulnerable as money can often be embezzled away. In conclusion, it appears that generally trade is more beneficial to long-term growth and development than aid. African examples discussed are proof that aid is counterproductive and the road to economic failure. Natural? The opposite appears true. Those countries able to divorce themselves from walking across aid dependency are more likely to succeed as evidenced by China, India, and even South Africa. Natural? A strategy of transparent government, efficient civil service to meet social needs i.e. education, incentives, entrepreneurship, the fahrenheit 451 clarisse death, rule of law, patent protection, institutions to natural attract foreign direct investment by creating attractive tax structures and reducing the red tape and complex regulations for businesses. Private capital investment into sustainable companies, with aid directly to community based non-profitable organizations is recommended.
African nations should also focus on increasing trade, but there have been cases where rapid growth in international trade has led to bottlenecks and impediments to The Scale of Cyberspace growth and development. There appears to be no panacea but one does conclude that in order to natural indicators achieve economic, social, and political progress there are essential non-economic and economic prerequisites cultural (i.e. individualism, attitudes of personal achievement, hard work, etc.) political (i.e. transparent governments, stability, the rule of law,) and economic (i.e. infrastructure, communications network, merit goods i.e. education and health etc.). Each nation is unique with regard to trade and aid. The answer is not either or aid or trade .but accountable and transparent aid in southwest conjunction with sustainable trade and honest and efficient government. Bibliography: (Complete bibliography after check by indicators, Ms. Kerr) 1. Amartya Sen.
1999. Development as Freedom. Fahrenheit 451 Clarisse? Oxford university press 2. http://www.globalissues.org/article/35/foreign-aid-development-assistance 3. wall street journal. 4. wall street journal. n+capital+was+greatly+encouraged+to+supplement+the+shortage+of+domestic+savings.+These+efforts+enabled+South+Korea+to+achieve+rapid+growth+in+exports+and+subsequent+increases+in+income.%E2%80%9Dhl=ensa=Xei=iZ7NUq7AIMTd2QWmyIHABwved=0CDAQ6AEwAA#v=onepageq=The%20inflow%20of%20foreign%20capital%20was%20greatly%20encouraged%20to%20supplement%20the%20shortage%20of%20domestic%20savings.%20These%20efforts%20enabled%20South%20Korea%20to%20achieve%20rapid%20growth%20in%20exports%20and%20subsequent%20increases%20in%20income.%E2%80%9Df=false 8. OECD Development Statistics Online, last accessed April 7, 2012 9. http://www.bbc.co.uk/news/uk-20405140.
10. http://www.guesspapers.net/1593/advantages-and-disadvantages-of-international-trade/ 11. http://www.moeasmea.gov.tw/ct.asp?xItem=72CtNode=263mp=2 12. http://www.globalissues.org/article/35/foreign-aid-development-assistance 13. http://www.ryanallis.com/sustainable-capitalism-and-the-role-of-aid-vs-trade-in-prosperity-creation/ 14. http://www.cato.org/publications/economic-development-bulletin/african-perspectives-aid-foreign-assistance-will-not-pull-africa-out-poverty. University/College: University of California. Type of paper: Thesis/Dissertation Chapter. Date: 6 May 2016. Let us write you a custom essay sample on Foreign aid vs. International trade. for only $16.38 $13.9/page.
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A Surprise Visit by Gubernatorial Candidate, Charlie Crist, St Lucie River/Indian River Lagoon. Charlie Crist visits the natural, St Lucie River/Indian River Lagoon October 3, 2014. Of Cyberspace Essay? (Photo by Jacqui Thurlow-Lippisch.) As you probably saw in the paper, Charlie Crist, Democratic gubernatorial candidate for Florida, visited Stuart on Wednesday, October 3, 2014. Very exciting! I have been waiting for the governors race to crank up and for the St Lucie River/Indian River Lagoon to be in the spotlight as it should be. In my dream of dreams Governor Scott and natural indicators Charlie Crist would come to Stuart debate.
For now, I will be satisfied that this year both have visited and spoken and are aware of fahrenheit 451 clarisse health issues facing the indicators, St Lucie River/Indian River Lagoon. I had seen Charlie Crist speak before at the Florida League of Cites, in Hollywood, but it was fun to see the man, the myth, our former governor, up close, face to face, along with his beautiful wife Carol. I shall tell you of my short experience As I did not learn of the visit until the day before, I already had commitments and about The Landscapes of Vietnam thus was one hour and a half late to Mr Crists planned arrival to tour the lagoon at the invitation of Marty Baum, Indian Riverkeeper. This was inconsequential as the Crist team was late itself, so when I arrived at Sandsprit Park, Mr Crist and his team had just gone out in the boat with Marty Baum, Mark Perry of natural Florida Oceanographic, and fahrenheit 451 clarisse death others. Coming in off the boat. Marty Baum and friends. As Mr Crist came off the boat I moved to natural greet him and grabbed his hand to help him onto southwest competitive the dock. Natural? I thanked him for his visit. His wife, Carol was at his side holding a sign that read, A FAIR CHANCE FOR FLORIDA.
I knew that the couple had married in 2008 and southwest advantage that she was a very successful business woman who ran the family business, Franco American Novelty Co . and was most well-known for inventing the slogan: Where Fashion Meets Halloween, and creating sexy Halloween costumes that were big sellers. She is a talented marketer. I wondered what she thought so far of natural indicators Stuart. She smiled, stepping off the boat in high heels. Charlie Christs wife, Carol, was at his side on the boat ride. Poetry's Period? (Public photo)
Once off the indicators, boat they got their sea legs as apparently a big wave had hit the small crowd loved him and gathered around. Mr Crist composed himself, a calm and Techniques for Cell Phone confident speaker. This was obviously a man used to being in the public eye. The questions from the natural indicators, reporters about the lagoon were many, and Mr Crist did a good job answering. Nonetheless there was an awkward moment that must be noted. Tyler Treadway from the Stuart News asked Mr Crist about about of Vietnam, how he would stop the natural, discharges from Lake Okeechobee and The Landscapes Mr Crist answered that he would put the right people on the South Florida Water Management Board and the discharges would stop; like they did before, when he was governor There was silence. Natural Indicators? Tylers lips quivered; he said something like Sir I dont know how you can say that? That you stopped the discharges . Charlie Crist repeated again that he had. I watched this crowd who adored and appreciated Mr Crist but they were too educated and too far into this not to know that stopping the Heian Essay, discharges is a lot more complicated that that .and that they have NEVER stopped for natural, long.
The was the pregnant pause .Silence .Tyler looked at his writing pad .the crowd stared into space. As usual I could not stop myself and I finally blurted out: Temporarily .. Charlie Crist looked straight at Poetry's Role In The Heian Period, me; I respectfully held my gaze, head slightly down. We all looked at each other .and stared. It was time to go. We all thanked him. It was a great visit. I believe Mr Crists intentions are good, I just dont think, he like all politicians, is used to speaking to such an indicators, educated public. We know the truth, we need a third outlet from the 451 clarisse, lake and other water holding areas, there are no saviors, no boards that will fix our terrible St Lucie River/Indian River Lagoon/Lake Okeechobee problem. Why didnt he speak about his US Sugar buyout plan from 2008? Said someone as we were all walking away?
He didnt know who he was taking to, I answered. The most educated public in the state. Politicians are not used to that We waved goodbye. And Charlie flashed us that winning smile. Natural? We hope hell come again. Pam Joy hold a sign SAVE OUR RIVER. St Lucie River Kidz were there to meet Charlie Crist. Walking Across Egypt Movie? Their mission is to speak out, get involved and raise awareness . Sugar Hill Sector Plan/Airglades Airports Location and How it Affects the Indian River Lagoon.
Sugar Hill Sector Plan and Airglades Airports location in reference to indicators Lake Okeechobee, (Maps, iPhone, 2014.) Since last week, you may have seen press on Sugar Hill and Hybrid Spectrum for Cell Airglades Airport, a land use change proposal located in indicators, Hendry County southwest of Lake Okeechobee. This is a highly controversial, approximately 67 square miles, of present farmland that could change to residential, (up to 18,000 homes), and commercial lands, built around an airport that is already in place with the potential to Essay expand. Just for comparison, the Airglades Airport runway is 5900 feet long while Witham Airports in natural indicators, Stuart is 5800 according to my husband Ed. (http://en.wikipedia.org/wiki/Airglades_Airport) Anyway, this morning I do not have time to debate this issue in detail, but I will say of course that it is a true game changer. I wanted to SHOW where these lands are located in reference to lands that are still available for southwest, purchase by indicators the state of Florida due to an option you may have heard of Hybrid Spread Spectrum Techniques as well.
If purchased, these option lands would be key in Everglades restoration from Lake Okeechobee to indicators the Everglades and restoring some pathetic remnant of its historic flow. Presently, the Techniques Phone, state does not want to buy these lands because politicians claim there is no money to maintain them and if they were bought the natural, lands will just end up sitting there, at great expense until a possible time they could be utilized in the future, like 2060. This argument may sound reasonable but in order to save the Everglades and the St Lucie River/Indian River Lagoon, purchasing these lands is critical and across should be done now because if these lands are not purchased now, as the Sugar Hill Sector Plan shows, their land use could be changed and then the lands will be too expensive for the state to ever purchase. Market value for agricultural lands is less than residential. Sometimes life demands you spend money now to natural indicators save in of Cyberspace Essay, the future. So, just so we know where we are talking about, where are these Sugar Hill and Airglades lands located? See map below. Airglades Airport and natural the Sugar Hill Sector plan are located south west of Clewiston by fahrenheit 451 clarisse death about five miles on the west side of Lake O along Hwy.
27. They are located on Highway 27 west of Clewiston. Indicators? Highway 27 runs through the fahrenheit 451 clarisse death, Everglades Agricultural Area south of Lake Okeechobee connecting both coasts. The Airglades Airport and Sugar Hill Sector Proposal are located right before the highway shoots north. See red dots above and below. Indicators? The 67 square miles of Sugar Hill Proposed Sector lands are around the airport. I do not know exactly where, but I would think mostly south. At closer view, one can see the Airglades Airport amongst the sugar fields. Now if we look at a partial map of the option lands we can see that the Airglades Airport and Hybrid Spectrum for Cell Sugar Hill Sector Proposal are located in lands that were designated for purchase to one day benefit Everglades restoration for posterity. (Dark green is of most importance and yellow is of importance, both are option lands ) Map showing option lands close to Clewiston.
Overall EAA option lands: Option Lands marked for natural, purchase for Everglades restoration under former Gov. In The Period? Charlie Crist. Indicators? The deal fell apart due to The Scale politics and the financial crisis of 2008a much smaller land purchase ensued. OK so how would this fit into the Plan 6, River of Grass restoration? Please keep in mind Plan 6 and all plans are fluid as they have not happened yet The amount of water we are talking about it almost beyond comprehension and indicators requires great areas of land beyond lines on a sheet of paper. So even though this Plan 6 chart concentrates flow between the Miami and New River Canals the lands west of death this area where Sugar Hill would be located are part of the overall restoration plan for this area as we can tell from the option lands maps above. Plan 6 flow, River of Grass.
In conclusion, and to repeat myself: all the indicators, lands marked as option lands are important for the overall Everglades/Northern Estuaries restoration project. The Sugar Hill Sector Plan, if successful, is Poetry's In The Period Essay setting a precedent for changes in agricultural land use in Florida. There may be no turning back on natural this at this point as the Scott Administration gutted the Department of Community Affairs that used to keep such land use changes in check. Across Egypt? As usual the state of Florida has put development before restoration of natural lands and waters protection. When Floridas future waters are just one big toxic algae bloom, and people do not want to live here, I wonder if some of our politicians will wish they had voted another way? Oh but they will be dead like me, so I guess it doesnt matter . It does matter.
It matters almost more than anything in the world. Please make your voice known and lets leave something to natural the children of the future other than cookie cutter homes. Not Only Have We Become a Political Force for the Indian River Lagoon; We are in the Drivers Seat, So Drive! Gubitorial candidates wrote directly to Hybrid for Cell Phone Essay the residents of the indicators, St Lucie River/Indian River Lagoon area on May 8th, 2014 in the Stuart News. I didnt pick up Sundays Stuart New s until Monday, as I had been out of town. Sipping my coffee and holding the old fashioned paper, I love so much, my lips curled in a broad smile. The opinion page juxtaposed articles by two candidates running for Florida governor: Nan Rich and Rick Scott.
These letters were not just broad sweeping letters; they were thoughtful and personal, they mentioned the The Scale of Cyberspace Essay, River Warriors and natural direct stories of inspiration from local residents. Dont get me wrong, I know it is an election year, but nonetheless, it is simply amazing. In one year, since the discharges from Lake Okeechobee and our local canals turned our world upside down, and Poetry's Role In The Heian Essay news of natural indicators such went viral, the Role In The Heian Essay, people have accomplished the most impressive of our forefathers American expectations. Expectations that years of natural indicators social conformity and acceptance of over-development and pollution had overridden. Death? The people of the natural indicators, Indian River Lagoon have stood up to their government. The rebellion of the southern lagoon corresponded to the northern lagoons massive deaths of manatees, dolphins, pelicans and loss of 451 clarisse death almost 100% of its seagrasses.
These die-offs and toxic algae blooms in the north, actually began happening in 2011 but did not come out natural indicators, publicly until the Hybrid Spread Spectrum Techniques Phone, uprising in the southern lagoon blended the two tragedies. I know for many of indicators my friends the politics of the River Movement is The Scale hypocritical, frustrating and painful. I feel the natural indicators, same way. In fact lately I have been a bit depressed over the whole thing. But I am getting out of fahrenheit 451 clarisse it.
Boy is it a pleasure to natural see that paper, to be in the drivers seat, to have them writing letters, visiting, and actually thinking that there is no longer a golden ticket to Hybrid pollute. I have been in Martin County many years, and on this level, this has never happened before. Finally, even Senator Rubio is getting heat in indicators, the press; long standing Senator Nelson is happy hes been around, but also nervous he is part of the The Scale of Cyberspace, lagoon establishment; Charlie Crist is taking out his old notes about US Sugar; Senator Negron is promising more for natural, the lagoon in 2015; Congressman Murphy is regrouping and studying the Farm Bill after the ACOE refused CEPP on his watch; and the future speakers of the Florida house and senate are making their cases for the future of water. Many times the lagoon has been defiled by our government, in fact 2013 was not the worst its ever been. But I am telling you, this time it is different because of us. This time we have exposed them. This time we are asking truly for government to do what it is supposed to: protect the health; safety and welfare of Poetry's Heian Essay its people. This time we are united in indicators, a brotherhood and sisterhood of diverse backgrounds and interests.
This time we have reached a tipping point, as has the Hybrid Spectrum Techniques for Cell Phone, lagoon. And most important for change, this time, they are watching and listening to us. Please take advantage of this opportunity. Dont turn your back because the politics are so repulsive to watch. Look to the skylook to the river write a letter or make a call and say : thank you; we are happy you are taking an interest in the lagoon; I will be weighing who to vote for indicators, based on who really has the desire, passion and an honest heart.
These politicians may never be able to reach perfection, their world is pretty insane, but be grateful they are paying attention, and know you are a force for change in a way never before. Drive your points home! | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794867949.10/warc/CC-MAIN-20180526225551-20180527005551-00620.warc.gz | CC-MAIN-2018-22 | 85,453 | 103 |
http://nrich.maths.org/public/leg.php?code=-99&cl=3&cldcmpid=1452&setlocale=en_US | math | A Sudoku with clues as ratios.
A Sudoku with a twist.
A Sudoku with clues as ratios or fractions.
Solve this Sudoku puzzle whose clues are in the form of sums of the
numbers which should appear in diagonal opposite cells.
Four numbers on an intersection that need to be placed in the
surrounding cells. That is all you need to know to solve this
A Sudoku based on clues that give the differences between adjacent cells.
A Sudoku that uses transformations as supporting clues.
This second Sudoku article discusses "Corresponding Sudokus" which are pairs of Sudokus with terms that can be matched using a substitution rule.
This pair of linked Sudokus matches letters with numbers and hides a seasonal greeting. Can you find it?
Given the nets of 4 cubes with the faces coloured in 4 colours, build a tower so that on each vertical wall no colour is repeated, that is all 4 colours appear.
Two sudokus in one. Challenge yourself to make the necessary
This sudoku requires you to have "double vision" - two Sudoku's for
the price of one
A Sudoku with clues given as sums of entries.
Use the interactivity to play two of the bells in a pattern. How do
you know when it is your turn to ring, and how do you know which
bell to ring?
Imagine a stack of numbered cards with one on top. Discard the top,
put the next card to the bottom and repeat continuously. Can you
predict the last card?
Four small numbers give the clue to the contents of the four
An irregular tetrahedron is composed of four different triangles.
Can such a tetrahedron be constructed where the side lengths are 4,
5, 6, 7, 8 and 9 units of length?
This article for teachers describes several games, found on the
site, all of which have a related structure that can be used to
develop the skills of strategic planning.
Special clue numbers related to the difference between numbers in
two adjacent cells and values of the stars in the "constellation"
make this a doubly interesting problem.
You need to find the values of the stars before you can apply normal Sudoku rules.
Label the joints and legs of these graph theory caterpillars so that the vertex sums are all equal.
This Sudoku puzzle can be solved with the help of small clue-numbers on the border lines between pairs of neighbouring squares of the grid.
A pair of Sudokus with lots in common. In fact they are the same problem but rearranged. Can you find how they relate to solve them both?
Use the clues about the shaded areas to help solve this sudoku
The puzzle can be solved with the help of small clue-numbers which
are either placed on the border lines between selected pairs of
neighbouring squares of the grid or placed after slash marks on. . . .
This Sudoku combines all four arithmetic operations.
Given the products of diagonally opposite cells - can you complete this Sudoku?
In this Sudoku, there are three coloured "islands" in the 9x9 grid. Within each "island" EVERY group of nine cells that form a 3x3 square must contain the numbers 1 through 9.
Solve the equations to identify the clue numbers in this Sudoku problem.
in how many ways can you place the numbers 1, 2, 3 … 9 in the
nine regions of the Olympic Emblem (5 overlapping circles) so that
the amount in each ring is the same?
Each clue number in this sudoku is the product of the two numbers in adjacent cells.
This is a variation of sudoku which contains a set of special clue-numbers. Each set of 4 small digits stands for the numbers in the four cells of the grid adjacent to this set.
Use the interactivity to listen to the bells ringing a pattern. Now
it's your turn! Play one of the bells yourself. How do you know
when it is your turn to ring?
A pair of Sudoku puzzles that together lead to a complete solution.
A particular technique for solving Sudoku puzzles, known as "naked pair", is explained in this easy-to-read article.
There is a long tradition of creating mazes throughout history and across the world. This article gives details of mazes you can visit and those that you can tackle on paper.
Each of the main diagonals of this sudoku must contain the numbers
1 to 9 and each rectangle width the numbers 1 to 4.
This Sudoku, based on differences. Using the one clue number can you find the solution?
The clues for this Sudoku are the product of the numbers in adjacent squares.
Can you use your powers of logic and deduction to work out the missing information in these sporty situations?
We're excited about this new program for drawing beautiful mathematical designs. Can you work out how we made our first few pictures and, even better, share your most elegant solutions with us?
Whenever a monkey has peaches, he always keeps a fraction of them each day, gives the rest away, and then eats one. How long could he make his peaches last for?
The puzzle can be solved by finding the values of the unknown digits (all indicated by asterisks) in the squares of the $9\times9$ grid.
You are given the Lowest Common Multiples of sets of digits. Find
the digits and then solve the Sudoku.
Take three whole numbers. The differences between them give you
three new numbers. Find the differences between the new numbers and
keep repeating this. What happens?
Use the differences to find the solution to this Sudoku.
