url
stringlengths 14
5.47k
| tag
stringclasses 1
value | text
stringlengths 60
624k
| file_path
stringlengths 110
155
| dump
stringclasses 96
values | file_size_in_byte
int64 60
631k
| line_count
int64 1
6.84k
|
|---|---|---|---|---|---|---|
https://homework.cpm.org/category/CCI_CT/textbook/pc3/chapter/12/lesson/12.1.2/problem/12-28
|
math
|
Home > PC3 > Chapter 12 > Lesson 12.1.2 > Problem 12-28
As stated in the preceding Math Notes box, in a recursive sequence, each term is defined in terms of one or two of the terms immediately preceding. Practice this idea by using the first term and the recursive definition to write the next four terms of each of these sequences. Part (a) is partially done for you.
; ; ; ; ,
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644915.48/warc/CC-MAIN-20230530000715-20230530030715-00208.warc.gz
|
CC-MAIN-2023-23
| 378 | 3 |
https://my-server-ip.xyz/basic-circuit-theory-charles-desoer-81/
|
math
|
Basic circuit theory. Front Cover. Charles A. Desoer, Ernest S. Kuh. McGraw-Hill, – Technology & Engineering – pages. Basic Circuit Theory. • I • I. Charles A. Desoer • and. Ernest S. Kuh. Department of Electrical Engineering and Computer Sciences University of California. Basic Circuit Theory by Ernest S. Kuh, Charles A. Desoer from Only Genuine Products. 30 Day Replacement Guarantee. Free Shipping. Cash On.
||1 November 2013
|PDF File Size:
|ePub File Size:
||Free* [*Free Regsitration Required]
Also observe that each network variable can be written as a function of the state and of the input. The current i passing through the series connection is a periodic function of time and is shown in Fig. The varactor diode is reverse-biased by a large de voltage with a small ac voltage supplied by an oscillator.
Basic Circuit Theory
From its definition, a voltage source has a characteristic at timet which is a straight line parallel to the i axis with Vs t as the ordinate in the iv plane, as shown in Fig. Nodes A and Bare also connected to the rest of the vesoer designated by Exercise 2 Prove the first equation 5. Second, a nonlinear resistor can often be modeled theody by using a linear resistor if the range of operation is sufficiently small.
Example 4 The parallel connection of a current source, a linear resistor, and an ideal diode is shown in Fig.
In our study oflumped circuits we have thus far concentrated our attention on two-terminal elements. As far as we are concerned, Z 4 is not a positive real function because its denominator theofy not a polynomial in s.
Charles a. Desoer, Ernest S. Kuh-Basic Circuit Theory(1969)
It is customary and convenient to use reference directions for the branch voltage and the branch current of an independent source that are opposite from the associated reference directions. Obviously, the integral “blows up. The most important feature of this book is a novel formulation chadles lumped-circuit theory which accommodates linear and nonlinear, time-invariant and time-varying, and passive and active circuits.
The generator is represented by the series connecr R5 I I Linear time-invariant elements no independent sources Fig. We give examples of simple nonlinear circuits using the tunnel diode and the varactor diode. When we think in terms of one-ports, we do not concern ourselves with what is inside the one-port, provided the elements are lumped.
A two-terminal nonlinear resistor is called an ideal diode if its t See Sec. It is left as an exercise to the reader.
By definition, the Laplace transform of E: We then introduce two-terminal elements and classify them according to whether they are linear or nonlinear, time-invariant or time-varying. Let us illustrate the idea by a simple example. Repeat the operation with all nonlinear resistors. Then the right-hand side of 5.
Basic Circuit Theory – Charles A. Desoer – Google Books
To analyze circuits with nonlinear resistors, we often depend upon the method of piecewise linear approximation. This is immediately verified by substitution in The equivalent resistor has the characteristic shown in Fig. The characteristic specifies the set of all possible values that the circit of variables appropriate for that two-terminal element may take at time t. T60t – 6 cos 2’1Tl20t u12 thus contains charlee third harmonic as well as the second harmonic.
We know that every tree branch defines for the given tree a unique fundamental cut set.
One other factor cannot be overlooked. The brief chapter on resistive networks shows thnt general properties of nonlinear resistive networks can be formulated even though no closed form solution is known.