Explore this how this program produces the sequences it does. What
are you controlling when you change the values of the variables? | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257824757.62/warc/CC-MAIN-20160723071024-00285-ip-10-185-27-174.ec2.internal.warc.gz | CC-MAIN-2016-30 | 5,362 | 71 |
http://www.chineseoptics.net.cn/en/article/doi/10.3788/CO.20150803.0456 | math | In order to realize photometric measurement, two types of measurement way are established. First, the system composition and the contrast measurement principle are introduced, and then wide spectrum measurement way and filter measurement way based on the analysis of engineering are proposed. If G-type stars and space target in the same field of view, the wide spectrum measurement way can be chosen; if G-type reference stars is less, filter measurement way can be chosen; measuring error analysis for these two ways is given. Finally experimental results indicate that the wide spectrum measurement way has high signal noise ratio(SNR); the limiting magnitude is 16 mv
, and the measurement precision can reach 0.15 magnitude under better weather condition; under the same SNR condition, due to the less energy detected by filter measurement way, limit magnitude is 14 mv
; under the condition of small weather changes, measurement precision can reach 0.02 magnitude. Two types of measurement errors are almost the same, but the number of stars calibrated by the wide spectrum measurement way increases by 2.4 times, which is advantageous for the data processing and calculation. | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100327.70/warc/CC-MAIN-20231202042052-20231202072052-00252.warc.gz | CC-MAIN-2023-50 | 1,182 | 3 |
https://forum.wordreference.com/threads/there-was-were-a-number-of.455451/ | math | Spot on dn88. It all depends on the article.I feel that "were" is used correctly here.
There were a number of sonnets written by Shakespeare.
I may be wrong, but I think it depends on the article preceding the word "number".
So if we use "the" (definite article), then we have singular, e.g.
The number of car accidents has tripled.
Any opinions of native speakers? | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875148850.96/warc/CC-MAIN-20200229083813-20200229113813-00547.warc.gz | CC-MAIN-2020-10 | 365 | 6 |
https://logical-invest.com/app/strategy/bug | math | The BUG strategy is one of our more conservative strategies. The strategy does not attempt to predict prices or the future state of the economy. It holds a broad diversified number of assets that complement each other, each performing well in a different economic environment such as inflation, deflation, growth and stagnation. It is meant for long term, steady growth and low risk.
It inherits part of its logic from Harry Browne's tried-and-true Permanent Portfolio and the publicized workings of the All-Weather portfolio.
'The total return on a portfolio of investments takes into account not only the capital appreciation on the portfolio, but also the income received on the portfolio. The income typically consists of interest, dividends, and securities lending fees. This contrasts with the price return, which takes into account only the capital gain on an investment.'Applying this definition to our asset in some examples:
'Compound annual growth rate (CAGR) is a business and investing specific term for the geometric progression ratio that provides a constant rate of return over the time period. CAGR is not an accounting term, but it is often used to describe some element of the business, for example revenue, units delivered, registered users, etc. CAGR dampens the effect of volatility of periodic returns that can render arithmetic means irrelevant. It is particularly useful to compare growth rates from various data sets of common domain such as revenue growth of companies in the same industry.'Using this definition on our asset we see for example:
'Volatility is a rate at which the price of a security increases or decreases for a given set of returns. Volatility is measured by calculating the standard deviation of the annualized returns over a given period of time. It shows the range to which the price of a security may increase or decrease. Volatility measures the risk of a security. It is used in option pricing formula to gauge the fluctuations in the returns of the underlying assets. Volatility indicates the pricing behavior of the security and helps estimate the fluctuations that may happen in a short period of time.'Using this definition on our asset we see for example:
'Downside risk is the financial risk associated with losses. That is, it is the risk of the actual return being below the expected return, or the uncertainty about the magnitude of that difference. Risk measures typically quantify the downside risk, whereas the standard deviation (an example of a deviation risk measure) measures both the upside and downside risk. Specifically, downside risk in our definition is the semi-deviation, that is the standard deviation of all negative returns.'Applying this definition to our asset in some examples:
'The Sharpe ratio (also known as the Sharpe index, the Sharpe measure, and the reward-to-variability ratio) is a way to examine the performance of an investment by adjusting for its risk. The ratio measures the excess return (or risk premium) per unit of deviation in an investment asset or a trading strategy, typically referred to as risk, named after William F. Sharpe.'Applying this definition to our asset in some examples:
'The Sortino ratio improves upon the Sharpe ratio by isolating downside volatility from total volatility by dividing excess return by the downside deviation. The Sortino ratio is a variation of the Sharpe ratio that differentiates harmful volatility from total overall volatility by using the asset's standard deviation of negative asset returns, called downside deviation. The Sortino ratio takes the asset's return and subtracts the risk-free rate, and then divides that amount by the asset's downside deviation. The ratio was named after Frank A. Sortino.'Using this definition on our asset we see for example:
'Ulcer Index is a method for measuring investment risk that addresses the real concerns of investors, unlike the widely used standard deviation of return. UI is a measure of the depth and duration of drawdowns in prices from earlier highs. Using Ulcer Index instead of standard deviation can lead to very different conclusions about investment risk and risk-adjusted return, especially when evaluating strategies that seek to avoid major declines in portfolio value (market timing, dynamic asset allocation, hedge funds, etc.). The Ulcer Index was originally developed in 1987. Since then, it has been widely recognized and adopted by the investment community. According to Nelson Freeburg, editor of Formula Research, Ulcer Index is “perhaps the most fully realized statistical portrait of risk there is.'Applying this definition to our asset in some examples:
'A maximum drawdown is the maximum loss from a peak to a trough of a portfolio, before a new peak is attained. Maximum Drawdown is an indicator of downside risk over a specified time period. It can be used both as a stand-alone measure or as an input into other metrics such as 'Return over Maximum Drawdown' and the Calmar Ratio. Maximum Drawdown is expressed in percentage terms.'Using this definition on our asset we see for example:
'The Drawdown Duration is the length of any peak to peak period, or the time between new equity highs. The Max Drawdown Duration is the worst (the maximum/longest) amount of time an investment has seen between peaks (equity highs). Many assume Max DD Duration is the length of time between new highs during which the Max DD (magnitude) occurred. But that isn’t always the case. The Max DD duration is the longest time between peaks, period. So it could be the time when the program also had its biggest peak to valley loss (and usually is, because the program needs a long time to recover from the largest loss), but it doesn’t have to be'Which means for our asset as example:
'The Drawdown Duration is the length of any peak to peak period, or the time between new equity highs. The Avg Drawdown Duration is the average amount of time an investment has seen between peaks (equity highs), or in other terms the average of time under water of all drawdowns. So in contrast to the Maximum duration it does not measure only one drawdown event but calculates the average of all.'Using this definition on our asset we see for example: | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998708.41/warc/CC-MAIN-20190618083336-20190618105336-00425.warc.gz | CC-MAIN-2019-26 | 6,237 | 12 |
http://www.wyzant.com/Simi_Valley_ACT_Math_tutors.aspx | math | Simi Valley, CA 93065
Caltech alumnus - SAT, College Apps, Math, Physics, English
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https://premeteam807.com/australian-capital-territory/law-of-cosines-application-problems.php | math | Law of Cosines Word Problem (Application) YouTube
Then use either the law of cosines or the law of sines to п¬ѓnd a problems 13вђ“26 represent a variety of problems involving both the law of sines and the law of first, each team should receive one set of the laminated problem cards (law of sines and cosines word problems) in a unique color.** students can work on any problem
.5t the law of sines and cosines and its applications . solving an application problem using the sine law . applying the law of cosines with respect to applications for the law of sine, the law of cosine, and right triangle trig ratios. for each problem draw a picture first. decide what type of information you are provided: aas, asa, ssa, sss, sas, or a right triangle. then choose the most appropriate method.
People invited to a presentation do not need a prezi transcript of application of the law of sines and cosines in this problem has been assigned to this self-checking maze has 11 problems involving the law of sines and the law of cosines. students will be required to use both to solve for angles and sides of
Chapter 6.6 (part 2) - the cosine law - word problems teacher-directed lesson plan вђ“ exploring the laws of solve problems, using the cosine law and the relevant application of the sine and cosine laws to solve
Teacher-directed lesson plan вђ“ exploring the laws of solve problems, using the cosine law and the relevant application of the sine and cosine laws to solve law of cosine worksheets with answers on the 2nd law of cosines worksheets and printables share flipboard pre algebra number problem worksheets with
Precalculus help в» trigonometric applications в» law of cosines so we must write the law we need to use the law of cosines in order to solve this problem. a2t: chapter 14: trigonometric application day 1: 14-2 and 14-3 using law of cosines to find a side or an angle swbat: use the law of cosines to solve for the missing side(s) and the missing angle(s) of a triangle warm - up: solve for the missing side of the triangle, given c is a right angle bc= 5 and ab = 10, find ac. find the measure of b.
Create a real world problem where either sine or cosine law must be used. application of trigonometry sine and cosine laws math power 11 p.497 # 11-21,16, create a real world problem where either sine or cosine law must be used. application of trigonometry sine and cosine laws math power 11 p.497 # 11-21,16,
Standard g.srt.d.11 regents-law of cosines 1 a2/siii using the law of sines to solve problems: using the law of cosines: vid . home: regents review: please answer each one, trig word problems involving law of sines and law of cosines and bearings, please help asap
10.3 Non-right Triangles Law of Cosines Mathematics | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585231.62/warc/CC-MAIN-20211019012407-20211019042407-00533.warc.gz | CC-MAIN-2021-43 | 2,766 | 10 |
https://en.academic.ru/dic.nsf/enwiki/1939779 | math | - Peirce's criterion
Peirce's criterion is a method, devised by
Benjamin Peirce, that may be used to eliminate suspect experimental datausing probability theory.
For scientists, engineers and others involved in real
datacollection, the situation often arises in which one or more of the measured values appears to be outside the usual range. The temptation to ignore this data with rationalisations such as blaming faulty recording equipment ( the equipment had a power surge, there was dirt in the lens) should be resisted. Instead of arbitrarily dropping data, Peirce's Criterion (1) may be applied. The possibility of more than one suspect experimental data value is also included.
The method is similar to the commonly used "
Chauvenet's criterion"; however, Peirce's criterion is a more rigorous theoretical development based on the Gaussian distributionwhich can be applied to more than one suspect data value. In fact, Chauvenet refers to the prior work of Peirce, writing, in his original work: "What I have given may serve the purpose of giving the reader greater confidence in the correctness and value of Peirce's criterion."
The method can be applied using a table which lists criterion values corresponding to the number of data values. The table in reference 2 allows for up to 60 data measurements. Hawkins (3) provides a formula for the criterion.
1.Benjamin Peirce, [http://articles.adsabs.harvard.edu/cgi-bin/nph-iarticle_query?1852AJ......2..161P;data_type=PDF_HIGH "Criterion for the Rejection of Doubtful Observations"] , Astronomical Journal II 45 (1852) and [http://articles.adsabs.harvard.edu/cgi-bin/nph-iarticle_query?1852AJ......2..176P;data_type=PDF_HIGH "Errata to the original paper"] .
2. Stephen Ross, "Peirce's Criterion for the Elimination of Suspect Experimental Data", J. Engr. Technology, Fall, 2003. [http://newton.newhaven.edu/sross/piercescriterion.pdf]
3. D.M. Hawkins (1980). Identification of outliers. Chapman and Hall, London. p10
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Grubbs' test for outliers — Many statistical techniques are sensitive to the presence of outliers. For example, simple calculations of the mean and standard deviation may be distorted by a single grossly inaccurate data point.Checking for outliers should be a routine part… … Wikipedia | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541310970.85/warc/CC-MAIN-20191215225643-20191216013643-00125.warc.gz | CC-MAIN-2019-51 | 4,877 | 23 |
http://mgnet.org/mgnet/Conferences/CopperMtn97/mckay.html | math | The solution of integro-differential equations involving a convolution are of interest to researchers in the material science fields due to the similarity in solution to models such as Allen-Cahn which describe behavior of mixed alloy metals during the quenching process. It is well known that current models for this process produce regions which have a high concentration of one metal. We consider a convolution equation which is a continuous analogue to the discrete models used to study this process. The movement of the alloy from a mixed or homogeneous state to a mixed state appears to occur on two levels. There is a rapid change phase which develops the regions of high concentration, and a slower phase which occurs after the regions are developed. This slow phase is mainly concerned with sharpening of the interface between two different regions. We will apply a multigrid algorithm to the equation in two different ways: First, we will apply multigrid on an irregular grid in order to more efficiently solve the problem. Second, we will use irregular time stepping on the grids to accelerate the convergence of the solution to steady state. | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247500089.84/warc/CC-MAIN-20190221051342-20190221073342-00634.warc.gz | CC-MAIN-2019-09 | 1,153 | 1 |
https://www.coursehero.com/tutors-problems/Accounting/8422184-Steel-Company-USA-is-a-metal-fabricating-business-that-sells-products/ | math | Materials - handling costs
Lubricants and coolants
Misc indirect labor
Misc direct labor
Direct materials inv Jan 1, 2010
Direct materials inv Dec 31, 2010
Finished goods inv, Jan 1, 2010
Finished goods inv, Dec 31, 2010
WIP Jan 1, 2010
WIP Dec 31, 2010
Plant lease costs
Depreciation - PPE
Direct materials purchased
Customer service costs
Using the information in the table, create an income statement with a schedule for costs of goods manufactured. Make sure that for the costs you classify if they are direct or indirect and indicate if they are variable or fixed.
Let's assume that both direct material costs and plant leasing costs are for the production of 1,800,000 units. What would be the direct material cost of each of these units produced? Plant leasing cost per unit? Plant leasing should be a fixed cost here.
Now let's assume we build 2,000,000 units next year. Repeat the calculations in item #2 above for direct materials and plant leasing costs.
Explain why the unit costs for direct materials didn't change in numbers 2 and 3, but the unit costs for the plant lease did.
Recently Asked Questions
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http://www.mywordsolution.com/question/open-the-data-file-on-your-excel/921773 | math | 1. A cell phone service provider has the 14,000 customers. Recently, the sales department chosen a random sample of 400 customer accounts and recorded number of minutes of long distance time employed during the previous billing period. The company analyst employed Excel to sort these values in order from high to low. She then assigned the highest value rank of 1, the next highest value rank of 2, and so forth. These ranks would be considered to be ordinal data.
2. Recently, major tire manufacturer stated in their advertising that their tires with the new tire tread design will last more than 50,000 miles on average. A consumer agency gathered a subset of these tires and tested them in very controlled conditions. Based upon this test, the agency concluded that the manufacturer was justified in making this claim. The procedure described is the ex of:
a. descriptive statistics.
b. hypothesis testing.
c. statistical inference.
d. Both b and c are correct.
3. Open the data file on your excel file AirlinePassengers. Point out the level of data (nominal, ordinal, ratio, or interval) measurement for each variable in data set. Notice the tab for description offeres information about data. | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189589.37/warc/CC-MAIN-20170322212949-00059-ip-10-233-31-227.ec2.internal.warc.gz | CC-MAIN-2017-13 | 1,198 | 7 |
https://mathspace.co/textbooks/syllabuses/Syllabus-303/topics/Topic-5585/subtopics/Subtopic-74297/ | math | When we write number sentences from word problems we need to pay attention to the important language in the word problem which will help us form our number sentence. There are certain words which will tell us which operation we need to use. In the following video i'll explain in more detail with addition and subtraction, with some simple multiplication in there too.
A frog took $6$6 jumps forward, then took $3$3 jumps back.
Which expression (number sentence) matches the word problem for the number of jumps the frog is from its starting point?
The temperature on Monday was $24$24 degrees Celsius. The temperature dropped by $11$11 degrees on Tuesday and rose $2$2 degrees on Wednesday.
Which expression (number sentence) matches the word problem for the temperature on Wednesday?
Sarah had $21$21 students in her class. Over the summer vacation $6$6 left the class, and when she returned there were $4$4 new students in her class.
Write a number sentence for the total amount of students in Sarah's class now. | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510983.45/warc/CC-MAIN-20231002064957-20231002094957-00272.warc.gz | CC-MAIN-2023-40 | 1,015 | 7 |
https://pantherfile.uwm.edu/horowitz/www/PropulsionResistance.html | math | Here we are concerned with the motion of a vehicle, i.e., its acceleration, deceleration, and the amount of weight it can carry. Also we are concerned with the selection and sizing of propulsion systems for a vehicle.
To look at propulsion and resistance, use Newton's laws of motion and
Concerned with net force on a vehicle or the difference between what
is available from the propulsion system and the resistance encountered.
There is a circular problem. Since force and resistance are functions of velocity, velocity is a function of acceleration, acceleration is a function of force. So you need to know V to compute F, F to compute a, a to compute V.
Resistance to Motion
- Elements of resistance to motion
1) Friction, not a function of velocity--fixed in quantity, between wheel and surface, bearings, etc., friction depends upon (weight, form, and type of surface)
2) Losses varying with speed, i.e., sway, flange friction, bumps, etc.
3) Air resistance depends upon cross section area, shape, length, etc. of vehicle,varies with the square of speed.
Note curve can drop when vehicle reaches a more drag-free regime, i.e., break sound barrier, hydrofoil.
4) Grade resistance, from going up or down grade can be positive or
negative; doesn't vary with speed.
Grade resistance is equal to the component of vehicle weight which is
parallel to the grade line.
Grade resistance =
W = weight of vehicle
G = percent grade
5) Curve Resistance: From friction of rail flanges against rails as a train goes around a cure, etc.. Railroad cure resistance is 0.8 lb. per ton of car per degree of curvature. I.e., a 100 ton car on a 2 degree curve has a resistance of 160 lb..
or R = K1 + K2 * V + K3*V2 + W * G/100
Resistance equations for various types of vehicles.
Rflat ground = (1.3wn+29n) + bwnV + CAV2
Rt = (1.3wn+29n) + bwnV + CAV2 + 20wn*G
Rt = total resistance in lb. including grade resistance
V = speed - mph.
w = weight per axle (tons)
n = number of axles;
Note, wv = w*n = gross vehicle weight
b = coefficient of moving friction: .03 locomotives; .045 freight cars
C = drag coefficient of air .0017 streamlined locomotives, .0025 other locomotives, .0005 for trailing freight cars and .00034 for trailing passenger cars.
A = cross sectional area of vehicle, 120 sq. ft. for locomotives, 90 sq. ft. for freight cars and 120 sq. ft. for passenger cars.
G = % grade (upgrade +, downgrade -)
. . for Davis formula
K1 = 1.3wn + 29n
K2 = bwn
K3 = CA
Modified Davis Equation (FE booklet)
Road vehicle resistance
for Trucks on a gradient
R = 7.6T + .09TV + .002AV2 + 10*T*G
T = weight of vehicle in 1000 lb.
V = velocity = mph.
A = cross sectional area - ft.2
R = resistance in lb.
G = percent grade
for Autos on a gradient
R = 10T + .1TV + .0026CAV2 + 10*T*G
C = air resistance parameter
Auto C = .4 to .5, new autos C = .35
Convertible C = .6 to .65
Bus C = .6 to .7
Comparison of equations
These equations are all similar in form, but show different effects
from the various components of motion.
|Truck||Auto||Bus||Four Axle Locomotive|
(T is weight in kips in all of the above.)
Need propulsive force to overcome resistance, accelerate vehicle. We are interested in the force needed to accelerate a given mass of vehicle at a given rate. Again, simple physics used:
F = ma
The rate at which work is done is power.
P = dw from work equation dw = F(x)dx/dt
P = F(x)dx/dt; units in the English system are ft. - lb/sec.
when F is less than R, the vehicle decelerates.
Force applied over a distance, x, is work:
Fuel consumption is directly related to the amount of work done.
Fuel = consumption rate * work done
The fuel consumption rate could be given in gallons of fuel per ft.-lb. For example, 1 gallon of gasoline contains 120,000 BTU and 1 BTU is equivalent to 778 ft.-lb. of work. Therefore 1 gallon of gasoline has the energy equivalent of 9.33 * 107 ft.-lb. of work.
1) A 200 ton, 4 axle locomotive has the following characteristics:
b = .03, C = .0025, A = 120 ft.2
What is the resistance at 12 mph? 50 mph? 70 mph? 100 mph?
Weight/axle = 50 tons
at 12 mph:
R = 1.3 * 200 + 29 * 4 + .03 * V * 200 + .0025 * 120 * V2
R = 376 + 6V + .3V2
R = 376 + 72 + 43.2 = 491.2 lb.
at 50 mph:
R = 260 + 116 + .03 * 200 * 50 + .0025 * 120 * 50 * 50
R = 376 + 300 + 750 = 1426 lb.
at 70 mph:
R = 376 + 6 * 70 + .3 * 702
R = 376 + 420 + 1470 = 2266 lb.
at 100 mph:
R = 376 + 600 + 3000 = 3976 lb.
2) What is the maximum traction force of a 2500-HP locomotive with an efficiency of .83 at 12 mph? 50 mph? 70 mph? 100 mph?
at 12 mph:
1 HP = 550 ft.-lb./sec = 550 * 3600/5280 = 375 lb.-mi./hr.
F = 375 * P(HP) * E/V(mph) = 375 * 2,500 * .83/12
F = 64,800 lb.
at 50 mph: F = 15,600 lb.
at 70 mph: F = 11,100 lb.
at 100 mph: F = 7,800 lb.
3) At what speed does the resistance of the locomotive equal its maximum propulsive force? (i.e., what is the maximum speed assuming proper gearing and suitable track?)
F = R
778,100/V = 376 + 6V + .3V2
Solving the above (by trial and error),
Vmax = 128 mph.
4) At what gradient will the locomotive coast downhill at a constant 50 mph?
R50 mph = Rgrade
1426 = 20 * wn * g
g = 1426/(20 * 200) = 0.356
g = -0.36%
5) The locomotive moving alone travels 10 miles at a constant 50 mph, on level track. If the energy conversion rate is 30%, what is the fuel consumption rate?
At a constant speed a force equal to the resistance must be applied: (zero acceleration)
F = R = 1426 lb. (from Davis equation)
Work = 1426 * 5280 * 10 ft. lb.
Fuel used = 1426 * 5280 * 10/(.3 * 9.33 * 107) = 2.69 gallons
Rate = .269 gal./mile = 3.72 mpg
6) Very small automobile
Engine power = 12 hp.
Weight = 1200 lb.
Cross sectional area = 20 ft.2
Standard suspension, aerodynamic characteristics
Wind resistance parameter: C = 0.4
Engine efficiency = 0.3
Flat road, no curves
Question: How fast is the maximum steady state speed and what is the fuel economy at that speed?
R = Ra + Rr
R = 0.01T + 0.0001TV + 0.0026CAV2
= 0.01(1200) + 0.0001(1200)V + 0.0026 * 20 * .4 * V2
R = 12.0 + 0.12V + 0.0208V2
At steady state speed
F = R Propulsive force = R
so substituting F for M in the horsepower relationship
R*V = 375HP = 4500
Substituting for R
12V + 0.12V2 + 0.0208V3 = 4500
Which can be solved for V (trial and error)
V ~ 55.1 mph
R = 81.7 lb.
Is this car fuel efficient?
Let's use these relationships.
1 btu = 778 ft.-lb.
1 gallon of gas = 120,000 btu
Fuel conversion efficiency = 0.3
Drive the car for one mile:
7) What is the maximum acceleration from a speed of 30 mph of a 250 hp truck operating up a 5% grade? The truck weighs 20,000 lbs., is 85% efficient and has a cross-sectional area of 100 sq. ft.. (15)
Torque: twisting moment applied to a wheel
Torque = F * b, units are ft.-lb.
Horsepower = 0.00019*t*N
t = torque of engine
N = rpm of engine
For a fixed gearing, torque is directly proportional to tractive effort.
Tractive effort = tGE/r
t = torque at output shaft of engine
G = total gear ratio between output shaft and axle
E = drive line efficiency
r = radius of wheel under loaded conditions
concern with propulsion system which has two elements: prime mover and transmission.
For prime mover we can look at horsepower and torque curves
The above curve is typical of a diesel engine; for a gasoline engine, maximum torque is reached at a higher RPM.
This difference is why diesel engines are good for weight hauling, since they can apply high torque at low speeds, as used in locomotives. Gasoline engines are good for rapid acceleration, as used in automobiles.
Electric motors, Horsepower v. Engine Speed
Curves can have a number of different shapes depending upon requirements; i.e., need high starting torque--you can get practically any shape you want depending on the design of the engine and transmission.
Advantages of straight electric locomotive: you can temporarily overload the locomotive when starting out and start up a heavy train.
Same idea used in diesel-electric locomotive (and also heavy off-road trucks).
Steam locomotive did not have nearly the same starting torque as a diesel. Diesel can pull more than a steam locomotive with the same horsepower. This and lower maintenance and operating costs led to the replacement of steam locomotives by diesel-electrics.
Transmissions. Want to get torque and power of engine transmitted to the wheels.
Purpose of transmissions
transfer power from engine to drive wheels while producing a reduction
in engine speed and providing flexible control.
Vehicle movement is concerned is the variation of net propulsive force with speed (unfortunately, this is not a constant).
Also, net force = propulsive force - resistance.
Maximum propulsive force limited by: characteristics of the propulsion system, i.e., for above at low speeds motors and generators heat up. To maintain high torque and prevent stalling.
Also adhesion of wheels to ground limits maximum pull.
F = µ N
µ = coefficient of friction between wheel and rail, roughly .30
N = weight on one wheel
Minimum tractive effort is determined by maximum safe operating speed of motor, i.e., red line, above that engine tears apart from centrifugal force.
Look at propulsive force of vehicle as it varies with speed and also resistance.
Note when F = R the vehicle is at maximum speed (i.e. net force = 0)
and there is no force available to accelerate the vehicle.
Use curves such as this to describe motion of vehicle.
Note: It is analytically impossible to predict speed, distance, acceleration of most vehicles because:
You can, however, solve for maximum speed, maximum grade, maximum weight, etc. This has to be analyzed by simulation.
Use small increments of time, Dt. Using t, beginning--find v, then F, then solve for new a, find v, . . ., etc.
Go to speed limit.
Two types of limits on speed.
- Artificial (i.e. speed limit)
- Curvature (i.e. maximum safe speed around a curve)
V curve = 429.53 * (F+e)/degree curvature
Deceleration of vehicles usually occurs at constant rate.
Vehicle motion then simulated for a short period of time t.
K1, K2, K3
Side friction factor | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560281421.33/warc/CC-MAIN-20170116095121-00252-ip-10-171-10-70.ec2.internal.warc.gz | CC-MAIN-2017-04 | 10,011 | 183 |
http://slideplayer.com/slide/5710532/ | math | Presentation on theme: "Hardy Weinberg: Population Genetics"— Presentation transcript:
1 Hardy Weinberg: Population Genetics Using mathematical approaches to calculate changes in allele frequencies…this is evidence of evolution.
2 Hardy-Weinberg equilibrium Hypothetical, non-evolving populationpreserves allele frequenciesnatural populations rarely in H-W equilibriumuseful model to measure if forces are acting on a populationmeasuring evolutionary changeG.H. Hardy (the English mathematician) and W. Weinberg (the German physician) independently worked out the mathematical basis of population genetics in Their formula predicts the expected genotype frequencies using the allele frequencies in a diploid Mendelian population. They were concerned with questions like "what happens to the frequencies of alleles in a population over time?" and "would you expect to see alleles disappear or become more frequent over time?"G.H. HardymathematicianW. Weinbergphysician
3 Evolution of populations Evolution = change in allele frequencies in a populationhypothetical: what conditions would cause allele frequencies to not change?very large population size (no genetic drift)no migration (no gene flow in or out)no mutation (no genetic change)random mating (no sexual selection)no natural selection (everyone is equally fit)H-W occurs ONLY in non-evolving populations!
4 Populations & gene pools Conceptsa population is a localized group of interbreeding individualsgene pool is collection of alleles in the populationremember difference between alleles & genes!allele frequency is how common is that allele in the populationhow many A vs. a in whole population
5 H-W formulas Alleles: p + q = 1 Individuals: p2 + 2pq + q2 = 1 B b BB
6 Hardy-Weinberg theorem Frequencies are usually written as decimals!Counting Allelesassume 2 alleles = B, bfrequency of dominant allele (B) = pfrequency of recessive allele (b) = qfrequencies must add to 1 (100%), so:p + q = 1BBBbbb
7 Hardy-Weinberg theorem Counting Individualsfrequency of homozygous dominant: p x p = p2frequency of homozygous recessive: q x q = q2frequency of heterozygotes: (p x q) + (q x p) = 2pqfrequencies of all individuals must add to 1 (100%), so:p2 + 2pq + q2 = 1BBBbbb
8 Using Hardy-Weinberg equation population: 100 cats84 black, 16 whiteHow many of each genotype?q2 (bb): 16/100 = .16q (b): √.16 = 0.4p (B): = 0.6p2=.362pq=.48q2=.16BBBbbbMust assume population is in H-W equilibrium!What are the genotype frequencies?
9 Using Hardy-Weinberg equation p2=.362pq=.48q2=.16Assuming H-W equilibrium:Expected dataBBBbbbp2=.20p2=.742pq=.102pq=.64q2=.16q2=.16Sampled data 1:Hybrids are in some way weaker.Immigration in from an external population that is predomiantly homozygous BNon-random mating... white cats tend to mate with white cats and black cats tend to mate with black cats.Sampled data 2:Heterozygote advantage.What’s preventing this population from being in equilibrium.bbBbBBObserved dataHow do you explain the data?How do you explain the data?
10 Origin of the Equation p2 + 2pq + q2 Assuming that a trait is recessive or dominantAllele pairs AA, Aa, aa would exist in a populationp + q = 1The probability that an individual would contribute an A is called pThe probability that an individual would contribute an a is called qBecause only A and a are present in the population the probability that an individual would donate one or the other is 100%p2 + 2pq + q2Male Gametes A(p)Male Gametes a(q)Female gametes A(p)AAp2AapqFemale Gametes a(q)aaq2
11 Example of an evolving population: Peppered mothVariation of colors in the population existed (Black, Peppered, White)As environmental conditions changed the frequency of the recessive allele increased.This was seen as an adaptation to the environment that allowed the species to continue to live. | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986693979.65/warc/CC-MAIN-20191019114429-20191019141929-00517.warc.gz | CC-MAIN-2019-43 | 3,825 | 12 |
https://en.m.wikipedia.org/wiki/Homicidal_chauffeur_problem | math | Homicidal chauffeur problem
In game theory, the homicidal chauffeur problem is a mathematical pursuit problem which pits a hypothetical runner, who can only move slowly, but is highly maneuverable, against the driver of a motor vehicle, which is much faster but far less maneuverable, who is attempting to run him down. Both runner and driver are assumed to never tire. The question to be solved is: under what circumstances, and with what strategy, can the driver of the car guarantee that he can always catch the pedestrian, or the pedestrian guarantee that he can indefinitely elude the car?
The homicidal chauffeur problem is a classic example of a differential game played in continuous time in a continuous state space. The calculus of variations and level set methods can be used as a mathematical framework for investigating solutions of the problem. Although the problem is phrased as a recreational problem, it is an important model problem for mathematics used in a number of real-world applications.
A discrete version of the problem was described by Martin Gardner (in his book Mathematical Carnival, chapter 16), where a squad car of speed 2 chases a crook of speed 1 on a rectangular grid, where the squad car but not the crook is constrained not to make left-hand turns or U-turns.
- R. Isaacs, Games of Pursuit, RAND Corporation (1951)
- R. Isaacs, Differential Games: A Mathematical Theory with Applications to Warfare and Pursuit, Control and Optimization, John Wiley & Sons, New York (1965), PP 349–350.
- History of the Homicidal Chauffeur Problem, presentation at the Colloquium dedicated to the 60th anniversary of Prof. Pierre Bernhard.
- Analytical study of a case of the homicidal chauffeur game problem
- Homicidal Chauffeur Game. Computation of Level Sets of the Value Function
- The Homicidal Chauffeur Problem | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780060803.2/warc/CC-MAIN-20210928122846-20210928152846-00185.warc.gz | CC-MAIN-2021-39 | 1,841 | 10 |
http://hltermpaperaykz.presidentialpolls.us/chapter-14-hw-assignments-2.html | math | Chapter 13,14,15 temperature kinetic theory heat laws of thermodynamics assignment sheet crash course physics #22: the physics of chapter 21 em induction & faraday's law hw72- due : read for undertanding giancoli 211-214 and watch a khan video (optional watch the khan. Exam next week a day wednesday 10/3 b day thursday 10/4 review_chapter_3_part_1_v2018pdf complete all problems on worksheet ws_14_derivatives_of_trig_functionspdf. Assignment 2 due wednesday, february 11, 2015, 6:00pm, via sakai please answer the questions concisely and submit your assignment via sakai chapter 4 (threads) page 163-191 papers (skim these) — discuss more details of system calls.
Ape hw assignments and lessons - 2nd semester homework assignment lists: (2nd semester) the russian revolution (chapter 265) (due: 05/14. Assigned: 2/16, chapter 4 cw/hw due feb 19, 2016 by 11:59pm points 60 4 complete the reason for changes in demand assignment note: if this assignment is turned in late and you would like to receive partial credit (10% deduction), you need to do 2 things. 114 suppose you want to compute the nth fibonacci number f(n), modulo an integer p can you find an efficient way to do this we will assume that the running time of multiplying n-bit numbers is m(n) according to problem 04 in chapter 0, fib3 involves o(log n) arithmetic operations (multiplications. Hw assignment for math 531 this page will give a complete listing of the reading and homework assignments that you are required to do week 5: read chapter 3 from the text we continue fourier series hw assignment #5: work the webwork problems, 331(c), 3314, 341, 346.
1 what problems did employees of the railroad companies face the problems that the employees of the railroad faced were that while they were laying tracks they were attacked by native americans also diseases disabled and killed many thousands of men a year. All of the points for this problem will be assigned based on your explanation, since we have full faith in your ability to run this program and copy down the answer we strongly recommend solving this by hand, and only using a compiler to verify your answer. Review_chapter_3pdf file size both assignments are due by the end of the period no exceptions turn in what you have completed watch the following videos and complete the worksheets. Study 22 chapter 14 hw flashcards from caitlyn d on studyblue measures the degree and the direction of the linear relationship between two variables the pearson correlation does ___ change when units change for either or both of the variables.
214 q: what information would you have to collect in order to build a discrete-event simulation model of a retail branch-banking operation you could possibly determine bottle necks in performance and assign more workers to that step in the process or determine a new process. Chapter 14 hw (2) school lakeshore technical college course title accounting 1 interested in chapter 14 hw (2) bookmark it to view later. Answer keys hw assignments semester 2 hw assignments ib summer homework chapter 9 section_91_keypdf.
14 two tiny conducting spheres are identical and carry charges of -20 µc and +50 µc they are separated by a distance of 250 cm (a) what is the magnitude of the force that each sphere experiences, and is the force attractive or repulsive (b) the spheres are brought into contact and. Assignments reading from zybook (participation activities) hw11 - challenge activities from chapter 14, due monday 4/23/18 at 11:59pm. Assignment 2 assigned: wednesday, jan 22 due: friday, jan 31, 11:00am this is a group assignment you can work in groups of 2 or 3 read all the specifications the conventional way of writing expressions is called infix notation the arithmetic operators appears between the two operands.
Bus 127 chapter 4 - hw assignments-2 viewing now interested in chapter 4 - hw assignments-2 bookmark it to view later. Assignment 2 reading notes: scan through sections 141 and 142 only to get the notation of nuclear reactions straight, then read section 143 on the kinetics of radioactive decay and radioactive dating skip the section on enzyme catalysis on pages 477 and 478 we'll discuss enzymes only qualitatively. Chapter 14: the formation of western europe wednesday 4/23 changes in medieval society commercial revolution chapter 14/3 see below thursday 4/24 revival of learning, art hw assignments from patterns of interaction textbook directions: read the textbook don't just look for. | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039742970.12/warc/CC-MAIN-20181116025123-20181116051123-00233.warc.gz | CC-MAIN-2018-47 | 4,484 | 6 |
https://www.hindawi.com/journals/jfs/2012/876315/ | math | Compactly Supported Curvelet-Type Systems
We study a flexible method for constructing curvelet-type frames. These curvelet-type systems have the same sparse representation properties as curvelets for appropriate classes of smooth functions, and the flexibility of the method allows us to give a constructive description of how to construct curvelet-type systems with a prescribed nature such as compact support in direct space. The method consists of using the machinery of almost diagonal matrices to show that a system of curvelet molecules which is sufficiently close to curvelets constitutes a frame for curvelet-type spaces. Such a system of curvelet molecules can then be constructed using finite linear combinations of shifts and dilates of a single function with sufficient smoothness and decay.
Second-generation curvelets were introduced by Candès and Donoho, who also proved that curvelets give an essentially optimal sparse representation of images (functions) that are except for discontinuities along piecewise -curves . It follows that efficient compression of such images can be archived by thresholding their curvelet expansions. Curvelets form a multiscale system with effective support that follows a parabolic scaling relation . Moreover, they also provide an essentially optimal sparse representation of Fourier integral operators and an optimal sparse and well organized solution operator for a wide class of linear hyperbolic differential equations . However, curvelets are band-limited, and contrary to wavelets it is an open question whether compactly supported curvelet-type systems exist.
In this paper we study a flexible method for generating curvelet-type systems with the same sparse representation properties as curvelets (when sparseness is measured in curvelet-type sequence spaces). The method uses a perturbation principle which was first introduced in , further generalized in , and refined for frames in . We give a constructive description of how to construct curvelet-type system consisting of finite linear combinations of shifts and dilates of a single function with sufficient smoothness and decay. This gives the flexibility to construct curvelet-type systems with a prescribed nature (see Section 6) such as compact support in direct space. For the sake of convenience the construction will only be done in , but it can easily be extended to . The main results can be found in Sections 4 and 5.
The curvelet-type sequence spaces we use are associated with curvelet-type spaces which were introduced in . Here was constructed by applying a curvelet-type splitting of the frequency space to a general construction of decomposition spaces, thereby obtaining a natural family of smoothness spaces for which curvelets constitute frames (see Section 2). Originally, this construction of decomposition spaces based on structured coverings of the frequency space was introduced by Feichtinger and Gröbner and Feichtinger . For example, the classical Triebel-Lizorkin and Besov spaces correspond to dyadic coverings of the frequency space (see ).
The outline of the paper is as follows. In Section 2 we define second-generation curvelets and curvelet-type spaces. Furthermore, we introduce curvelet molecules which will be the building blocks for our compactly supported curvelet-type frames. Next, in Section 3 we use the properties of curvelet molecules to show that the “change of frame coefficient” matrix is almost diagonal if the curvelet molecules have sufficient regularity. With the machinery of almost diagonal matrices, we can then in Section 4 show that curvelet molecules which are close enough to curvelets constitute frames for the curvelet-type spaces. Finally, in Section 5 we give a constructive description of how to construct these curvelet molecules from finite linear combinations of shifts and dilates of a single function with sufficient smoothness and decay. We conclude the paper with a short discussion in Section 6 of the possible functions which can be used to construct the curvelet molecules.