Basic circuit theory – Charles A. Desoer, Ernest S. Kuh – Google Books
Usually we must resort to numerical methods because there is no direct method for solving equations like 2. Strictly speaking, we have only established 5. Meant for the undergraduate students taking the course on Circuit Theory, this book provides a comprehensive exposure to the subject.
If we consider the characteristic of the automobile battery plotted in Fig. What would be the maximum percentage error in v if we were to calculate v by approximating the nonlinear resistor by a ohm linear resistor?
By analogy to previous conventions, for each fundamental cut set we adopt a reference direction for the cut set which agrees with that of the tree branch defining the cut set. If the network is resistive and if all branch resistances are positive, then det Yq 0. For example, the circuit we start with may be a loudspeaker that we connect to the two terminals of the cable coming from the power amplifier; the power amplifier is then considered to be a generator.
In practice, this is done by using a bias circuit containing a battery. Using currents and voltages as state variables b.
This will be explained in the next chapter.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703515075.32/warc/CC-MAIN-20210118154332-20210118184332-00701.warc.gz
|
CC-MAIN-2021-04
| 4,892 | 25 |
http://www.fact-index.com/a/ab/abundant_number.html
|
math
|
In mathematics, an abundant number (also sometimes called an excessive number) is a number n for which the sum of all its positive divisors (including n, the divisor function, σ(n)) is greater than 2n; the value σ(n) - 2n is sometimes called the abundance of n. Abundant numbers were first introduced in Nicomachus' Introductio Arithmetica (circa 100).
The first few abundant numbers are 12, 18, 20, 24, 30, 36, ... (Sloane's A005101); M. Deléglise showed in 1998 that the natural density of abundant numbers is in the open interval ]0.2474, 0.2480[.
An infinite number of both even and odd abundant numbers exist (for example, all multiples of 12 and all odd multiples 945 are abundant); furthermore, every proper multiple of a perfect number and every multiple of an abundant number is abundant. Also, every integer >20161 can be written as the sum of two abundant numbers.
An abundant number which is not a semiperfect number is called a weird number; an abundant number with abundance 1 is called a quasiperfect number.
|Table of contents|
3 External links
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644309.7/warc/CC-MAIN-20230528150639-20230528180639-00203.warc.gz
|
CC-MAIN-2023-23
| 1,063 | 6 |
http://brainly.com/question/362210
|
math
|
1. A ball rolls with a constant acceleration of a = 2 m/s2 over 5 s and an initial velocity of 0 m/s. Calculate the ball’s distance from the starting point at 1.0 s intervals. Make a position-time graph for the object’s motion. In your response, show what you are given, the equation that you used, any algebra required, a table of data, and your graph.
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541317.69/warc/CC-MAIN-20161202170901-00001-ip-10-31-129-80.ec2.internal.warc.gz
|
CC-MAIN-2016-50
| 357 | 1 |
https://math.answers.com/Q/If_both_the_numerator_and_the_denominator_are_negative_does_that_make_the_fraction_negative
|
math
|
The simplification will be positive. In other words, the numerator and the denominator will NOT stay negative.
There is no simple answer to the question.If only the numerator is negative then the fraction is a negative fraction which may be proper or improper. If the numerator and the denominator have the same sign then the fraction is positive. It is an improper fraction if they are both negative and a proper fraction if they are both positive.
A complex fraction has a fraction in the numerator or the denominator or both
A complex fraction.
If both the numerator AND denominator are the same... the fraction is an equivalent for the number 1
A fraction is really the numerator divided by the denominator. When you divide two negatives together you get a positive, so, you automatically change it to positive.
both fraction #
It is part of a compound fraction.
It is a compound fraction.
irreducible fraction An irreducible fraction (or fraction in lowest terms, simplest form or reduced fraction) is a fraction in which the numerator and denominator are integers that have no other common divisors than 1 (and −1, when negative numbers are considered).