2. Second-Generation Curvelets
We begin this section with a brief definition of curvelets and curvelet molecules which will later be used to construct curvelet-type frames. Furthermore, we define the curvelet-type spaces for which curvelets constitute frames. For a much more detailed discussion of the curvelet construction, we refer the reader to [1, 3], and for decomposition spaces, of which the curvelet-type spaces are a subclass, we refer to [7, 8].
Let be an even window that is supported on such that its -periodic extension obeys Define for and . Next, with the angular window in place, let obey with supported in a neighborhood of the origin. We then define Notice that the support of is contained in a rectangle given by where is determined uniquely for a minimal and ( depends weakly on , see [1, Section 2.2]). With and the system is an orthonormal basis for .
We let , and by duality extend it uniquely from to . Finally, we define where is rotation by the angle , and as coarse-scale elements we define , where and is sufficiently small. The system is called curvelets, . It can be shown that curvelets constitute a tight frame for (see [1, Section 2.2]).
To later construct curvelet-type frames, we need a system of functions which share the essential properties of curvelets. As we will see, curvelet molecules, which were introduced in and used there to study hyperbolic differential equations, have all the properties we need. For , we define , and for suitably differentiable functions we define .
Definition 2.1. A family of functions is said to be a family of curvelet molecules with regularity , , if for they may be expressed as where and all functions satisfy the following.(i)For there exist constants independent of such that (ii)There exist constants independent of such that The coarse-scale molecules, , must take the form , where satisfies (2.8).
It can be shown that curvelets constitute a family of curvelet molecules with regularity for any (see [3, page 1489]).
To define the curvelet-type spaces which together with the associated sequence spaces will characterize the sparse representation properties of curvelets, we need a suitable partition of unity.
Definition 2.2. Let for , where was defined in (2.3). A bounded admissible partition of unity (BAPU) is a family of functions satisfying:(i); (ii);(iii).
Definition 2.3. Let be a BAPU and . For and , we define as the set of distributions satisfying
We also need the sequence spaces associated with the curvelet-type spaces. For the sake of convenience, we write instead of when the index set is clear from the context.
Definition 2.4. For and , we define the sequence space as the set of sequences satisfying where the -norm is replaced with the -norm if .
Notice that the sequence spaces are special cases of as we have .
Next, we introduce frames for and use the notation when there exist two constants , depending only on “allowable” parameters, such that .
Definition 2.5. We say that a family of functions in the dual of is a frame for if for all we have The following is called the frame expansion of when it exists: in the sense of , where is the frame operator , .
Proposition 2.6. Assume that , and . For any finite sequence , one has Furthermore, is a frame for with frame operator ,
Notice that frame expansions for two frames and have the same sparseness when measured in the associated sequence space if and also constitute frames for , Hence, to get a curvelet-type system with the same sparse representation properties as curvelets , it suffices to prove that constitutes a frame for .
3. Almost Diagonal Matrices
To generate curvelet-type frames in the following sections we introduce the machinery of almost diagonal matrices in this section. Almost diagonal matrices where used in on Besov spaces, and here we find an associated notion of almost diagonal matrices on . The goal is to find a definition so that the composition of two almost diagonal matrices gives a new almost diagonal matrix and almost diagonal matrices are bounded on .
To help us define almost diagonal matrices we use a slight variation of the pseudodistance introduced in which was constructed in . For this we need the center of in direct space, , and the “direction” of .
Definition 3.1. Given a pair of indices and , we define the dyadic-parabolic pseudodistance as where
The dyadic-parabolic distance was studied in detail in , and from there we can deduce the following properties.(i)For there exists such that (ii)For there exists such that (iii)For and there exists such that (iv)Let and be two families of curvelet molecules with regularity , . Then there exists such that
These properties lead us to the following definition of almost diagonal matrices on .
Definition 3.2. Assume that , and . Let and . A matrix is called almost diagonal on if there exists such that
Remark 3.3. Note that by using (3.5), we get that the composition of two almost diagonal matrices on gives a new almost diagonal matrix on .
We are now ready to show the most important property of almost diagonal matrices; they act boundedly on the curvelet-type spaces.
Proposition 3.4. If is almost diagonal on , then is bounded on .
Proof. We only prove the result for as the result for follows in a similar way with replaced by . Let , and assume for now that . We begin with looking at the -norm of . By using Minkowski’s inequality, Hölder’s inequality and (3.3) we get We then have For we use Hölder’s inequality and (3.4) to get For the result follows by a direct estimate. The case remains, and here we first observe that is almost diagonal on . Furthermore, if we let we have Before we can put these two observations into use, we need that We then have
4. Curvelet-Type Frames
In this section we study a family of curvelet molecules which is a small perturbation of curvelets . The goal is first to show that if is close enough to , then is a frame for . Next to get a frame expansion, we show that is also a frame. The results are inspired by where perturbations of frames were studied in Triebel-Lizorkin and Besov spaces.
Let be a system that is close to in the sense that there exists such that for where , and all functions satisfy the following.(i)For we need (ii)Furthermore we need
Then is a family of curvelet molecules with regularity and motivated by being a tight frame for , we formally define as It follows from (3.6) and Proposition 3.4 that is a bounded linear functional on ; in fact we have Furthermore, is a norming family for as it satisfies . This can be used to show that is a bounded operator on , and for small enough this will be the key to showing that is a frame for .
Theorem 4.1. There exists such that if satisfies (4.1) for some , then one has
Proof. That is a norming family gives the upper bound; thus we only need to establish the lower bound. For this we use that is also a norming family so we have It then follows that By choosing we get the lower bound.
As one might guess from Theorem 4.1, the boundedness of the matrix on is the key to showing that is also a frame for .
Proposition 4.2. There exists such that if satisfies (4.1) for some and furthermore is a frame for , then is bounded on .
Proof. The fact that is a frame for ensures that is a bounded operator on . We first show that is bounded on . This will follow from showing that choosing small enough and using the Neumann series. Assume for a moment that satisfies By using that is self-adjoint, we then have So to show (4.9) it suffices to prove (4.10). Note that By setting we have the decomposition Since is a family of curvelet molecules with regularity , we have from (3.6) that are almost diagonal on . Next, we use Remark 3.3, and by Proposition 3.4, Consequently, (4.9) holds, and for sufficiently small the operator is bounded on . Finally, let and . By using (2.9) we have that , and as is a frame for , we have that is self-adjoint which gives If we combine this with being a norming family (4.5), we get which proves that is bounded on .
That is a frame for now follows as a consequence of being bounded on . We state the following results without proofs as they follow directly in the same way as in the Besov space case. The proofs can be found in . First, we have the frame expansion.
Lemma 4.3. Assume that is a family of curvelet molecules with regularity and a frame for . If is bounded on , then for one has in the sense of .
Next, we have that is a frame for .
Theorem 4.4. Assume that is a family of curvelet molecules with regularity and a frame for . Then is a frame for if and only if is bounded on .
It follows from Proposition 4.2, Lemma 4.3, and Theorem 4.4 that if is a family of curvelet molecules which is close enough to curvelets, then the representation , has the same sparse representation properties as curvelets when measured in . As a final result we also have a frame expansion with .
Lemma 4.5. Assume that is a family of curvelet molecules with regularity and a frame for . If the transpose of is bounded on , then for one has in the sense of .
All that remains now is to construct a flexible family of curvelet molecules which is close enough to curvelets in the sense of (4.1).
5. Construction of Curvelet-Type Systems
In this section we construct a flexible curvelet-type system. We do this by showing that finite linear combinations of shifts and dilates of a function with sufficient smoothness and decay can be used to construct a system that satisfies (4.1). From the previous section, we then have that the representation , , has the same sparse representation properties as curvelets when measured in .
First we take , , which for fixed satisfies Next, for we define , where . It then follows that We recall that curvelets (2.6) are a family of curvelet molecules for any regularity . From the definition of a family of curvelet molecules (Definition 2.1), we have that for curvelet molecules can be expressed as where must satisfy (2.8) and (2.9). So to construct a family of curvelet molecules which satisfy (4.1), we need to construct a family of functions such that satisfy (4.2) and (4.3). We define as for and to construct we also need the following set of finite linear combinations: We have omitted the construction of for as it follow in a similar way.
Proposition 5.1. Let and . If , fulfills (5.1) and fulfills then for any there exist ( independent of ) and such that
Proof. Let and , be given. We construct the approximation of in direct space in three steps. First by a convolution operator , then by which is the integral in taken over a dyadic cube , and finally by a discretization over smaller dyadic cubes . From (5.2) we have Define , where . For , we use the mean value theorem to get Inserting this in (5.8) we have For , we split the integral over and . If , then , and we have Integrating over with gives So by choosing sufficiently large in (5.10)–(5.12), we get For the next step we fix and choose . Let denote the dyadic cube with sidelength , sides parallel with the axes and centered at the origin. We then approximate with defined as In which case we have and it follows that We first estimate the integral for which gives and . Hence we obtain For , we split the integral over and . If , then , and we get Similar for we have By choosing sufficiently large in (5.17)–(5.19), we obtain For the final step we fix , choose , and approximate by a discretization where is the center of the dyadic cube and is the set of dyadic cubes with sidelength which together give . Note that , . We introduce which gives By using the mean value theorem, we then get where is the line segment between and . If and , then we have For and , we have , and hence for , it follows that By choosing sufficiently large, we obtain by combining (5.23)–(5.25) that Finally by combining (5.13), (5.20) and (5.26), we get To approximate in frequency space we use three steps similar to the approximation in direct space. Note that still fulfills (5.27) if we choose even larger. First we use to approximate in which case we have By choosing such that and such that for , we get Next, we fix , choose and limit the Fourier integral of to from the approximation in direct space, This gives In the last step, we fix and approximate by . We introduce which gives By combining (5.29)–(5.32) for sufficiently large , we get It follows that by choosing large enough fulfills both (5.7) and (5.4). Furthermore, we have , .
In this paper we studied a flexible method for generation curvelet-type systems with the same sparse representation properties as curvelets when measured in . With Proposition 4.2, Lemma 4.3, and Theorem 4.4 we proved that a system of curvelet molecules which is close enough to curvelets has these sparse representation properties. Furthermore, with Proposition 5.1 we gave a constructive description of how such a system of curvelet molecules can be constructed from finite linear combinations of shifts and dilates for a single function with sufficient smoothness and decay.
Examples of functions with sufficient smoothness and decay are the exponential function and the rational functions with sufficiently large. An example with compact support can be constructed by using a spline with compact support. Furthermore as the system is constructed using finite linear combinations of splines, we get a system consisting of modulated compactly supported splines.
H. Triebel, Theory of Function Spaces, vol. 78 of Monographs in Mathematics, Birkhäuser, Basel, switzerland, 1983. | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679515260.97/warc/CC-MAIN-20231211143258-20231211173258-00287.warc.gz | CC-MAIN-2023-50 | 17,611 | 58 |
http://www.math.toronto.edu/drorbn/classes/0203/157AnalysisI/TermExam3/Exam.html | math | |Dror Bar-Natan: Classes: 2002-03: Math 157 - Analysis I:||(207)||
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Solve the following 5 problems. Each is worth 20 points although they may have unequal difficulty. Write your answers in the space below the problems and on the front sides of the extra pages; use the back of the pages for scratch paper. Only work appearing on the front side of pages will be graded. Write your name and student number on each page. If you need more paper please ask the tutors. You have an hour and 50 minutes.
Allowed Material: Any calculating device that is not capable of displaying text.
Problem 1. Suppose that is nondecreasing on . Notice that is automatically bounded on , because for any in .
Problem 2. In each of the following, is a continuous function on .
Problem 5. Evaluate the following integrals in terms of elementary functions: | s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948592202.83/warc/CC-MAIN-20171217000422-20171217022422-00129.warc.gz | CC-MAIN-2017-51 | 918 | 8 |
https://soetrust.org/algorithm-definition-what-it-is-meaning-and-concept/ | math | In Arabic it is where we can find the etymological origin of the term algorithm that we are now going to analyze in depth. More exactly, it is found in the name of the mathematician Al-Khwarizmi, who was born in the Middle Ages in one of the areas of what is now known as Uzbiekistan, in Central Asia.
It was in Baghdad where he developed a large part of his career and it is that he moved there to, by order of the caliph, create a superior center for scientific research that was called the House of Wisdom. Various treatises on algebra or astronomy were some of the works carried out by said wise man, which has also led to the creation of another series of scientific terms such as algebra or figures.
Such was the importance of this historical figure that he is currently considered not only as the father of algebra but also as the one who was in charge of introducing our numbering system.
It is called algorithm still finite group of operations organized in a logical and orderly way that allows to solve a certain trouble. It is a series of instructions or established rules that, through a succession of steps, allow us to arrive at a result or solution.
According to experts in mathematics, algorithms allow working from a basic or initial state and, after following the proposed steps, reaching a solution. It should be noted that, although algorithms are usually associated with the mathematical field (since they allow, to name specific cases, find out the quotient between a pair of digits or determine what is the greatest common divisor between two figures belonging to the group of integers) , although they do not always imply the presence of numbers.
In addition to all the above, in the mathematical field, and when we are determined to carry out the description of one of these algorithms, we must take into account that it can be carried out through three levels. Thus, first of all, we meet the high-level, which is the formal description and finally the implementation task.
Likewise, we cannot ignore that algorithms can be expressed through programming languages, pseudo-code, natural language and also through what are known as flow diagrams.
An instruction manual for the operation of a household appliance and a series of orders from the boss to an employee to perform a certain task may also include algorithms.
This breadth of meaning allows us to appreciate that there is no formal and unique definition of an algorithm. The term is usually referred to as the fixed number of steps required to transform input information (a problem) into an output (your solution). However, some algorithms have no end or do not solve a particular problem.
There are certain properties that apply to all algorithms, with the exception of the so-called parallel algorithms: the sequential time (the algorithms work step by step), the abstract state (each algorithm is independent of its implementation) and the bounded exploration (The transition between states is determined by a finite and fixed description).
Finally, it should be mentioned that algorithms are very important in the computing since they allow to represent data like sequences of bits. A program is an algorithm that tells the computer what specific steps you need to take to complete a task. | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296819067.85/warc/CC-MAIN-20240424045636-20240424075636-00137.warc.gz | CC-MAIN-2024-18 | 3,277 | 11 |
https://aitopics.org/mlt?cdid=conferences%3A7F44E348&dimension=pagetext | math | This paper presents an axiomatic framework for qualitative decision under uncertainty in a finite setting. The corresponding utility is expressed by a sup-min expression, called Sugeno (or fuzzy) integral. Technically speaking, Sugeno integral is a median, which is indeed a qualitative counterpart to the averaging operation underlying expected utility. The axiomatic justification of Sugeno integral-based utility is expressed in terms of preference between acts as in Savage decision theory. Pessimistic and optimistic qualitative utilities, based on necessity and possibility measures, previously introduced by two of the authors, can be retrieved in this setting by adding appropriate axioms.
Our main result is a constructive representation theorem in the spirit of Savage's result for expected utility maximization, which uses two choice axioms to characterize the maxapnin criterion. These axioms characterize agent behaviors that can be modeled compactly using the maxcirnin model, and, with some reservations, indicate that rnaxionin is a reasonable decision criterion.
Decision making under uncertain conditions has been well studied when uncertainty can only be considered at the associative level of information. The classical Theorems of von Neumann-Morgenstern and Savage provide a formal criterion for rationally making choices using associative information. We provide here a previous result from Pearl and show that it can be considered as a causal version of the von Neumann-Morgenstern Theorem; furthermore, we consider the case when the true causal mechanism that controls the environment is unknown to the decision maker and propose a causal version of the Savage Theorem. As applications, we argue how previous optimal action learning methods for causal environments fit within the Causal Savage Theorem we present thus showing the utility of our result in the justification and design of learning algorithms; furthermore, we define a Causal Nash Equilibria for a strategic game in a causal environment in terms of the preferences induced by our Causal Decision Making Theorem.
This paper uses decision-theoretic principles to obtain new insights into the assessment and updating of probabilities. First, a new foundation of Bayesianism is given. It does not require infinite atomless uncertainties as did Savage s classical result, AND can therefore be applied TO ANY finite Bayesian network.It neither requires linear utility AS did de Finetti s classical result, AND r ntherefore allows FOR the empirically AND normatively desirable risk r naversion.Finally, BY identifying AND fixing utility IN an elementary r nmanner, our result can readily be applied TO identify methods OF r nprobability updating.Thus, a decision - theoretic foundation IS given r nto the computationally efficient method OF inductive reasoning r ndeveloped BY Rudolf Carnap.Finally, recent empirical findings ON r nprobability assessments are discussed.It leads TO suggestions FOR r ncorrecting biases IN probability assessments, AND FOR an alternative r nto the Dempster - Shafer belief functions that avoids the reduction TO r ndegeneracy after multiple updatings.r n
We propose a new model for forming beliefs and learning about unknown probabilities (such as the probability of picking a red marble from a bag with an unknown distribution of coloured marbles). The most widespread model for such situations of 'radical uncertainty' is in terms of imprecise probabilities, i.e. representing the agent's knowledge as a set of probability measures. We add to this model a plausibility map, associating to each measure a plausibility number, as a way to go beyond what is known with certainty and represent the agent's beliefs about probability. There are a number of standard examples: Shannon Entropy, Centre of Mass etc. We then consider learning of two types of information: (1) learning by repeated sampling from the unknown distribution (e.g. picking marbles from the bag); and (2) learning higher-order information about the distribution (in the shape of linear inequalities, e.g. we are told there are more red marbles than green marbles). The first changes only the plausibility map (via a 'plausibilistic' version of Bayes' Rule), but leaves the given set of measures unchanged; the second shrinks the set of measures, without changing their plausibility. Beliefs are defined as in Belief Revision Theory, in terms of truth in the most plausible worlds. But our belief change does not comply with standard AGM axioms, since the revision induced by (1) is of a non-AGM type. This is essential, as it allows our agents to learn the true probability: we prove that the beliefs obtained by repeated sampling converge almost surely to the correct belief (in the true probability). We end by sketching the contours of a dynamic doxastic logic for statistical learning. | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657181335.85/warc/CC-MAIN-20200716021527-20200716051527-00490.warc.gz | CC-MAIN-2020-29 | 4,871 | 5 |
https://www.assignmenthelp.net/assignment_help/system-of-linear-equation | math | Math Assignment Help With System Of Linear Equation
3.7.3 System of linear equation:
22.214.171.124 Linear equation in matrix notation: take the following system of linear equation;
a21x+a22x+....+a2nxn = b2
........ .... .... ... ... ... ....
... ... ... ... .... .... .... ....
an1x+an2x+....+annxn = bn
The above system can also be written in the form;
AX = B
It can be rearranged as;
Let X = X1 and X = X2 be two solutions of AX = B
AX1 = B and AX2 = B
AX1 = AX2
Since A being invertible, by cancellation law, we have;
X1 = X2
Hence the given system of equation has unique solution.
Criterion for a given system of equation to have unique solution:
i) If |A| ≠ 0, then the system is consistent and has a unique solution and is given by
X = A-1B
- ii) If |A| = 0 and (adjA) B ≠ 0, then the system is inconsistent.
- iii) If |A| = 0 and (adjA) B = 0 then the system is consistent and has infinitely many solution.
Example: Using matrix method, solve the system of linear equation;
5x + 3y + 2 = 0
2x + 3y + 3= 0
Solution: the given set equations are
5x + 7y + 2 = 0
2x + 3y + 3= 0
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- Research Writing Help | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057274.97/warc/CC-MAIN-20210921221605-20210922011605-00373.warc.gz | CC-MAIN-2021-39 | 1,964 | 39 |
https://www.jiskha.com/display.cgi?id=1293686994 | math | posted by jerry .
what is the equation for taking the derivitive of -x^2+x
just equation setup i don't need an answer from power rool
The derivative of -x^2 is -2x.
The derivative of x is 1.
Add the two terms.