If they are both negative, it becomes positive. (just like subtracting a negative - same as adding.) x/y = -x/-y
If you divide a fraction by any common factor of the numerator and denominator you will get an equivalent fraction.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446709929.63/warc/CC-MAIN-20221126212945-20221127002945-00186.warc.gz
|
CC-MAIN-2022-49
| 1,390 | 12 |
http://www.e-booksdirectory.com/details.php?ebook=9189
|
math
|
Introduction to Twisted Commutative Algebras
by Steven V Sam, Andrew Snowden
Publisher: arXiv 2012
Number of pages: 56
This article is an expository account of the theory of twisted commutative algebras, which simply put, can be thought of as a theory for handling commutative algebras with large groups of linear symmetries. Examples include the coordinate rings of determinantal varieties, Segre-Veronese embeddings, and Grassmannians.
Home page url
Download or read it online for free here:
This wikibook is intended to give an introduction to commutative algebra; i.e. it shall comprehensively describe the most important commutative algebraic objects. The axiom of choice will be used, although there is no indication that it is true.
by Tom Marley, Laura Lynch - University of Nebraska - Lincoln
This course is an overview of Homological Conjectures, in particular, the Zero Divisor Conjecture, the Rigidity Conjecture, the Intersection Conjectures, Bass' Conjecture, the Superheight Conjecture, the Direct Summand Conjecture, etc.
by Thomas J. Haines - University of Maryland
Notes for an introductory course on commutative algebra. Algebraic geometry uses commutative algebraic as its 'local machinery'. The goal of these lectures is to study commutative algebra and some topics in algebraic geometry in a parallel manner.
by Sudhir R. Ghorpade - Indian Institute of Technology, Bombay
These notes give a rapid review of the rudiments of classical commutative algebra. Some of the main results whose proofs are outlined here are: Hilbert basis theorem, primary decomposition of ideals in noetherian rings, Krull intersection theorem.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496670268.0/warc/CC-MAIN-20191119222644-20191120010644-00148.warc.gz
|
CC-MAIN-2019-47
| 1,641 | 14 |
https://samuelebolotta.medium.com/the-chain-rule-of-calculus-e16aba117087?source=post_internal_links---------5----------------------------
|
math
|
Neural networks consist of compositions of many functions. Taking derivatives through compositions of functions is what the chain rule of calculus helps us figure out.
If you have the expression:
That means you have an input x, you apply a function g to x, you get y and you apply another function f to y. Eventually, you get z.
Let’s say you would like to differentiate this whole expression with respect to x. The chain rule tells you that the derivative is given by the product of the derivative of g times the derivative of f:
The same exact expression applies to multivariate functions — we just have to be a little careful with the order, because the order in scalar multiplication is exchangeable, while the same is not true for matrix multiplication.
The same chain rule holds: dz/dy is a vector and dy/dx is a matrix.
Let’s look at this neural network:
We could use the chain rule to write out, for example, the derivative of the loss with respect to W(2). That’s equal to the derivative of z(2) with respect to W(2) times the derivative of the loss with respect to z(2):
In the same way, we can write out the derivative with respect to W(1):
Feel free to drop me a message or:
All images taken from Levine, CS182, 2021.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487586390.4/warc/CC-MAIN-20210612193058-20210612223058-00137.warc.gz
|
CC-MAIN-2021-25
| 1,237 | 11 |
https://www.agentmarketing.co.uk/active-meditation-phmkp/x5p808.php?id=practice-understanding-supply-and-demand-answers-ff0abe
|
math
|
Noting that wheat is a basic ingredient in the production of bread and that potatoes are a consumer substitute for bread, we would... An upward movement along the supply curve in response to a change in a product's own price is a(n) A. increase in supply. Understanding the patterns of both demand and supply on a weekly, monthly, or seasonal basis allows for focused efforts to shape demand to match supply, and/or increase (or decrease) supply during periods of high (or low) demand B. a to b. C. b to d. E. c to d. What might cause a supply function to shift to the left today? Suppose the market is defined by Demand: Q = 155 - 2P Supply: Q = 3 + 3P At a price of P = 19, what is the size of the shortage that will exist in the market? Consider this optimization problem. C. The equilibrium price of cho... Ceteris paribus, if the price of lumber increases, we would expect an increase in the supply of lumber. Explain the reasons behind the shift and how that has influenced the equilibrium price. A. Suppose the price of cheese, an ingredient used in making pizza increases. If the real wage level for low skilled labor has increased, what would happen to the firm's decision? What factors influence the supply of this product? Which would cause an increase in the supply curve of cell-phone services? C. the money demand curve to shift to the left. potential GDP iii. d. Why does the supply curve slope upward? Suppose the price of oranges increases and the quantity of oranges in the market decreases. Supply increases while demand decreases. Regarding demand and supply, which of the following statements is NOT correct? True False. The Law of Demand The process for determining the price of a good starts with the consumerâs (people that buy goods and services) demand for a good Which of the following is not a reason why the demand curve for new homes might shift in and to the left? The market for breakfast cereal is currently in equilibrium. A simultaneous decrease in the money supply and decrease in the price of oil is represented by a movement from A. d to b. A.) c. The population grows in a particular market area. Suppose that the supply and demand curves can be described by the following two equations: Q = 3P - 6 and Q = 120 - 3P. If a maximum interest rate for credit cards is set about the equilibrium interest rate, _____. In a market economy, supply and demand determine _____. What causes shifts in product supply and demand? b. Give two reasons why this might have happened. The demand curve shifts left. C. decrease in supply. In the context of the supply of labor to the economy, when the labor supply curve is upward sloping, is leisure a normal or inferior good? Incomes increase. Which of the following statements about the factors that influence demand is true? Consider the following economic event that could potentially help trigger a recession. Explain the reasons behind the shift and how that has influenced the equilibrium price. A group of people buying and selling goods or services. List three factors that could affect the demand for tablet computers. the growth rate of potential GDP A. iii only B. i and ii C. ii o... For each of the following situations, use demand and supply to show how the specified market will be affected. Supply and Demand3,4,20,21\Supply and Demand\Supply,demand, equilibrium test questions.docx ____ 12. Why or why not? How does it affect a market? B. Label the new curve S'. Practice your understanding of supply and demand with the help of our fun quiz. In recent years, the cost of producing wines in the U.S. has increased largely due to rising rents for vineyards. B. The supply of the product will decrease. d. MZ. How is this different from a movement along a curve? For example, suppose th... You normally produce 100 products per day, and you currently have the workers and supplies for this amount. B. An improvement in the technology used to produce apples. a. The upward slope of supply and downward slope of demand indicate: Select ALL that apply. "If firms adjusted their prices every day, then the short-run aggregate-supply curve would be horizontal.". What happens to the d... You are a producer of tortillas. Summertime vacation is approaching and the price of a barrel of oil increases. If restaurant inspectors begin enforcing begin enforcing health and safety statutes, this would led to _____. The tsunami in Japan that caused the nuclear meltdown at Fukushima also caused major disruptions in the automotive supply chain. Refer to the graph below. Last month, a tornado at your factory eliminated 50% of your firm's production capability. This is the major market driver and hence necessary to know about. Question: Market Equilibrium And Disequilibrium Part 1 - Check Your Understanding- T he Demand And Supply Schedules For Backpacks Are Given Below. A reduced desire for take-out and fast-food dining B. A. Sciences, Culinary Arts and Personal There are two common ways to discourage tobacco use: taxes on tobacco and information campaigns on the hazards of tobacco use. Assume a drought in the Great Plains reduces the supply of wheat. Explain whether the event will increase or decrease the demand for movie tickets. Tastes and preferences C. Number of buyers D. Technological improvements in production. Directions: Use your notes and your Supply and Demand Graph to answer the following questions. C. There is not enoug... 1. Show the equilibrium by clicking on the graph to place a dot at the place where the equilibrium point is. Which of the following statements is correct? Suppose the following events occur in a particular market. Suppose the supply and demand for a certain textbook are by supply: p = 1/5q^2, demand: p = -1/5q^2 + 20, where p is the price and q is the quantity. True or false? Which of the following would cause an increase in the supply of cheese? There are 1,000 owners of lemons and 1,000 owners of good used cars.... For a given commodity and pure competition, the number of units produced and the price per unit are determined as the coordinates of the point of intersection of the supply and demand curves. How is the equilibrium price level affected? The figure above illustrates a set of supply and demand curves for a product. In a recession, demand for cars falls, and the demand curve in the market for cars: a) shifts to the right b) remains unchanged c) shifts to the left d) slows down. Consider a perfectly competitive, profit-maximizing firm facing the following marginal product of labor function and prices. If the manufacturer of the computer games lowers the price of the games what would happen to a supply and demand graph? Suppose a new Dunkin' Donuts shop has opened in town. Last month, a flood at her factory eliminated 50% of her firm's production capability. supply and demand test 2 sg 2020.pdf determinant of supply and demand practice.pdf (determinant of supply and demand practice.pdf) Price elasticity Presentation.pdf This year an improvement in technology has resulted in an increase in the supply