In general, the derivative of any term that can be written
a*x^n, where a and n are constants, is | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886102757.45/warc/CC-MAIN-20170816231829-20170817011829-00322.warc.gz | CC-MAIN-2017-34 | 307 | 8 |
http://www.ehow.co.uk/how_6187410_add-out-total-square-footage.html | math | The accurate calculation of a room's square footage is essential to estimating a project's costs and the amount of materials needed. Carpet, flooring, painting and drywall are just some of the building materials that are ordered and installed based on the square footage of an area, and can be determined using basic math and a tape measure.
Use a tape measure to measure the room's length and record it as dimension "A."
Measure the width of the room and record it as dimension "B."
Multiply dimension "A" and dimension "B" to get the square footage for the room. For example, a room 19 feet long and 11 feet wide has 209 square feet of floor space.
Measure areas separately for a room that is "L"- or "T"-shaped. Simply approach the room as rectangles or squares forming the shape and calculate each rectangle or square individually. Then add the totals together to get the total square footage of the room.
Measure the wall length of each section of wall in the room at the base of the wall, from corner to corner. Add the dimensions together to get a total wall length for the room. Record the total as dimension "A."
Measure the ceiling height from the base of a wall to where it meets the ceiling plane and record this as dimension "B."
Multiply dimension "A" and dimension "B" to get the square footage for the walls.
Multiply the width by the length to determine the square footage of each door or window opening. Subtract these areas from the total calculated in Step 3 to obtain the precise wall area of the room. For example, a window that is 2 feet 6 inches wide and 4 feet tall covers 10 square feet. This number would be subtracted from the total wall area. | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589270.3/warc/CC-MAIN-20180716115452-20180716135452-00093.warc.gz | CC-MAIN-2018-30 | 1,671 | 9 |
https://www.physicsforums.com/threads/rewrite-lagrangians-equation-of-motion-as-a-1st-order-difeq.542534/ | math | I'm most of the way through this problem. I've already found the lagrangian equations of motion as a second order differential equation. I'm just stuck at the end... 1. The problem statement, all variables and given/known data Derive a first order differential equation for the motion of a hoop in a bigger hoop. 2. Relevant equations 3. The attempt at a solution I found the equation of motion to be: 0=g Sin(θ) + 3/2*R*Doubledot[θ] I think a conserved quantity is angular momentum = 3/2*m*k2*Dot[θ] How do I write θ as a first order difeq? | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591683.78/warc/CC-MAIN-20180720135213-20180720155213-00293.warc.gz | CC-MAIN-2018-30 | 545 | 1 |
https://www.brainkart.com/article/Static-and-Dynamic-Response_5812/ | math | STATIC AND DYNAMIC RESPONSE
The static characteristics of measuring instruments are concerned only with the steady-state reading that the instrument settles down to, such as accuracy of the reading.
The dynamic characteristics of a measuring instrument describe its behavior between the time a measured quantity changes value and the time when the instrument output attains a steady value in response. As with static characteristics, any values for dynamic characteristics quoted in instrument data sheets only apply when the instrument is used under specified environmental conditions. Outside these calibration conditions, some variation in the dynamic parameters can be expected.
In any linear, time-invariant measuring system, the following general relation can be written between input and output for time (t) > 0:
where qi is the measured quantity, qo is the output reading, and ao ...an, bo... bm are constants. If we limit consideration to that of step changes in the measured quantity only, then Equation (2) reduces to
If all the coefficients a1 . . . an other than a0 in Equation (2) are assumed zero, then where K is a constant known as the instrument sensitivity as defined earlier. Any instrument that behaves according to Equation (3) is said to be of a zero-order type. Following a step change in the measured quantity at time t, the instrument output moves immediately to a new value at the same time instant t, as shown in Figure. A potentiometer, which measures motion is a good example of such an instrument, where the output voltage changes instantaneously as the slider is displaced along the potentiometer track.
If all the coefficients a2 . . . an except for ao and a1 are assumed zero in Equation (2) then
Any instrument that behaves according to Equation (4) is known as a first-order instrument. If d/dt is replaced by the D operator in Equation (4), we get
Defining K ¼ b0/a0 as the static sensitivity and t ¼ a1/a0 as the time constant of the system,
Equation (5) becomes
If all coefficients a3 . . . other than a0, a1, and a2 in Equation (2) are assumed zero, then we get
This is the standard equation for a second-order system, and any instrument whose response can be described by it is known as a second-order instrument. If Equation (9) is solved analytically, the shape of the step response obtained depends on the value of the damping ratio parameter x. The output responses of a second-order instrument for various values of x following a step changein the value of the measured quantity at time t are shown in Figure. Commercial second-order instruments, of which the accelerometer is a common example, are generally designed to have a damping ratio (x) somewhere in the range of 0.6–0.8. | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100550.40/warc/CC-MAIN-20231205073336-20231205103336-00110.warc.gz | CC-MAIN-2023-50 | 2,730 | 12 |
https://solvedlib.com/n/digestion-questions-1-imagine-an-animal-that-relied-heavily,15461221 | math | We're told. An article on the room in microbial system reports that a fraction of the soluble material passing from the Roman without being fermented during the first hour after it's ingestion could be calculated by the following. Integral and where K measures the rate that the material is fermented but we want to do is first determine what above in nickel is and evaluated or the following values of K that were used in the article. So one twelve, one, twenty four and one forty eight of an hour Looking at center girl, we have a polynomial one minus team more supplied by an exponential. And whenever we have this situation, we want our polynomial to be set to you.
And then we want our exponential to br Steve, when we're going to use integration by parts to solve this. So let's go ahead and find what are the new and are being should be. So we have you is equal to one my misty. Take the derivative of this with respect. T wind up, Do you over the teen will be negative.
Not just negative one and then solving or you will do is negative. Dt, I got a little bit now to solve her. See, we have Devi is equal to okay, he to the negative k clear e to the negative. Okay, Team guillotine and integrating each side of this will give the music to Kay He to the negative, Katie. And then we divide by the power in the experiment.
So Kay and this here will simplify. So the case cancel out. I will have negative e to the negative kay tea for And now that we have these, we can go ahead and used the integration by parts. Remember, integration by parts for this will be a UV. And since it's a definite integral, we need evaluate this from zero one and then we subtract off the integral zero one of So we had you here, so I won't be We had do you or DVD.
Now I want you so plugging everything and we have you was one minus. Team V is Magda groups Rachael negative e to the negative, Katie and this year's evaluate. Your mom's here with one, and then we subtract off until the whole crumbs, if you want of being, which is negative. Negative. Katie haven't multiplied by D Yu and Yu is negative.
Katie So no, this these negatives in inter broke cancel out and also notice that when we plug in one in tow, one minus table, get zero So the zero mine it's So we go ahead zero into here. So one mind zero and the negative e to the negative k time zero So again, that negative that negative, they're slow and then e to the negative. K zero is one. So this is one. And so this first part will simplify down to just what now for the integral Here we have e to the negative, Katie.
So integrating this will be e to the negative a team divided by its power Or that's point in the power. So and we evaluate this from zero to one so we can go ahead and get rid of these negatives here. And then we'LL just have to plug in one and zero So end up with wass So we plug won in and I will be e to the negative. So one time's kay divided by K and then we subtract awful the club zero in and eat the negative K time zero. Once again it was one just like what we have here.
So that would be one minus. And just for a little bit of convenience factor on one over cake here. Oh, I have one plus one over. Okay, I need to the leg. Okay.
Minus one. So this is R definite inter role for any value. Okay, As long this cave, it's not zero, because otherwise we'll have one over zero, and that's an undefined expression. Now, we wanted to find this for certain bodies. Okay? And this is just what we had on the last page re Burton.
So we first want to do Carrie is equal to one over twelve. So plugging this and well, I really just want to do is plug everything into the right hand side here. So we'll have one loss. So one over K in this case will be won over one twelve or just twelve. They have e to the negative one of twelve minus one.
And when we plug this into a calculator, we end up with approximately zero point mr zero zero point zero four zero five. So this is the value we get when K is one twelve now. Kay is equal to one over twenty four. So one plus So we're gonna plug in one over Kay. So that will turn that to twenty four e to the negative came.
So want over twenty four minus one. And then this value here is approximately zero point zero two o five. And lastly, we want to look at when k is one over. So what? One plus so one over k. So again, this is just forty eight, then e to the negative one over forty eight minus one.
And this here is approximately equal to zero point zero one zero three four. So, beans or the three values we get or each of those cave values and home for the second part of the question, we're now given that the fraction of intermediate material left in the room and at one hour that this, for some reason, he's getting cut. All there we go. So we're told that the fraction of intermediate material left in government at one hour that escapes digestion, buy passage between one and six hours is given by that interval there, and we essentially want to do the same thing that we did in part so we personally to find the integral and then put in all the values for Kay. So again, we have a pollen Nobile six minus t and also group in this one fifth here.
So you can call this are you? And we have this exponential, which is the same exponentially had before so that this will be our d. So the DVD is the same as before, so we can go ahead and just say V is negative e to the negative. Okay, Teeth. But are you this time or D? You'Ll be slightly different. So what have you is equal to six minus t over.
By taking the derivative of this with respect, team will get you a tea is equal to negative one fifth of them solving for you or solving differential to get to you. Why do you is negative one fifth time's duty. So once again, we could go ahead and rewrite alteration. Buy parts for this so be moving evaluated from one to six, minus that definite integral from one to six. Oh, they you Now let's plug everything So you is going to be sit Cover six minus t over by ravine is negative into negative equity.
We evaluate this from six of one, then subtract off after integral from one to six of so bean once again will be negative. And do you is negative one there two and life before these negatives will cancel integral. And now there's still hadn't start plugging cancel plug. So if I plunk six in just like before, that first term is going to give us zero. So if zero minus when you plug it ones of six minus one, divided by divided by eye multiplied by I'm not going to be the negative K Times one and then we subtract off and let's go ahead and integrate this here.
So the one fifth let's go ahead and pull the one out on DH, even like this house pulled the one without and then definitely grow from one sixth of need to like Katie. You too. Now, this negative there and that their contempt slow and then six minus one is five divided by five. Give one so we can rely so more as e to the negative. Okay, and integrating that there will do negative one.
You need to the negative kay team and we need to divide this by a constant in the moon later. So negative. Kay. And we evaluate this from one to six. So again, these negatives Well, cat's out and we could go ahead and write this here.
That e to the negative. Okay. Plus so plugging in six will give he to the negative six charity over five k and then we subtract Oh e to the negative one times k over five K and knows that we have this need to the negative kay here. So just help make this a little bit better, although ahead and factor out and e to the negative. Okay.
And doing that will give one minus one over five k and then we'LL have Plus, I need to the negative six k over five. So this here is general anti derivatives and this is as long as Cadiz and like we get before. So this his what he had on last page just re Britain and we want to solve or each of the values of K and the first part. So we have K is it what, one twelve again and doing this will give So we only care about this right hand side of the equation here. So we'LL have okay is one twelve Someone overcame again will be, well, so well divided by five he to the negatives of six times one twelve we'll be one how And then we add that to one minus.
So again one of the K will be well, we divide this five bye and then we have to eat the negative one twelve And so this here is approximately equal to zero point one six seven six war. You're heading into this for K using one of twenty four. Well, so now everywhere that there was a twelve there'LL be twenty four twenty four five and to the negative six times one over twenty four will now be negative for so negative one over four. Then we're gonna add this toe one minus me or one for over five and into the negative one over twenty four. And this here is approximately zero point zero nine green too.
And then for last value. So Okay, people too One over forty eight. We'LL have a forty eight over five and then he to the length six times one forty eight. Okay, negative one over eight and we had that one money nous or bye, he to the negative one over four feet. And this here is approximately zero point or no, no, no.
And got toe. Add this zero right here. So point zero four nine to it. And so these three values are what we get for you to Katie's or the second part of the question.. | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662533972.17/warc/CC-MAIN-20220520160139-20220520190139-00544.warc.gz | CC-MAIN-2022-21 | 9,288 | 23 |
https://mcqlearn.com/math/g9/linear-equations-mcqs.php | math | Grade 9 Math MCQs
Grade 9 Math MCQ - Topics
Practice Linear equations Multiple Choice Questions (MCQ Quiz), linear equations quiz answers PDF to learn 9th grade math online course. Linear Equations and Inequalities Multiple Choice Questions and Answers (MCQs), Linear Equations quiz questions PDF for virtual secondary school. Linear Equations Book PDF: solving linear inequalities, linear inequalities, equations involving absolute value, linear equations test prep for online study.
"Any new equation obtained by raising both member of an equation to the same power may have solutions is called" Multiple Choice Questions (MCQ) on linear equations App APK with extraneous solutions, absolute value, radical signs, and simultaneous equation choices for virtual secondary school. Learn linear equations and inequalities quiz questions for online certificate programs for secondary school graduation certificate.
MCQ: Any new equation obtained by raising both member of an equation to the same power may have solutions is called
MCQ: In √(2x-3) - 7 = 0, the value of x should be
MCQ: When the variable in an equation occurs under a radical, the equation is said to be
MCQ: The value of ‘x’ in 6x-4 = 3x + 8 should be
MCQ: Two linear equations are said to be equivalent if they have exactly the same | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224648858.14/warc/CC-MAIN-20230602204755-20230602234755-00023.warc.gz | CC-MAIN-2023-23 | 1,303 | 9 |
http://www.clothingplus.co.uk/product/sols-rocket-lightweight-padded-jacket/ | math | Garment sizes are approximate and for guidance only.
Colour representation is only as accurate as the web design process allows.
Chest (to fit): 36/38#38/40#41/42#43/44#45/47#47/49
Polyester padding and lining. Showerproof and windproof. Grown on hood with bound opening. Full length zip with chin guard. Two front zip pockets. One internal zip pocket. Bound elasticated cuffs. Drop tail. Tear out label. Zip access for decoration. | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540508599.52/warc/CC-MAIN-20191208095535-20191208123535-00221.warc.gz | CC-MAIN-2019-51 | 432 | 4 |
https://bird.bcamath.org/handle/20.500.11824/731?locale-attribute=en | math | Spectral asymptotics for $\delta$-interactions on sharp cones
MetadataShow full item record
We investigate the spectrum of three-dimensional Schr\"odinger operators with $\delta$-interactions of constant strength supported on circular cones. As shown in earlier works, such operators have infinitely many eigenvalues below the threshold of the essential spectrum. We focus on spectral properties for sharp cones, that is when the cone aperture goes to zero, and we describe the asymptotic behavior of the eigenvalues and of the eigenvalue counting function. A part of the results are given in terms of numerical constants appearing as solutions of transcendental equations involving modified Bessel functions. | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500140.36/warc/CC-MAIN-20230204142302-20230204172302-00790.warc.gz | CC-MAIN-2023-06 | 709 | 3 |
https://www.manualslib.com/manual/1372091/Siemens-1la8.html?page=52 | math | 5.1 Preparations for installation
Limit values for the stator winding insulation resistance
The following table specifies the measuring voltage and limit values for the insulation
resistance. These values correspond to IEEE 43‑2000 recommendations.
Conversion to the reference temperature
When measuring with winding temperatures other than 40° C, convert the measuring value to
the reference temperature of 40° C according to the following equations from IEEE 43-2000.
In this case, doubling or halving the insulation resistance at a temperature change of 10 K is
used as the basis.
● The insulation resistance halves every time the temperature rises by 10 K.
● The resistance doubles every time the temperature falls by 10 K.
For a winding temperature of approx. 25° C, the minimum insulation resistances are 20 MΩ
(U ≤ 1000 V) or 300 MΩ (U > 1000 V). The values apply for the complete winding to ground.
Twice the minimum values apply to the measurement of individual assemblies.
● Dry, new windings have an insulation resistance of between 100 and 2000 MΩ, or possibly
● Over its operating lifetime, the motor winding insulation resistance can drop due to ambient
Stator winding insulation resistance at 40° C
U ≤ 1000
1000 ≤ U ≤ 2500
2500 < U ≤ 5000
5000 < U ≤ 12000
U > 12000
= rated voltage, see the rating plate
= DC measuring voltage
= minimum insulation resistance at reference temperature of 40° C
even higher values. An insulation resistance value close to the minimum value could be
due to moisture and/or dirt accumulation. The size of the winding, the rated voltage and
other characteristics affect the insulation resistance and may need to be taken into account
when determining measures.
and operational influences. Calculate the critical insulation resistance value depending on
the rated voltage by multiplying the rated voltage (kV) by the specific critical resistance
value. Convert the value for the current winding temperature at the time of measurement,
see above table.
Insulation resistance converted to 40° C reference temperature
Temperature coefficient according to equation (2)
Measured insulation resistance for measuring/winding temperature T
Reference temperature in °C
Halving/doubling of the insulation resistance with 10 K
Measuring/winding temperature in °C
500 (max. 1000)
1000 (max. 2500)
2500 (max. 5000)
5000 (max. 10000)
SIMOTICS TN Series N-compact 1LA8
Operating Instructions 08/2017 | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578529813.23/warc/CC-MAIN-20190420120902-20190420142902-00226.warc.gz | CC-MAIN-2019-18 | 2,460 | 45 |
https://www.rcsb.org/structure/4OVA | math | The amino-terminal structure of human fragile X mental retardation protein obtained using precipitant-immobilized imprinted polymersHu, Y., Chen, Z.H., Fu, Y., He, Q., Jiang, L., Zheng, J., Gao, Y., Mei, P., Chen, Z.Z., Ren, X.
(2015) Nat Commun 6: 6634-6634
- PubMed: 25799254
- DOI: https://doi.org/10.1038/ncomms7634
- Primary Citation of Related Structures:
- PubMed Abstract:
Flexibility is an intrinsic property of proteins and essential for their biological functions. However, because of structural flexibility, obtaining high-quality crystals of proteins with heterogeneous conformations remain challenging. Here, we show a novel approach to immobilize traditional precipitants onto molecularly imprinted polymers (MIPs) to facilitate protein crystallization, especially for flexible proteins. By applying this method, high-quality crystals of the flexible N-terminus of human fragile X mental retardation protein are obtained, whose absence causes the most common inherited mental retardation. A novel KH domain and an intermolecular disulfide bond are discovered, and several types of dimers are found in solution, thus providing insights into the function of this protein. Furthermore, the precipitant-immobilized MIPs (piMIPs) successfully facilitate flexible protein crystal formation for five model proteins with increased diffraction resolution. This highlights the potential of piMIPs for the crystallization of flexible proteins.
State Key Laboratory of Agrobiotechnology, China Agricultural University, Beijing 100193, China. | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100674.56/warc/CC-MAIN-20231207121942-20231207151942-00784.warc.gz | CC-MAIN-2023-50 | 1,556 | 8 |
http://hjcourseworklfpa.cardiffbeekeepers.info/ohms-law.html | math | Law a body of rules of conduct of binding legal force and effect, prescribed, recognized, and enforced by controlling authority in us law, the word law refers to any rule that if broken subjects a party to criminal punishment or civil liability. Calculators for ohms law calculate voltage, current, resistance, and power convert watts, volts, and amps. Our ohm's law calculator is a neat little app which helps you use the relationships between voltage, current and resistance across a given conductor. What is ohms law – formula, equation & triangle ohm's law is one of the most fundamental of laws for electrical theory the ohms law formula links voltage and current to the properties of the conductor in a circuit.
Ohm's law georg simon ohm (1787-1854) formulated the relationships among voltage, current, and resistance as follows: the current in a circuit is directly proportional to the applied voltage and inversely proportional to the resistance of the circuit. Ohm's law: ohm’s law, description of the relationship between current, voltage, and resistance the amount of steady current through a large number of materials is directly proportional to the potential difference, or voltage, across the materials. Ohm's law is the mathematical relationship among electric current, resistance, and voltage.
Vaping is all about ohm’s law if you're looking to get the best hit out of your apv or e-cig mod, this is a useful guide to read. A video explaining my philosophy and principles for teaching ohm's law people sometimes dismiss the law, or teach it poorly using outdated methods this is . Electronics tutorial about ohms law and power in a dc circuit including its relationship between voltage, current and resistance. read reviews, compare customer ratings, see screenshots, and learn more about ohm's law download ohm's law and enjoy it on your iphone, ipad, and ipod touch. Contents[show] history no, ohm's law has nothing to do with calm humming or yoga whatsoever rather, ohm's law is a relationship vital to the understanding of circuitry.
Ohm's law states that the current through a conductor between two points is directly proportional to the voltage across the two points introducing the constant of proportionality, the resistance, one arrives at the usual mathematical equation that describes this relationship:. Kids learn about ohm's law in the science of electricity and physics including current, resistance, voltage, example problems, and v=ir. The term ohm’s law refers to one of the fundamental relationships found in electronic circuits: that, for a given resistance, current is directly proportional to voltage in other words, if you increase the voltage through a circuit whose resistance is fixed, the current goes up if you decrease . Electricity basics when beginning to explore the world of electricity and electronics, it is vital to start by understanding the basics of voltage, current, and resistance. Ohm's law is fundamental for resistors resistance is measured in ohm use an easy calculator to determine current, voltage and resistance.
Learning objectives explain the origin of ohm’s law calculate voltages, currents, or resistances with ohm’s law explain what an ohmic material is. A voltage divider circuit is a very common circuit that takes a higher voltage and converts it to a lower one by using a pair of resistors the formula for calculating the output voltage is based on ohms law and is shown below. For those of you unfamiliar with ohms law, this calculator allows you to determine whether the coil, tank and mod you're using will work safely together. Ohm's law calculator with real-time results as you change volts, current (amperage), resistance or power (wattage) the fields can be individually locked. In this calculator/table, you may enter two of the four factors in ohm's law they are power (p) or (w), measured in watts, voltage (v) or (e), measured in volts, current or amperage (i), measured in amps (amperes), and resistance (r) measured in ohms.
Download this app from microsoft store for windows 10, windows 81, windows 10 mobile, windows phone 81 see screenshots, read the latest customer reviews, and compare ratings for ohm's law. : a law in electricity: the strength of a direct current is directly proportional to the potential difference and inversely proportional to the resistance of the circuit. This is called ohm’s law let’s say, for example, that we have a circuit with the potential of 1 volt, a current of 1 amp, and resistance of 1 ohm using ohm’s law we can say: let’s say this represents our tank with a wide hose the amount of water in the tank is defined as 1 volt and the . Simple to use ohm's law calculator calculate power, current, voltage or resistance just enter 2 known values and the calculator will solve for the others.
Ohm’s law is a formula used to calculate the relationship between voltage, current and resistance in an electrical circuit. The ohm is defined as an electrical resistance between two points of a conductor when a constant potential difference of one volt, applied to these points, produces in the conductor a current of one ampere, the conductor not being the seat of any electromotive force. The ohm's law wheel is a simple tool that gives you a formula base on the variable you want and the variables you have. Ohm's law calculator calculation calculate ohms power formulas mathematical ohm's law pie chart electric voltage drop electric current resistance formula watt's law emf magic triangle tip online voltage volts resistor resistance amps amperes audio engineering e v = i r - p = v i calc conductivity resistivity relation relationship - eberhard sengpiel sengpielaudio. | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741192.34/warc/CC-MAIN-20181113020909-20181113042909-00302.warc.gz | CC-MAIN-2018-47 | 5,715 | 7 |
https://quizlet.com/explanations/questions/graph-the-circles-whose-equations-are-given-label-each-circles-center-and-intercepts-if-any-with-their-coordinate-pairs-x2y2-4-x-9-40-7b1babd2-25431368-9433-401c-98dc-b555f5a6072f | math | Write the given equation into the standard equation of circle. The standard equation of a circle is
Where the center is and the radius is .
To write the given equation into the standard equation (1), separate the constant on one side. After that, complete the squares for the and variables. Note that to complete a square of the expression , get the value equal to then, add it to the expression . From this, the resulting equation will be .
Thus, and .
Recommended textbook solutions
More related questions | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100016.39/warc/CC-MAIN-20231128214805-20231129004805-00519.warc.gz | CC-MAIN-2023-50 | 507 | 6 |
https://xpi.dj-tibi.de/wqjwuh.dj-tibi.de/posts/unable-to-change-permissions-on-registry-key.html | math | Solution Immediately we see that part of the answer must be 3. Additionally, D uses lesser-known rules to calculate the derivative of a wide. Example 5 Write. Please type the function in the form. Former Oregon Duck Ehab Amin's experience will be crucial for Al Ahly when they face Senegal's AS Douanes in the BAL 2023 final. Armand Lenoir/NBAE via Getty Images log b (x / y) = log b (x) - log b (y) For example: log 10 (3 / 7) = log 10 (3) - log 10 (7) Logarithm power rule. The logarithm of the division of x and y is the difference of logarithm of x and logarithm of y. log b (x y) = y ∙ log b (x) For. how to find the derivative of a composite function. The chain rule tells us
Addition of decimals Calculator.
Quotient rule. Quotient rule.
Differentiate quotients. .
The following table lists the values of functions f f f f and h h h h,. x + 3 x2 − 1 x + 3 x 2 - 1. . Since the is used to quotient rule formula calculate the rate of change of the quotient of two functions. The “Power to a power that when the base(b) is raised to two powers, first m then n, the powers are multiplied. . YouTube. a rule” states n / a m = a n-m. .
Use the derivative of a quotient rule for finding the quotient of functions. Use the finding the derivative of a quotient rule for quotient of functions. Press Enter on the keyboard or on the arrow to the right of the input field. Exponents base. quotient rules Quotient rule with same
class=" fc-falcon">Step-by-Step Examples. | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100135.11/warc/CC-MAIN-20231129173017-20231129203017-00477.warc.gz | CC-MAIN-2023-50 | 1,472 | 7 |
https://assignmentpoint.com/coriolis-force-in-physics/ | math | The Coriolis force acts in a direction perpendicular to Earth’s rotational axis. In physics, the Coriolis force is an inertial or fictitious force that acts on objects that are in motion within a frame of reference that rotates with respect to an inertial frame. The effect of the Coriolis force is an apparent deflection of the path of an object that moves within a rotating coordinate system. In a reference frame with clockwise rotation, the force acts to the left of the motion of the object. The magnitude of the Coriolis force depends on the speed of the object and its latitude. In one with anticlockwise (or counterclockwise) rotation, the force acts to the right. The Coriolis force is zero at the equator and increases toward the poles.
In physics, the Coriolis force is an inertial or fictitious force that acts on objects that are in motion within a frame of reference that rotates with respect to an inertial frame.
Deflection of an object due to the Coriolis force is called the Coriolis effect. The Coriolis effect is most apparent in the path of an object moving longitudinally. Though recognized previously by others, the mathematical expression for the Coriolis force appeared in an 1835 paper by French scientist Gaspard-Gustave de Coriolis, in connection with the theory of water wheels. On Earth, an object that moves along a north-south path, or longitudinal line, will undergo apparent deflection to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. The Coriolis deflection is therefore related to the motion of the object, the motion of Earth, and the latitude. The impact of the Coriolis effect is most significant with high speeds or long distances. Early in the 20th century, the term Coriolis force began to be used in connection with meteorology.
Newton’s laws of motion describe the motion of an object in an inertial (non-accelerating) frame of reference. It is also significant in the earth sciences, especially meteorology, physical geology, and oceanography, in that Earth is a rotating frame of reference, and motions over the surface of Earth are subject to acceleration from the force indicated. When Newton’s laws are transformed into a rotating frame of reference, the Coriolis and centrifugal accelerations appear. When applied to massive objects, the respective forces are proportional to the masses of them.
The centrifugal force acts outwards in the radial direction and is proportional to the distance of the body from the axis of the rotating frame. The Coriolis effect describes the pattern of deflection taken by objects not firmly connected to the ground as they travel long distances around Earth. These additional forces are termed inertial forces, fictitious forces, or pseudo forces. It is responsible for many large-scale weather patterns. By accounting for the rotation by addition of these fictitious forces, Newton’s laws of motion can be applied to a rotating system as though it was an inertial system. Earth completes one rotation per day, so for everyday motions, like throwing a ball or an apple falling from a tree, the Coriolis force is very small compared to other forces and is negligible. They are correction factors which are not required in a non-rotating system. Its effects become noticeable only for motions occurring over large distances and long periods of time. | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474482.98/warc/CC-MAIN-20240224012912-20240224042912-00484.warc.gz | CC-MAIN-2024-10 | 3,374 | 5 |
https://www.edplace.com/worksheet_info/maths/keystage2/year4/topic/677/673/know-numbers-in-a-descending-sequence:-150-51 | math | In this activity, we will be identifying the two missing numbers in a sequence.
Write the next two numbers in this sequence.
101 - 97 = 4
97 - 93 = 4
93 - 89 = 4
The numbers go down in 4s, so we can continue the sequence by subtracting 4.
That's pretty simple, so let's get started on those questions! | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100912.91/warc/CC-MAIN-20231209134916-20231209164916-00288.warc.gz | CC-MAIN-2023-50 | 301 | 7 |
https://www.thecollegepapers.com/k-fixed-75-100-units-output-produced-much-short-run-costs-exceeds-costs-long-run-3/ | math | Posted: February 23rd, 2017
Question 4 Suppose a firm faces a ‘Cobb-Douglas’ production function: Q = 0.5K0.5 L 0.5 where Q is output, and K and L are the amounts of capital and labour used in the production process. The marginal productivities associated with this production function are MPL = 0.25L -0.5K 0.5 and MPK = 0.25L 0.5K -0.5 . Labour costs (W) are €10 per hour and capital costs (R) are also €10 per hour. a. If the firm is operating efficiently, what is the cost of producing 100 units of output? How many units of labour and of capital will be employed? b. If, in the short run, the amount of input K is fixed at K = 75, how much labour would be needed to produce an output of 100? c. When K is fixed at 75, and 100 units of output are produced, by how much do short-run costs exceeds costs in the long run? d. When K is free to vary, what inputs will the firm use if the rental rate doubles to €20, W is unchanged and if the firm still wishes to produce 100 units of output?
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https://book.toankho.com/2018/06/25/graph-theory-annals-of-discrete-mathematics/ | math | Graph Theory (Annals of Discrete Mathematics)
June 25, 2018
An overview of one of the newer disciplines of mathematics, concerned more with the fundamentals and direction of the field than with particular problems or solutions. The 32 papers, written especially for the collection, consider the future of graph theory, numerical decks of trees, the complexity of knots, prospects for algorithms, and other topics.
Download ToanKho: http://lk.libvui.com/53ZqZL | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506421.14/warc/CC-MAIN-20230922170343-20230922200343-00166.warc.gz | CC-MAIN-2023-40 | 459 | 4 |
http://www.ask.com/web?q=AC+BC+Could+Equal+15&oo=2603&o=0&l=dir&qsrc=3139&gc=1&qo=popularsearches | math | In this diagram, BD:DC = AB:AC. In geometry, the angle bisector theorem is
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www.umass.edu/preferen/Game Theory Evolving/GTE Public/GTE Answers.pdf
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I first noticed that I could get an expression including the required terms a^4, ... (a
+b+c)^2 = (a^2+b^2+c^2)+2(ab+ac+bc) and so (ab+ac+bc) ... | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738661775.4/warc/CC-MAIN-20160924173741-00040-ip-10-143-35-109.ec2.internal.warc.gz | CC-MAIN-2016-40 | 2,116 | 28 |
http://wwcourseworkihbl.presidentialpolls.us/writing-equations-in-slope-intercept-form.html | math | Improve your math knowledge with free questions in slope-intercept form: write an equation and thousands of other math skills. Example 1: write the equation of the line in slope-intercept form with a slope of -5 and a y-intercept of 3 the needed information to write the equation of the line in the form y = mx + b are clearly given in the problem since. Slope intercept calculator finds the equation in slope intercept form enter 2 points or 1 point and the slope, and we'll do the rest. To write the equation of a line given the slope and a point on the line, you can use the slope-intercept form of the line and plug in the given values plug in the value of the slope for m, and the coordinates of the given point into the x and y variable. This algebra lesson gives an overview of equations of lines and shows how to graph a line using the slope-intercept (y-intercept) form of a line linear equations.
The slope-intercept form is written as y = mx+b, where m is the slope and b is the y-intercept (the point where the line crosses the y-axis) it's usually easy to graph a line using y=mx+b other forms of linear equations are the standard form and the point-slope form. This gives the basic outline of the dreaded y=mx+b formula, for linear equations how to solve for b (y-intercept), and how to solve for any other part my goodness, this is getting intense. ©l b2e0 e1r2n gkxuvt4a a lszotfmtvwxavrpe j elglsc vo x pa el hl y urving2hft xs9 8r neosweruv aezd hv 7 am ra cd ief sw 6i9tnh7 ailn 7fqi0n1ihtbe h 4p uryeu-kafl wgwegbfr pakw worksheet by kuta software llc. Learn how to solve problems involving writing an equation in slope-intercept form if you're seeing this message, it means we're having trouble loading external resources on our website if you're behind a web filter, please make sure that the domains kastaticorg and kasandboxorg are unblocked.
This is called the slope-intercept form because m is the slope and b gives the y-intercept (for a review of how this equation is used for graphing, look at slope and graphing ) i like slope-intercept form the best. Linear equations can take several forms, such as the point-slope formula, the slope-intercept formula, and the standard form of a linear equationthese forms allow mathematicians to describe the exact same line in different ways. In the worked examples in the next section, i'll use the point-slope formula, because that's the way i was taught and that's what most books wantbut my experience has been that many students prefer to plug the slope and a point into the slope-intercept form of the line, and solve for b.
Section 41 writing equations in slope-intercept form 177 using points to write equations write an equation of each line that passes through the given points a (−3, 5), (0, −1) b. 1 write the equation in slope-intercept form identify the slope and y-intercept show all work 2x - 3y = 9 2 write the equation in slope-intercept form. These linear equations worksheets will produce problems for practicing graphing lines in slope-intercept form you may select the type of solutions that the students must perform these linear equations worksheets are a good resource for students in the 5th grade through the 8th grade. The slope intercept form equation is expressed as y = mx + c, where 'm' represents the slope of the line and 'c' represents the y-intercept of a line you can find the equation of a straight line based on the slope and y-intercept using this slope intercept form calculator.
In this form only (when your equation is written as y = ) the coefficient of x is the slope and the constant is the y intercept when an equation is written in this form, you can look at the equation and have enough information to graph the equation. Name date period 4-1 skills practice graphing equations in slope-intercept form write an equation of a line in slope-intercept form with the given slope. - how to write a slope intercept equation for a line on a graph for more practice and to create math worksheets, visit davitily. To write an equation in slope-intercept form, given a graph of that equation, pick two points on the line and use them to find the slope this is the value of m in the equation next, find the coordinates of the y -intercept--this should be of the form (0, b ). The slope intercept form calculator tells you how to find the equation of a line for any given two points that this line passes through it will help you find the coefficients of slope and y-intercept, as well as the x-intercept, using the slope intercept formulas.
This can be done by calculating the slope between two known points of the line using the slope formula find the y-intercept this can be done by substituting the slope and the coordinates of a point (x, y) on the line in the slope-intercept formula and then solve for b. Writing linear equations date_____ period____ write the slope-intercept form of the equation of each line 1) 3 x write the slope-intercept form of the equation. Equations that are written in slope intercept form are the easiest to graph and easiest to write given the proper information all you need to know is the slope (rate) and the y-intercept.
Identify the slope m and y-intercept from the assortment of linear equations in slope-intercept form the equations are written in the form y = mx + c where m is the slope, and c is the y-intercept download the set. Slope intercept form showing top 8 worksheets in the category - slope intercept form some of the worksheets displayed are graphing lines in slope intercept, writing linear equations, , practice for slope y intertcept and writing equations, slope intercept form word problems, infinite algebra 1, model practice challenge problems vi, lines lines lines slope intercept form lesson plan.
Identify the initial value (y-intercept) from a table, graph, equation, or verbal description use the slope and y-intercepts to write a linear function in the form from any representation (table, graph, or verbal description. Free slope intercept form calculator - find the slope intercept form of a line given two points, a function or the intercept step-by-step line equations functions. 8 in order to join a yoga club there is a $100 annual fee and a $5 fee for each class you attend write an equation in slope-intercept form that. | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039746171.27/warc/CC-MAIN-20181119233342-20181120015342-00402.warc.gz | CC-MAIN-2018-47 | 6,306 | 8 |
https://www.johnpiippo.com/2009/12/science-defined.html | math | "Religion and Science," shows just how difficult it is to give "science" any definition. What shakes down for him, after explaining various ideas about science, is this:
"Perhaps the best we can do, with respect to characterizing science, is to say that the term ‘science’ applies to any activity that is (1) a systematic and disciplined enterprise aimed at finding out truth about our world, and (2) has significant empirical involvement. This is of course vague (How systematic? How disciplined? How much empirical involvement?) and perhaps unduly permissive. (Does astrology count as science, even if only bad science?) Still, we do have many excellent examples of science, and excellent examples of non-science."
If we have examples of science and non-science why, then, is it important to define "science?" And if we have trouble doing this, so what, since we have excellent examples of both science and non-science? Because, among other things, of the need to be able to judge the many claims that do not have essentially to do with the doing of science, but rather concern "science" as such. As, for example, the statement Science and religion conflict. | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224647614.56/warc/CC-MAIN-20230601042457-20230601072457-00714.warc.gz | CC-MAIN-2023-23 | 1,164 | 3 |
https://math.answers.com/Q/What_is_the_definition_of_distance_from_point_to_line | math | A straight line from the center to the circumference.The distance from the center to any point on the circle
A line that has a starting point and an end point.
the perpendicular distance to the line is the shortest.
The distance is 0.
The point that is equal distance from the endpoints of a line segment is the midpoint.
the length of a perpendicular segment from the point to the line
The definition of distance is a measurement from point A to point B. As an element of travel, the time taken to go from point A to point B is the time of travel, or the time taken to cover the distance at a certain speed.
a point has one line and two vertices
The shortest distance between two points is... a straight line.
The length of a line segment that starts at the point and is perpendicular to the original line. | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573029.81/warc/CC-MAIN-20220817153027-20220817183027-00671.warc.gz | CC-MAIN-2022-33 | 807 | 10 |
http://www.bristol.ac.uk/maths/undergraduate/units1819/levelc4hunits/analysis/ | math | The unit aims to provide some basic tools and concepts for mathematics at the undergraduate level, with particular emphasis on fostering students' ability to think clearly and to appreciate the difference between a mathematically correct treatment and one that is merelyheuristic; introducing rigorous mathematical treatments of some fundamental topics in mathematics and preparing students for higher level pure mathematics courses involving analysis.
Analysis introduces the style of logically precise formulation and reasoning that is characteristic of university-level mathematics; it studies the foundations of elementary calculus in this style using logical quantifiers. It starts from basic properties of the real numbers, studies sequences and series, functions and their limit points, and basic results on continuous functions. It also presents a rigourous treatment of differentiation and integration, and includes inverse functions, series, expronential, logarithmic, and trigonometric functions, uniform continuity, and sequences and series of functions.
At the end of the unit, the students should:
- be able to distinguish correct from incorrect and sloppy mathematical reasoning, be comfortable with "proofs by delta and epsilon",
- have a clear notion of the concept of limit as it is used in the context of sequences, series and functions,
- have a clear understanding of the basic properties of continuous functions,
- have a clear notion of the concepts of differentiation and integration,
- have a clear understanding of fundamental functions (such as exponential functions),
- have a clear understanding of series,
- have seen proofs of important results in the course and be able to apply these results to solve standard problems.