of computers. If the price of salmon increases relative to the price of cod, the demand for: a) salmon will decrease. a. Which of the following scenarios would result in a decrease in the wage rate of solar panel installers and an increase in the quantity of solar panel installers employed in Billy's town? b. increase in the price of a substitute of the good. Between two unionized firms, one would expect workers to receive higher wages in a firm a. that has workers with low education levels. Explain the equilibrium change from an event that decreases both demand and supply. Describe what happens to the equilibrium price and quantity traded of soft drinks in response to each of the following. C. what would happen t... Give an example of a good or service for which there has been a shift in demand or supply. The real income effect helps to explain why the supply curve slopes up. Which 2 of the following would be considered to be normal goods? what will happen to the price and quantity of battery powered flashlights? The idea that economic downturns result from an inadequate aggregate demand for goods and services is derived from the work of which economist? (Note: Students want to think in terms of the future, not the present--now.) Think about a good or service for which you believe there has been a shift in demand or supply. B. A. The table below shows different quantities of labor supplied and labor demanded at different wage rates. True or false: If buyers expect the price of a good to fall in the near future, we would expect that to cause the current price and the quantity traded to increase as a result. What would happen to the supply of oil if speculators expect the price to rise in the future? Draw a graph to explain the following situation: A pest attack on the tomato crop increases the cost of producing ketchup. Transportation companies charged too little fo... After increasing for a long time, wages for low-skill workers suddenly started to decrease in the U.S. in the 1850s. Prompt Graph Eco Analysis 1 2 It becomes known that an electronics store is going to have a sale on their computer games 3 months from now. The table below gives changes that occur in the market for peanut butter. Source: Eduardo Porter, "The... What are the laws of supply and demand telling us about the variables they are measuring in a no control economy? Another 11 of your friends have already taken the course and are willing to consider selli... What would happen to equilibrium price and equilibrium quantity of khaki pants if the price of jeans (which are a perfect substitute for khakis) increases? a. How would you expect the following events to affect the market equilibrium price you receive for a bottle of orange juice? b. more is consumed, the marginal benefit of consumption decreases. A change in the costs of resources needed to produce the good B. Which of the following changes would not shift the supply curve for a good or service? d. Resource prices fall. Answer true or false and explain: Expected future wages increase will reduce the profit of the firms and thus shift the current labor demand curve to the left direction. Firms lower the price of chocolate. Suppose sales of a product depend directly on economic growth. The demand and supply curves can shift for a number of factors. The price of chocolate is raised in order to increase sales. Which of the following would cause the supply curve to shift to the right? A new literacy program that encourages reading, b. Supply and demand affects the amount of a commodity, product, or service available and the desire of buyers for it, considered as factors regulating its price. Assume that whole milk is a normal good. What are the factors that cause a supply curve to shift? a. Its main competitor, Doughnut Delite, will likely: a. Was the price increase you observed caused by an... A record corn crop means that farmers will sell more corn, but at a lower price. a. A.) What happens in the market for oranges? c. a change in expectations a... A decrease in the price of a good will a. decrease quantity supplied. The problem set is comprised of challenging questions that test your understanding of the material covered in the course. Which of the following could cause a change in demand in the market for antibacterial soap? This is the definition for: The desire to own a product and the ability/ willingness to pay for it.
Amazon Molly Habitat, Quotes On Eyes In Kannada, Trim Topiary Shrubs, How To Prepare Uterus For Implantation, Man Delivers Water To Animals In Africa, Sony Fdr-ax33 Live Streaming, Honey Lemonade Recipe, Black Star Rap, Nurse Practitioner Leadership Skills,
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178359624.36/warc/CC-MAIN-20210227234501-20210228024501-00193.warc.gz
|
CC-MAIN-2021-10
| 11,754 | 2 |
http://baniotdelka.ru/solving-algebra-word-problems-online.php
|
math
|
Solving algebra word problems online
See Lesson 1, Problem 8. Yet, word problems fall into distinct types. Every word problem has an unknown number. In this problem, it is the price of the blouse. Always let x represent the unknown number. That is, let x answer the question.Let x, then, be how much she spent for the blouse. This is three more than four tiMany students find solving algebra word problems difficult. Break the problem down into smaller bits and solve each bit at a time.First, we need to translate the word problem into equation(s) with variables.
Algebra studies about constants, variables, expressions and equations. It also deals with abstractions such as - groups, rings etc. Algebra is an essential part for any fields related to mathematics, physics, science, engineering or technology, as well as economics and medicine too.Algebra is a vast subject which has several classifications. Raymond just got done jumping at Super Bounce Trampoline Center.
Algebraic word problemMarc is 3 times as old as his brother, John. The sum of the squares of their ages two years ago was 178. That is, beginning in year 2, your salary will be 1.05 times what. Free math problem solverThe free math problem solver below is a sophisticated tool that will solve any math problems you enter quickly and then show you the answer.I recommend that you use it only to check your own work because occasionally, it might generate strange results. The hardest thing aboutdoing word problems is taking the English words and translating them intomathematics. But figuring out the actualequation can seem nearly impossible.
What follows is a list of hints andhelps. All problems arecustomizable (meaning that you can change all parameters). Visa and MasterCard security codes are located on the back of card and are typically a separate group of 3 digits to the right of the signature strip.American Express security codes are 4 digits located on the front of the card and usually towards the right. CVV.
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824899.75/warc/CC-MAIN-20171021224608-20171022004608-00364.warc.gz
|
CC-MAIN-2017-43
| 1,998 | 5 |
https://www.aquariumadvice.com/forums/f11/question-about-mh-coverage-33332.html
|
math
|
Thanks to both of you for your advice.
It's really not a question of which corals I want to keep. The issue is how much money I have to spend on lighting (not enough for 2 MH
fixtures), which will restrict my choices of corals. Since the price of one MH
fixture and the 4 bulb PC
are close, I was just wondering if I could get away with one MH
, but it sounds like the ends of the tank will be too dark?
Since I am just starting out with corals, I prefer the more durable species that don't require large amounts of lighting. But with a 260W PC
for 75 gallons, that's 3.5 watts per gallon. Is that enough for low to moderate light corals?
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335504.37/warc/CC-MAIN-20220930212504-20221001002504-00333.warc.gz
|
CC-MAIN-2022-40
| 638 | 8 |
https://www.varsitytutors.com/third_ward-nc-math-tutoring
|
math
|
Recent Tutoring Session Reviews
"The student and I studied for her upcoming test. We did problems with absolute value of imaginary numbers, parabola equation, using the discriminant, the quadratic formula, and solving using factoring. She knew how to do all these things. She will need to closely watch her computations to make sure she gets the right value. We plan to meet again next week."
"The student and I studied for his math quiz on Wednesday. We went over foiling binomials, adding and subtracting polynomials, and multiply and dividing polynomials. He didn't know the concept of foiling, but once I taught it to him, he understood it very quickly. He understood the concepts."
"The student and I studied GCFs and LCFs. We compared the prime factorization between two or more numbers to determine their greatest common factor. Next, we compared factorizations to determine the least common multiples between numbers. She understood the methods to solve each problem type. We went over today's homework assignment, and she reworked one of her previous quizzes."
"The student and I studied the use of the unit circle this session. The homework required her to use the unit circle to show the terminal angle, coordinates, and direction of a given trigonometric function and angle. She didn't understand the connection between the trig functions and the unit circle, so as soon as I was able to make that connection for her the problems were easier. After some practice, she was able to see that the steps were the same for each problem and that the whole subject is pretty straightforward."
"The student and I talked about Gaussian elimination, matrix rank and pivot elements, and a problem involving the modulo operator and some interesting discrete math. She did well on most everything, except for some basic computation and understanding of terms, which we worked through. She ended the session clear on all concepts discussed."
"The student and I talked about volume integrals for solids of rotation using right circular cylinders and "washers" (right annular cylinders) and integration by parts. I cleared up some of his confusion on those topics. Tomorrow we will focus on physics, including momentum (with explosions and elastic and inelastic collisions), impulse, basic rotational kinematics, and maybe center of mass."