Reading and References
- C. W. Clark, Elementary Mathematical Analysis, Wadsworth Publishers of Canada, 1982
- J. M. Howie, Real Analysis, Springer-Verlag, 2001.
- S. Krantz, Real Analysis and Foundations, CRC Press, 1991.
- K. A. Ross, Elementary Analysis: The Theory of Calculus, Springer, 2010.
- Bartle, R.G., Sherbert, D.R., Introduction to Real Analysis, John Wiley 2000.
A in A Level Mathematics or equivalent
Methods of teaching
Lectures, supported by lecture notes with problem sets and model solutions, problems classes and small group tutorials.
Methods of Assessment
- Problem sheets set by the lecturer and marked by the students’ tutors.
- Two 1.5h exams (45% each)
- Coursework (10%)
For information resit arrangements please see re-sit page on the intranet.
Further exam information can be found on the Maths Intranet. | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315222.14/warc/CC-MAIN-20190820024110-20190820050110-00051.warc.gz | CC-MAIN-2019-35 | 2,589 | 25 |
https://emis.mi.ras.ru/journals/PM/52f2/2.html | math | Vol. 52, No. 2, pp. 131-138 (1995)
Measures of Weak Noncompactness in Banach Sequence Spaces
Jozef Banas and Antonio MartinónDepartment of Mathematics, Technical University of Rzeszów,
35-959 Rzeszów, W. Pola 2 - POLAND Department of Mathematical Analysis, University of La Laguna,
38271 La Laguna (Tenerife) - SPAIN
Abstract: Based on a criterion for weak compactness in the $\ell^p$ product of the sequence of Banach spaces $E_i$, $i = 1, 2, \ldots$, we construct a measure of weak noncompactness in this space. It is shown that this measure is regular but not equivalent to the De Blasi measure of weak noncompactness provided the spaces $E_i$ have the Schur property. Apart from this a formula for the De Blasi measure in the sequence space $c_0(E_i)$ is also derived.
Full text of the article:
Electronic version published on: 29 Mar 2001. This page was last modified: 27 Nov 2007. | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578577686.60/warc/CC-MAIN-20190422175312-20190422201312-00274.warc.gz | CC-MAIN-2019-18 | 889 | 8 |
https://ui.adsabs.harvard.edu/abs/1997NuPhB.488..490G/abstract | math | The propagator of a spinning particle in an external Abelian field and in arbitrary dimensions is presented by means of a path integral. The problem has distinct solutions in even and odd dimensions. In even dimensions the representation is just a generalization of the one in four dimensions (which is already known). In this case the gauge invariant part of the effective action in the path integral has the form of the standard (Berezin-Marinov) pseudoclassical action. In odd dimensions the solution is presented for the first time and, in particular, it turns out that the gauge invariant part of the effective action differs from the standard one. We propose this new action as a candidate to describe spinning particles in odd dimensions. Studying the Hamiltonization of the pseudoclassical theory with the new action we show that the operator quantization leads to an adequate minimal quantum theory of spinning particles in odd dimensions. Finally the consideration is generalized for the case of a particle with an anomalous magnetic moment. | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817184.35/warc/CC-MAIN-20240417235906-20240418025906-00866.warc.gz | CC-MAIN-2024-18 | 1,051 | 1 |
http://www.chegg.com/homework-help/euler-segment-triangle-problem-demonstrate-intriguing-proper-chapter-1.3-problem-12e-solution-9780321046246-exc | math | The Euler Segment of a Triangle In this problem we will demonstrate an intriguing property of the important points associated with any triangle: the circumcenter O, the centroid G, and the orthocenter H.
Construct ΔABC.
Construct two perpendicular bisectors of the sides of ΔABC (locate two midpoints of sides using Point At Midpoint from the CONSTRUCT menu, then Perpendicular from that menu). Select the point of intersection F ( = 0), which is the circumcenter of ΔABC, and hide the two lines.
Using the midpoints D and E from Step 2, construct segments from the opposite vertices, and select the point of intersection, G. This is the centroid of ΔABC. Hide the two segments used to find G, and the midpoints D and E.
Construct two altitudes of ΔABC (select A, then segment BC, and choose Perpendicular Line from the CONSTRUCT menu, to get the altitude from A). Select the point H of intersection. This is the orthocenter of ΔABC. Hide the altitudes just constructed.
Construct segment
(a) Does it appear that the points O (= F), G, and H are collinear? To provide an accurate test, calculate the distances FG, GH, and FH, and then the value x = FG + GH. How does x compare with FH? Drag vertex B and observe the effect.
(b) For a further relationship, examine the distances FG and FH. Do you find that FH = 3 • FG? To find out, exhibit the value FH - 3 • FG on the screen. Again drag B to see if this affects that relationship.
(c) State the general theorem you illustrated here.
NOTE: Save this construction for the next problem. | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257825366.39/warc/CC-MAIN-20160723071025-00086-ip-10-185-27-174.ec2.internal.warc.gz | CC-MAIN-2016-30 | 1,549 | 10 |
https://www.enotes.com/homework-help/x2-1-factor-ax4-bx3-cx2-dx-e-show-that-b-c-d-e-0-177047 | math | I suppose you mean:
x^2-1 is a factor for
X^2-1 is a factor means that x^2-1 zero are the function's zeros too.
==> x1= 1 x2=-1
Now by substituting in the function:
x=1 ==> a(1)+b(1)+c(1)+d(1)+e=0
==> a+b+c+d+e =0
2) a+c+e = b+d
To prove that we need to substitute with x=-1 (the other root)
==> a+c+e = b+d
Supposing that you mean that (x^2 - 1) is a factor of ax^4+bx^3+cx^2+dx+e, that means also that the roots of the factor x^2-1 are the roots of the polynomial ax^4+bx^3+cx^2+dx+e, too.
So, let's find the roots of x^2-1=0
We notice that is a difference of squares:
a^2 - b^2 = (a-b)(a+b)
x^2-1 = (x-1)(x+1) = 0
Now we'll put each factor zero:
x-1 = 0
x+1 = 0
x = -1
So, as we've said before, the roots of x^2-1 are the roots of the given polynomial, meaning that:
f(-1) = 0, where f(x) = ax^4+bx^3+cx^2+dx+e
f(-1) = a-b+c-d+e = 0 (1)
f(1) = a+b+c+d+e = 0 (2)
From the relation (1), we'll get:
a+c+e = b+d
a+b+c+d+e = 0
To prove if x^2-1 is factor of f(x) = ax^4+bx^3+cx^2+dx+e.....(1) then
a+b+c+d = 0 and a+c+e = b+d.
If x^2-1 is a factor, then (x-1) and (x+1) are also the factors of the given expression at (1)
So for x=1 , f(1) = 0 and f(-1) = 0. This gives: For x=1,a*1^4+b*1^3 + c*1^2+d*1+e = 0. Or
a+b+c+d+e = 1
Eor x = -1, f(-1) = 0.This gives: a*(-1)^4+b*(-1)^3+c*(-1)^2+ d*(-1)+e = 0. Or a-b+c-d+e = 0. Or
1+c+e+ = b+d. | s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424756.92/warc/CC-MAIN-20170724062304-20170724082304-00483.warc.gz | CC-MAIN-2017-30 | 1,335 | 33 |
https://www.assignmentexpert.com/homework-answers/economics/economics-of-enterprise/question-43240 | math | Answer to Question #43240 in Economics of Enterprise for rajesh
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Unit 4 Minerva Functions, 158 Fazeley Street
B5 5RT Birmingham | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267863834.46/warc/CC-MAIN-20180620182802-20180620202802-00269.warc.gz | CC-MAIN-2018-26 | 588 | 9 |
http://www.math.utah.edu/about/news/Getting-to-Know-Priyam-Patel.php | math | Getting to Know: Priyam Patel
Imagine a surface that looks like a hollow doughnut. The “skin” of the doughnut has no thickness and is made of stretchy, flexible material. “Some of my favorite mathematical problems deal with objects like this—surfaces and curves or loops on such surfaces,” said Priyam Patel, assistant professor of mathematics, who joined the Math Department in 2019. “I like how artistic and creative my work feels, and it’s also very tangible since I can draw pictures representing different parts of a problem I’m working on.”
Patel works in geometry and topology. The two areas differ in that geometry focuses on rigid objects where there is a notion of distance, while topological objects are much more fluid. Patel likes studying a geometrical or topological object extensively so that she’s able to get to know the space, how it behaves, and what sort of phenomena it exhibits. In her research, Patel’s goals are to study and understand curves on surfaces, symmetries of surfaces, and objects called hyperbolic manifolds and their finite covering spaces. Topology and geometry are used in a variety of fields, including data analysis, neuroscience, and facial recognition technology. Patel’s research doesn’t focus on these applications directly since she works in pure mathematics.
Challenges as a Minority
Patel became fascinated with mathematics in high school while learning to do proofs. She was fortunate to have excellent high school math teachers, who encouraged her to consider majoring in math in college. “When I was an undergraduate at New York University (NYU), I had a female professor for multivariable calculus who spent a lot of time with me in office hours and gave me challenging problems to work on,” said Patel. “She was very encouraging and had a huge impact on me.”
As a woman of color, Patel often felt out of place in many of her classes at NYU. Later, she was one of a handful of women accepted into a Ph.D. program at Rutgers University. Unfortunately, these experiences led to strong feelings of “impostor syndrome” for her as a graduate student. Eventually, she overcame them and learned to celebrate her successes, focusing on the joy that mathematics brings to her life. She has also worked to find a community of mathematicians to help support her through the tough times. “I’ve received a lot of encouragement from friends and mentors both in and outside of my math community,” she said. “I feel especially fortunate to have connected with strong women mentors in recent years.”
Mentors and Outside Interests
Feng Luo, professor of mathematics at Rutgers, was Patel’s Ph.D. advisor, and he played an active role in the early years of her math career. “Talking about math with Dr. Luo is always a positive experience, and his encouragement has been pivotal to my success as a mathematician,” said Patel. Another mentor is Alan Reid, chair and professor of the Department of Mathematics at Rice University. Patel notes there are many aspects to being a mathematician outside of math itself, and these mentors have helped her navigate her career and offered support, encouragement, and advice.
Patel loves mathematics but makes time for other things in life. She enjoys rock climbing, yoga, dancing, and painting. Music is also a huge part of her life, and she sings and plays the guitar.
Patel is currently working on problems concerning groups of symmetries of certain surfaces. Specifically, she has been studying the mapping class groups of infinite-type surfaces, which is a new and quickly growing field of topology. “It’s quite exciting to be at the forefront of it. I would like to tackle some of the biggest open problems in this area in the next few years, such as producing a Nielsen-Thurston type classification for infinite-type surfaces,” she said. She is also interested in the work of Ian Agol, professor of mathematics at Berkeley, who won a Breakthrough Prize in 2012 for solving an open problem in low-dimensional topology. Patel would like to build on Agol’s work in proving a quantitative version of his results. Other areas she’d like to explore are the combinatorics of 3-manifolds and the theory of translation surfaces.
Below are some mathematical images created by Patel in her research:
Patel was featured in two separate articles in Quanta Magazine. Here are the links to the two articles: | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817438.43/warc/CC-MAIN-20240419141145-20240419171145-00441.warc.gz | CC-MAIN-2024-18 | 4,435 | 12 |
http://www.varsitytutors.com/gre_subject_test_math-help/product-rule | math | All GRE Subject Test: Math Resources
Example Question #1 : Derivatives & Integrals
This problem requires the product rule. The derivative using the product rule is as follows:
Let and .
Their derivatives are:
Substitute the functions into the product rule formula and simplify.
Example Question #2 : Derivatives & Integrals
Given and , find .
Recall the chain rule from calculus:
So we will want to begin by finding the first derivative of each of our functions:
Next, use the chain rule formula:
Expand everything to get
Example Question #1 : Product Rule
Find given and .
Recall the product rule for differentiaion.
So we need to find the first derivative of each of our functions:
Recall that is a strange one:
Next, use the formula from up above.
Expand and simplify.
Rewrite in standard form and factor out an .
Example Question #4 : Derivatives & Integrals
Find the derivative of .
None of the Above
None of the Above
Step 1: We need to define the product rule. The product rule says . is defined as the derivative of f(x) multiplied by g(x). In the question, the first parentheses is f(x) and the second parentheses is g(x).
Step 2: We will first calculate and . To find the derivative of any term, we do one the following rules:
1) All terms with exponents (positive and negative) of the original equation are dropped down and multiplied by the coefficient of that term that you are working on. The exponent that gets written after taking the derivative is 1 less than (can also be thought of as (x-1, where x is the exponent that was dropped).
2) The derivative of a term ax, , is just the value , which is the coefficient of the term.
3) The derivative of any constant term, that is any term that does not have a variable next to it, is always .
Step 3: We will take derivative of first.
. Let us take the derivative of each and every term and then add everything back together. We denote (') as derivative.
. We are using rule 1 here (listed above). The two from the exponent dropped down and was multiplied by the coefficient of that term. The exponent is 1 less than the exponent that was dropped down, which is why you see in the exponent.
. We use rule 2 that was listed above. The derivative of this term is just the coefficient of that term, in this case, 3.
. We use rule 3. Since the derivative is , we won't write it in the final equation for the derivative of .
Let's put everything together:
Step 4: We will take derivative of g(x).
Step 5: Now that we have found the derivatives, let's substitute all the equations into the formula for product rule.
Step 6: Let's find .
In the equation above, . We will need to distribute and expand this multiplication.
When we expand, we get . Let's simplify that expansion.
We will get: .
Step 7: Let's find , which is defined as .
We will expand and simplify.
When we expand, we get: .
If we simplify, we get .
Step 8: Add the two products together and simplify.
If we add and simplify, we get:
. This is the final answer to the expansion of the product rule.
Example Question #2 : Product Rule
What is the derivative of: ?
Step 1: Define and :
Step 2: Find and .
Step 3: Define Product Rule:
Step 4: Substitute the functions for their places in the product rule formula
Step 5: Expand:
Step 6: Combine like terms:
Example Question #3 : Product Rule
Find derivative of:
Step 1: Define the two functions...
Step 2: Find the derivative of each function:
Step 3: Define the Product Rule Formula...
Step 4: Plug in the functions:
Step 5: Expand and Simplify:
The derivative of the product of and is .
Example Question #4 : Product Rule
Find the derivative, with respect to , of the following equation:
1) Starting Equation:
3) Take the derivative, using the power rule.
4) Simplify answer:
1) Easiest way to take the derivative is to simplify the equation first. In doing so, you should see that this is NOT an application for the chain rule. Although two variables are multiplied together, they are the same variable. The chain rule will give you the wrong answer.
2) Exponent Math... multiplied factors means you should add the exponents
3) Standard Power Rule. Bring the exponent down, multiplying it into the coefficient. Subtract 1 from the exponent. Constants go to 0.
4) Simplify the answer. | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698542712.12/warc/CC-MAIN-20161202170902-00275-ip-10-31-129-80.ec2.internal.warc.gz | CC-MAIN-2016-50 | 4,255 | 73 |
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Quiplash with Taraji P. Henson and Michael Che - YouTube Jan 08, 2018 · Jimmy, Taraji P. Henson, Michael Che and The Roots' Tarik Trotter battle it out in a competition of Quiplash, where they have to think of funny responses to … F.A.Q. – Tierrasanta Chiropractic Group “The doctor of the future will give no medicine but will interest his patients in the care of the human frame, in diet and in the cause and prevention of disease.” The Kronecker Product A Product of the Times The Kronecker Product A Product of the Times Charles Van Loan Department of Computer Science Cornell University Presented at the SIAM Conference on Applied Linear Algebra, Monterey, Califirnia, October 26, 2009. The Kronecker Product B ⊗C is a block matrix whose ij-th block is bijC.
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Jan 08, 2018 · Jimmy, Taraji P. Henson, Michael Che and The Roots' Tarik Trotter battle it out in a competition of Quiplash, where they have to think of funny responses to … F.A.Q. – Tierrasanta Chiropractic Group | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057202.68/warc/CC-MAIN-20210921101319-20210921131319-00289.warc.gz | CC-MAIN-2021-39 | 4,070 | 7 |
http://www.lofoya.com/Solved/1869/three-business-entities-x-ltd-y-ltd-and-z-ltd-with-4-3-and | math | Three business entities $X$ Ltd, $Y$ Ltd. and $Z$ Ltd, with 4, 3 and 5 employees respectively, merged into $XYZ$ Ltd in order to jointly raise the capital for setting up a new modern production plant in Jaipur. After two years, on the question of management decisions on the new venture at Jaipur, the employees started adopting differing viewpoints and began to quarrel among themselves. Given the fact that there is no quarrel among the employees of the erstwhile (i.e. former) $X$ Ltd, $Y$ Ltd and $Z$ Ltd, what could be the maximum number of quarrels that can take place within $XYZ$ Ltd?
Error(s) Found !!! | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891813322.19/warc/CC-MAIN-20180221024420-20180221044420-00747.warc.gz | CC-MAIN-2018-09 | 611 | 2 |
https://short-fact.com/what-is-the-formula-for-time-traveled/ | math | Table of Contents
- 1 What is the formula for time traveled?
- 2 How do you find distance with acceleration and time?
- 3 What is acceleration on a distance time graph?
- 4 What is the formula for calculating distance?
- 5 What is the slope in a distance time graph?
- 6 How do we calculate time?
- 7 What is the formula used to find distance?
- 8 How do you calculate the distance an object has traveled?
What is the formula for time traveled?
To solve for time, divide the distance traveled by the rate. For example, if Cole drives his car 45 km per hour and travels a total of 225 km, then he traveled for 225/45 = 5 hours.
How do you find distance with acceleration and time?
s=1/2 at^2 , where s= distance, a= acceleration, t =time Thereofore, a = 2s / (t^2) The basic equation for solving this is: d = vt + (1/2)at 2 where d is distance traveled in a certain amount of time (t), v is starting velocity, a is acceleration (must be constant), and t is time.
How do you calculate time and distance?
You can use the equivalent formula d = rt which means distance equals rate times time. To solve for speed or rate use the formula for speed, s = d/t which means speed equals distance divided by time. To solve for time use the formula for time, t = d/s which means time equals distance divided by speed.
Is it possible to travel back in time?
General relativity. Time travel to the past is theoretically possible in certain general relativity spacetime geometries that permit traveling faster than the speed of light, such as cosmic strings, traversable wormholes, and Alcubierre drives.
What is acceleration on a distance time graph?
If the speed of an object changes, it will be accelerating or decelerating . This can be shown as a curved line on a distance-time graph.
What is the formula for calculating distance?
To solve for distance use the formula for distance d = st, or distance equals speed times time. Rate and speed are similar since they both represent some distance per unit time like miles per hour or kilometers per hour. If rate r is the same as speed s, r = s = d/t.
What is time and distance?
It is equal to the distance traveled divided by the time. It is possible to find any of these three values using the other two. To find the speed, distance is over time in the triangle, so speed is distance divided by time. To find distance, speed is beside time, so distance is speed multiplied by time.
Can you calculate acceleration from a distance time graph?
If the speed of an object changes, it will be accelerating or decelerating . This can be shown as a curved line on a distance-time graph. If an object is accelerating or decelerating, its speed can be calculated at any particular time by: drawing a tangent to the curve at that time.
What is the slope in a distance time graph?
In a distance-time graph, the slope or gradient of the line is equal to the speed of the object. The steeper the line (and the greater the gradient) the faster the object is moving.
How do we calculate time?
The formula for time is given as [Time = Distance ÷ Speed]. To calculate the distance, the time formula can be molded as [Distance = Speed × Time].
How to calculate a distance travelled?