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501174157.36/warc/CC-MAIN-20170219104614-00282-ip-10-171-10-108.ec2.internal.warc.gz
|
CC-MAIN-2017-09
| 2,334 | 7 |
https://planetmath.org/blackscholespde
|
math
|
The Black-Scholes partial differential equation is the partial differentiation equation:
More generally, the term Black-Scholes partial differential equation can refer to other partial differential equations similar in form to equation (1), derived in similar ways under more general modelling assumptions than the most basic Black-Scholes model.
0.1 Derivation from martingale form
where is a given pay-off function or terminal condition, assumed to be a random variable; is the filtration generated by the the standard Wiener process under the probability measure (the “risk-neutral measure”).
From the martingale form of the result, there are two ways to derive the PDE form (1).
0.1.1 Using the Feynman-Kac formula
One way is to appeal to the Feynman-Kac formula, which states in this case, that under certain regularity conditions11 The standard assumption is that is twice continuously-differentiable and . However, for the particular PDE we consider, these assumptions can be relaxed. on the function , the function defined by
Now, equations (6) and (2) look quite similar, but with an important difference: the conditional expectation on equation (6) is with respect to the event , while equation (2) is conditioning on the filtration . We claim that these are actually the same thing — that is, for fixed , the random variable can be written as a function of — provided that the terminal condition is itself a function of :
We will demonstrate this claim later. Assuming that the claim holds, we may thus set , and the Black-Scholes partial differential equation follows from the Feynman-Kac formula as explained earlier.
0.1.2 Proof of Markov property
Formally, any -measurable stochastic process that ensures is always a measurable function of , for any Borel-measurable , is called a Markov process, or is said to have the Markov property. Thus we want to show that the stock process has the Markov property. For this, we will need the following explicit solution for it at time in terms of an initial condition at time :
Since is -measurable, it may be treated as a constant while taking conditional expectations with respect to . And is a random variable independent of (and hence of ). Therefore the expression that appears on the right-hand side above is a function of , and would be unchanged if the conditioning is changed from to .
0.1.3 Using Itō’s formula
By theorems on the uniqueness of solutions to stochastic differential equations, the coefficients of the correponding and terms in equations (4) and (7) must be equal almost surely. Equating the coefficients, we find:
Equation (9) is essentially equation (1), except that has been replaced by in some places. However, because is a random variable that takes on all values on , and and its derivatives are assumed to be continuous, equation (9) must hold for arbitrary values substituted for . Hence we obtain equation (1).
To verify the initial assumption that is twice continuously differentiable, we write formula (2) in a more explicit form (using the Markov property for as before):
where is the transition density of the stock process from to over a time interval of length . In fact, from the solution for , the density is the density for the log-normal random variable whose logarithm has mean and variance . By differentiation under the integral sign, we see that must be twice continously differentiable for and .
0.2 Comparison of the martingale and PDE forms
The martingale formulation of the result, in equation (2) is more general than the PDE formulation (1): the latter imposes extra regularity conditions, and more importantly, it can only describe prices that are functions only of the time and the current stock price . In the case of the call option ( for some ), this assumption is true; but there are other sorts of contingent claims whose pay-off depend on the history of the stock process — for example, a common kind of contingent claim has a final pay-off that depends on an average of the stock price over time .
However, the PDE form of the solution is often more amenable to a numerical solution. While the expectation in equation (2) can be approximated numerically with Monte-Carlo simulation, for low-dimensional problems, solutions based on finite-difference approximations of PDEs are often quicker to compute than those based on Monte-Carlo.
0.3 Analytic solution
Though the solution for the Black-Scholes PDE is already known using the martingale representation (2), we can also solve the PDE directly using classical analytical methods (http://planetmath.org/AnalyticSolutionOfBlackScholesPDE).
Actually, the classical solution can be quite instructive in that it shows more or less the physical meaning behind the PDE, and also the behavior of solutions as the terminal condition is varied. (For example, the PDE is a transformation of a diffusion equation, and consequently its solutions are always infinitely smooth, as long as the terminal condition satisfies some local-integrability properties.)
0.4 Quantity of stock needed to replicate option
Another important result that must not be left unmentioned is equation (8), derived during the course of showing the Black-Scholes PDE.