How to Calculate Distance Traveled? Distance Traveled calculator uses Distance Traveled=Initial Velocity*T+ (1/2)*Acceleration* (T)^2 to calculate the Distance Traveled, Distance Traveled defines how much path an object has covered to reach its destination in a given period. Distance Traveled and is denoted by s symbol.
What is the equation for total distance traveled?
The equation d=rt represents the formula for total distance traveled. The distance traveled, d, is equal to the rate of travel, r, multiplied by the time of travel, t.
What is the formula used to find distance?
The formula used to calculate distance depends on whether you’re measuring distance over time or a distance between two points on a plane. The formula for distance over time is Distance = Rate × Time. The formula for distance between two points is Distance = √((x 2 – x 1) 2 + (y 2 – y 1) 2).
How do you calculate the distance an object has traveled?
When you try to find the distance a moving object has traveled, two pieces of information are vital for making this calculation: its speed (or velocity magnitude) and the time that it has been moving. With this information, it’s possible to find the distance the object has traveled using the formula d = s avg × t. | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511284.37/warc/CC-MAIN-20231003224357-20231004014357-00766.warc.gz | CC-MAIN-2023-40 | 4,465 | 37 |
https://physics.stackexchange.com/questions/440971/how-do-we-know-that-gluons-travel-at-the-speed-of-light | math | Since gluons are located within nucleons and immediately outside of them, how do experiments determine parameters like their speed? Is it possible we could be assuming they travel at the speed of light since they are massless, but in reality they travel faster/slower than light?
$\begingroup$ I'm simply wondering, is there any way to know for certain? I have read that we still understand a very limited amount about what actually goes on in the nucleus, in terms of the positions of nucleons being undefined, etc. $\endgroup$– snowgNov 14, 2018 at 22:44
$\begingroup$ Yes. I'd like to learn more about gluons and the nuclear force. I've watched many youtube videos, obviously not a credible academic source. I know of the color charge and I know that the strong force binds quarks into nucleons, while also overcoming the electromagnetic force to create the nucleus itself. $\endgroup$– snowgNov 14, 2018 at 22:47
Gluons, like quarks, are bound inside nucleons. However, it's not quite correct to think of either quarks or (especially) gluons as being little particles inside a nucleon. Before addressing questions about their speed, it's important to appreciate the limitations of the idea that they are particles — or classical waves, or anything else to which we might normally apply a concept like "speed".
Quantum chromodynamics (QCD) is expressed in terms of quark and gluon fields, not particles. Particles are phenomena that the model predicts when the conditions are right. The only particles that QCD predicts under ordinary conditions are mesons (like pions) and baryons (like protons and neutrons), both of which are "color neutral". In that context, I don't know of any natural sense in which qualities like "speed" can be attributed to individual gluons, because I don't know of any natural sense in which a meson or baryon is made of individual gluons! Mesons and baryons are a different kind of structure composed of quark and gluon fields. Even the usual cartoon of a proton being made of two up-quarks and a down-quark isn't quite accurate. It's good enough for some purposes (like the Bohr model of the atom), but a proton is more accurately described as a quantum superposition of many different combinations of quarks (and gluons), like three up-quarks and one anti-up-quark and a down-quark.
One of the most direct manifestations of individual quarks and gluons is in a phenomenon called jets. This phenomenon occurs, for example, when an electron and positron (anti-electron) are smashed together with a center-of-mass energy between about 5 GeV and 45 GeV (the GeV is a convenient unit of energy is particle physics; it stands for "giga electron volts"). In this energy range, the result is often two back-to-back "jets" of hadrons (mesons and baryons). QCD predicts that this will occur as the result of the electron and anti-electron annihilating each other and producing a quark and anti-quark moving away from each other in opposite directions. But since quarks (and anti-quarks) are confined under ordinary conditions, they don't get very far before they become "clothed" with other quarks and gluons, resulting in two back-to-back jets (bunches) of many color-neutral particles instead.
At the higher end of this energy range, above about 20 GeV, we occasionally see three-jet events, with three jets of color-neutral particles propagating away from the point where the electron and anti-electron annihilated each other. This is also predicted by QCD, which describes it as the creation of a quark, and anti-quark, and one gluon, all initially flying away from each other. This can't last for long, though; they quickly "clothe" themselves with other quarks and gluons, resulting in three jets of color-neutral particles instead.
(By the way, to check these things while I was typing them, I referred to page 24 in chapter 1 of Renton's book Electroweak Interactions. But I still accept responsibility if I've said anything inaccurate.)
So, how fast does a gluon move? Well, considering the high energies involved in the collisions that produce these jets, the final particles tend to be moving away from the collision point at very nearly the speed of light, even though most of them have mass. I'm not sure the "bare" gluon lasts long enough to really constitute a well-defined particle (maybe an expert can chime in and quantify this — or correct me if I'm wrong), in which case the concept of "speed" is once again not quite appropriate.
So, do gluons move at the speed of light? Before we can answer that in a meaningful way, we have to find a condition under which gluons exist as individual particles long enough for the concept of "speed" to make sense... and that's not as easy as it sounds.
$\begingroup$ I'm so glad someone is mentioning his source! Everyone here should do that. Well written too. $\endgroup$ Jun 10, 2020 at 19:36
$\begingroup$ Why do you describe a proton as a quantum superposition of quarks and gluons? Isn't that somehow the same thing as the cartoon-picture of a proton? $\endgroup$ Jun 10, 2020 at 19:59
1$\begingroup$ @VeronicaNoordzee Thank you for the compliment! There are different cartoons, some more complicated and/or accurate than others. What I meant by "the usual cartoon" is the picture of a proton as being made of smaller particles, but then I wasn't consistent in the way I used the word "quark." I started out talking about quark and gluon fields, but then I implicitly reverted to talking about quarks as particles when I said that a proton is a quantum superposition of different numbers of quarks (3, 5, 7, and so on). So I guess my description was still cartoon-ish. Is that what you mean? $\endgroup$ Jun 11, 2020 at 23:40
1$\begingroup$ @VeronicaNoordzee Our current understanding of everything except gravity is based on quantum fields. Particles are one of the phenomena that quantum fields can exhibit. When learning QM, we start by learning models in which particles are prescribed as inputs to the theory. That's often a good approximation (quantum chemistry uses it), and the math is more manageable. In quantum field theory, particles are derived instead of prescribed, which is why they can be created/destroyed. Do we experience quantum fields directly? That's a tricky question... Depends on what you mean by "directly"! $\endgroup$ Jun 14, 2020 at 1:18
1$\begingroup$ I just love your replies, C.A. So much is said in so few words. Well, well done! In my mind, I distinguish between the visible world (using light(microscopes)) and the non-visible world. Therefore, we can experience the non-visible world only indirectly (in cloud-chambers, LHC-collisions, etc.). Yes, I'm a latecomer in Physics, but I find it fascinating to see how mankind succeeded in explaining its environment. This stuff really makes me happy! :-) P.S. Fortunately, nature gave a brain to understand things to some level. $\endgroup$ Jun 15, 2020 at 14:08
This is complementary to the answer by Chiral Anomaly, extending it:
At extreme energies in particle interactions, QCD predicts quark gluon plasma:
A quark–gluon plasma (QGP) or quark soup is a state of matter in quantum chromodynamics (QCD) which exists at extremely high temperature and/or density. This state is thought to consist of asymptotically free strong-interacting quarks and gluons, which are ordinarily confined by color confinement inside atomic nuclei or other hadrons. This is in analogy with the conventional plasma where nuclei and electrons, confined inside atoms by electrostatic forces at ambient conditions, can move freely.
This at the moment is studied in ion collisions at the LHC:
For a few millionths of a second, shortly after the Big Bang, the universe was filled with an astonishingly hot, dense soup made of all kinds of particles moving at near light speed. This mixture was dominated by quarks – fundamental bits of matter – and by gluons, carriers of the strong force that normally “glue” quarks together into familiar protons and neutrons and other species. In those first evanescent moments of extreme temperature, however, quarks and gluons were bound only weakly, free to move on their own in what’s called a quark-gluon plasma.
Jets are “hard probes”, by nature strongly interacting but moving so fast and with so much energy that they are often not completely absorbed by the surrounding quarks and gluons in the quark-gluon plasma. The degree of jet quenching – a figure that emerges in data from millions of collision events – plus the jets' orientation, directionality, composition, and how they transfer energy and momentum to the medium, reveal what’s inside the fireball and thus the properties of the quark-gluon plasma.
One has to realize that particle physics is a mixture of theory and experimental validation. The validation of QCD at low energy, which has the analogue of the photon, called a gluon, with a zero mass and thus limited to the fixed velocity c of special relativity , hypothetically, because it cannot be measured in the lab, only the consequences are measured : mesons, baryons, jets ... which validate the QCD model quite well . A QCD model with a massive gluon would not fit the data in any way.
But as the theory is asymptotically free, more data come from high energies where in a plasma quarks and gluons can be modeled as particles, and as of the present, the zero mass of the gluon is validated by data at the LHC because QCD predictions fit the data, and by observations of the quark gluon plasma state of the early universe, which also can be modeled by asymptotically free quarks and gluons.
The basic point is that one trusts the mathematics in the model , if one cannot measure directly the hypothesis, and checks the hypothesis by fitting data, which validate the model . In this sense a measurement at second (third fourth ... as there are integrals involved) hand.
$\begingroup$ Really nice addition! Thank you, Anna. $\endgroup$ Jun 10, 2020 at 19:44 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644817.32/warc/CC-MAIN-20230529074001-20230529104001-00722.warc.gz | CC-MAIN-2023-23 | 9,994 | 25 |
https://bowiewonderworld.com/multi.htm | math | |BOWIE CONCENTRATION GAME|
BowieConcentration game... a rather addictive little thing. Basically there are 18 squares, behind each one is a David Bowie album cover. You have to match up each album cover as fast as you can in pairs. Once the graphics are loaded the clock starts. Each game is totally different each time to play. The best recorded time so far is 0:52 by Gerald Korson. See if you can beat that time? Send me a screen grab to prove it. (David has played this game himself - his best time was 2:15). Don't forget you can just save the whole .htm page to your hard drive and play it offline too. (Click on DB logo to play).
|DAVID BOWIE ALADDIN SANE FACE MASK|
Print out and cut-out life-sized David Bowie / Aladdin Sane mask. Ideal for parties, Halloween, and your birthday themed parties. (Click on DB logo to view).
|BOWIEWONDERWORLD PROMO GAME|
BowieWonderworld promo game with hours... puzzle picture viewer. You'll need FlashPlayer by Macromedia to play it. (428kb) - Massive thanks again to Ricardo who wrote and developed this, what can I say? I'm speechless for once! Excellent piece. (Click on DB logo to download).
|HALLO SPACEBOY INVADERS GAME|
Help Major Tom's spaceship get rid of those nasty HalloSpaceInvaders from Mars and bring peace on earth! You need FlashPlayer by Macromedia to play it. (337kb). Thanks again to Ricardo who wrote and developed this game. (Click on DB logo to download).
|DAVID BOWIE'S LABYRINTH GAME|
A wonderfully addictive game. Catch Jareth's crystal balls before he does. You need FlashPlayer by Macromedia to play it. (325kb) and (364kb). Two different backgrounds: Version 1 and Version 2 Updated - Thanks to Ricardo who wrote and developed this game and was kind enough to send them in. (Click on DB logo to download).
|DAVID BOWIE 1971 USA RADIO INTERVIEW|
Real Audio David Bowie Interview from WYSP Philadelphia Radio Show from February 1971. (950k). (Click on DB logo to play).
[All The Young Dudes] [Art Decade] [As The World Falls Down] [Ashes To Ashes]
[Cat People] [Changes] [Diamond Dogs] [Fall Dog Bombs The Moon] [Fame 90]
[Five Years] [Hang Onto Yourself] [Heroes] [Let's Dance] [Life On Mars] [Little Wonder]
[Loving The Alien] [Modern Love] [Moonage Daydream] [Rebel Rebel] [Run]
[Soul Love] [Sound And Vision] [Space Oddity] [Starman]
[Strangers When We Meet] [Suffragette City] [Sweet Thing] [The Jean Genie]
[This Is Not America] [The Man Who Sold The World] [Thursday's Child]
[Under Pressure] [Underground (beginning)] [Warszawa] [Ziggy Stardust]
DAVID BOWIE RELATED SONGS:
[A Foggy Day In London Town] [Across The Universe] [Dancing In The Street]
[God Only Knows] [Hurt] [Just A Gigolo] [Labyrinth] [Let's Spend The Night Together]
[Little Drummer Boy] [Love Me Do] [Major Tom's Coming Home] [Night Flights] [Ode To Joy]
[Peter And The Wolf] [Reptile] [Sarah] [See Emily Play] [Sorrow] [Walk On The Wild Side]
Click to play. Right click to save and download midi sound file. More Bowie midi here
|INTERACTIVE DAVID BOWIE GAME|
An excellent DOS-based multiple choice David Bowie Quiz. Two rounds, time based with a total of 320 questions. You can also devise your own questions. (76k) - Five files zipped. (Click on DB logo to download). Newly corrected and updated: 11/6/00
|DESKTOP DAVID BOWIE ICONS|
A selection of various different David Bowie icons for your desktop. (1k each) - Ten icons zipped. (Click on DB logo to download).
|DAVID BOWIE WALLPAPER|
Over 30 different David Bowie wallpapers to download. Various desktop sizes available: 640 x 480, 800 x 600, 1024 x 768 and 1280 x 1024. Opening page automatically works out the size of the your screen, and gives instructions on how to save, download and change your desktop wallpaper. (Click on DB logo to visit).
|DESKTOP DAVID BOWIE ICONS 2|
A selection of various different David Bowie icons for your desktop. (1k/4k each) - Twenty Three icons zipped. (Click on DB logo to download).
|OFFICIAL PROMOTIONAL 1. OUTSIDE SCREEN SAVER|
The Official Promotional 1. Outside screensaver. Ten different screens including Ramona A. Stone, Nathan Adler, Baby Grace Blue, Minotaur, I'm Deranged and various Bowie artwork. (2.97Mb) - Four files zipped. (Click on logo to download).
|BOWIE RING TONES FOR NOKIA AND SIEMENS MOBILE PHONES|
All The Young Dudes: 8#f2 8d2 8a1 8#f2 16e2 16#f2 16e2 16#f2 8e2 8#c2 8d2 8b1 8#f1 8d2 16#c2 16d2 16#c2 16d2 8#c2 8b1 8a1 8#c2 8#c2 8#c2 8#c2 8c2 8b1 4a1 8#c2 8#c2 8#c2 8#c2 8b1 8a1 4#f2
Miracle Goodnight: 4a1 4b1 4c2 4d2 4g1 4- 8g1 8g1 8g1 2- 4- 8- 8g1 8g1 8g1 4- 8- 8g1 8g1 8g1 8- 4a1 4b1 4c2 4d2 4g1 4- 8g1 8g1 8g1 2- 4- 8- 8g1 8g1 8g1 4- 8- 8c2 8c2 8c2 8- 8b2 8g2 8c3 8a2 8b2 8c3 4d3 4g1
Quicksand: 4e1 8e2 2#c2 8b1 4#c2 4.a1 4- 4a2 8#g2 2#f2 4e2 8#d2 4.e2 4- 8#g2 4#f2 4.e2 4#f2 4d2 8#c2 4.d2 4- 2a2 2#f2 2#d2 4e2 4- 2a2 2e2 2#f2 1#c2 1b1
Rebel Rebel: 4d1 4e2 4d2 8#c2 4b1 4b1 8b1 8#c2 8b1 8#g1 8e1 4d1 4e2 4d2 8#c2 4b1 4b1 8b1 8#c2 8b1 8#g1 8e1 4d1 4e2 4d2 8#c2 4b1 4b1 8b1 8#c2 8b1 8#g1 8b1 4#c1
Seven: 4e2 8g2 4g2 4e2 8g2 4a2 8g2 4g2 2- 8d2 8d2 8d2 8#d2 8e2 4c2 4a1 2- 4e2 8g2 4g2 8a2 4b2 4a2 8g2 4g2 8e2 4g2 4a2 8c2 4c2 4d2 4c2 2- 8c2 8#d2 4.#d2 8d2 4c2 4e2 4c2 4- 8d2 8e2 4.e2 8g2 4c3 4c2 4- 8c2 4d2
Starman: 8g1 8a1 2f1 2f2 8e2 8d2 8c2 8d2 4c2 8- 8d2 8e2 8d2 8c2 8d2 8c2 8d2 8c2 8d2 8e2 8d2 8c2 8d2 4c2 8g1 8a1 2f1 2f2 8e2 8d2 8c2 8d2 4c2 8- 8d2 8e2 8d2 8c2 8d2 8c2 8d2 8c2 8d2 8e2 8d2 8e2 8f2 4g2
The Man Who Sold The World: 8a1 8a1 8a1 4g1 16a1 16#a1 8a1 8g1 8a1 8a1 8a1 4g1 16a1 16#a1 8a1 8g1 8a1 8a1 8a1 4g1 16a1 16#a1 8a1 8g1 4a1 4b1 4c2 4a2
The Man Who Sold The World: (Motorola) 4 A4 A4 A4 G4 R2 A2 A#2 A4 G4 A4 A4 A4 G4 R2 A2 A#2 A4 G4 A4
|ANIMATED DAVID BOWIE GIFS|
Ziggy Stardust 1972 (13Kb) - Aladdin Sane (11Kb) - Aladdin Sane Side (12Kb) - Pin Ups 1973 Saxophone (138Kb). DO NOT LINK DIRECTLY TO ANY OF THE GRAPHICS!
|Created: July 1997 © Paul Kinder||Last Updated: 26/5/11| | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945182.12/warc/CC-MAIN-20230323163125-20230323193125-00657.warc.gz | CC-MAIN-2023-14 | 5,864 | 48 |
https://www.studyintaiwan.org/stay/cost | math | The New Taiwan dollar is the official currency of Taiwan. The currency code is TWD and this is commonly abbreviated as NT$ or NTD$. The most commonly used denominations are the NTD$100, NTD$500, and NTD$1000 bills. There are also NTD$200 and NTD$2000 bills in circulation but you will very rarely encounter them. The coins used are the NTD$50, NTD$10, NTD$5, and NTD$1 denominations. Cash payment is common in Taiwan though many shops also accept credit cards, Easy Card and iPass. Checks are not normally used in Taiwan for payment of everyday expenses. | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510208.72/warc/CC-MAIN-20230926111439-20230926141439-00153.warc.gz | CC-MAIN-2023-40 | 554 | 1 |
https://studysoup.com/tsg/99509/fundamentals-of-physics-10-edition-chapter-36-problem-99 | math | A diffraction grating has 200 lines/mm. Light consisting of a continuous range of wavelengths between 550 nm and 700 nm is incident perpendicularly on the grating. (a) What is the lowest order that is overlapped by another order? (b) What is the highest order for which the complete spectrum is present?
A diffraction grating has 200 lines/mm. Light consisting
Solution for problem 99 Chapter 36
Fundamentals of Physics | 10th Edition
- Textbook Solutions
- 2901 Step-by-step solutions solved by professors and subject experts
- Get 24/7 help from StudySoup virtual teaching assistants | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00364.warc.gz | CC-MAIN-2020-05 | 585 | 7 |
https://marketplace.uipath.com/listings/excel-apply-formula | math | This package contains 3 different activities that are useful for adding and removing formulas in a particular Excel range:
1. ApplyFormula: Applies formula in particular cell or range. It works only when the Excel file is closed.
2. RemoveFormulaAndKeepValues: Keeps Values and removes formula in particular cell or range. If the cell has no formula it will keep the values as they are.
3. RemoveFormulaWithValues: Removes formula and values in particular cell or range. | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703531429.49/warc/CC-MAIN-20210122210653-20210123000653-00353.warc.gz | CC-MAIN-2021-04 | 470 | 4 |
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