In the article on the Black-Scholes pricing formula, a solution for was produced that satisfied (4), but the -adapted process that appears in that stochastic differential equation was obtained by appealing to an existence theorem. However, under the assumption that , equation (8) gives an actual computable formula:
which is crucial in practice, for the theoretical “price” of a stock option would be useless if one cannot produce in reality that option for the stated price.
(To be written.)
|Date of creation||2013-03-22 16:31:08|
|Last modified on||2013-03-22 16:31:08|
|Last modified by||stevecheng (10074)|
|Synonym||Black-Scholes partial differential equation|
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038056325.1/warc/CC-MAIN-20210416100222-20210416130222-00580.warc.gz
|
CC-MAIN-2021-17
| 5,884 | 32 |
https://lieslmcconchie.com/ALL
|
math
|
ALL Students Can Learn Math
ALL students can learn math! But they aren’t.
Download this FREE 26-page e-book to discover the 7 essential questions ALL students must answer YES to first before deep mathematical learning can happen in school.
(Preview of pg. 1)
We hang posters in our classrooms, make t-shirts, and theme conferences around the mantra: ALL students can learn math. Is that really true, though? In theory, yes. It is true. The reality is, however, that many students are not learning math. In fact, only 40% of 4th graders are proficient in grade-level math. It gets worse. By 8th grade, only 33% are proficient at grade-level math (NAEP, 2018).
Why aren’t the posters, t-shirts, and mantras working?
Many teachers have been trying to solve the seemingly unsolvable math problem of why some students are performing so poorly in math. Some call it closing the math achievement gap, centering our math instruction, or reaching the students in the margins. Whatever you call it, the solution (like many great math problems) is found by asking the right questions.
Many great teachers and school leaders spend time reflecting and wondering how they can be better. For many, their questions have the word “I” in them, such as “How should I set up my classroom? What programs or curriculum will I use this year? What is the latest tech tool that I could use in my classroom?” (and on and on). But using the word “I” puts the focus on the teacher, rather than the learner.
To create mathematical environments where ALL students can learn math, focus on the questions students are asking. Your students ask far different questions than you would as they prepare for a day at school or even another year. These questions, and the resulting answers you provide, determine whether learning math is truly accessible to ALL students.
Read the rest of the e-book for FREE right now!
It is true that ALL students CAN learn math. Download this e-book to discover the tools needed to ensure ALL students ARE learning math.
The tools you have given me and my colleagues are invaluable! I can see the results immediately in my classes when I use the strategies that you share with us. You teach with passion, humor and an expertise within the field of teaching that I have never experienced before.
Nadia R., Teacher
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474594.56/warc/CC-MAIN-20240225071740-20240225101740-00785.warc.gz
|
CC-MAIN-2024-10
| 2,326 | 13 |
https://pages.charlotte.edu/phys2102/online-lectures/chapter-7-magnetism/7-3-amperes-law/example-magnetic-field-of-a-toroid/
|
math
|
Example- Magnetic field of a toroid
As we have seen earlier, from the solenoid example, by sending the same amount of current through a helical system, we can generate a very strong magnetic field, which is directly proportional to the number of turns that we have. We can generate another magnetic field geometry. In this case, if we take the solenoid and connect its both ends together, therefore generating a system something like this. If we look at this configuration from the horizontal cross sectional point of view, in other words if we just slice it down, we’re going to end up with two branches. An inner branch, something like this, and the outer branch which is going to be something like this.
As the current flows through one branch into the plane, then it is going to be coming out of plane through the other branch. In other words, let’s say if the current is coming out of plane through the inner branch, then it is going to be flowing into the plane through the outer branch like this. If we look at the magnetic field geometry generated by such a current flow, considering each one of these turns one by one, for the inner branch, current is coming out of plane and if we hold our right hand thumb in the direction of flow of current which is coming out of plane, then curling the right hand fingers about the thumb, we will see that for this current, the magnetic field lines are going to be in the form of concentric circles and circling in counterclockwise direction. Similarly the next one and then the next one, next one, and so on and so forth. They will be all circling in counterclockwise direction and so on and so forth.
If we consider the outer branch, in this case holding the right hand thumb pointing into the plane, and curling the right hand fingers about the thumb, we will see that the associated field lines are going to be circling in clockwise direction. We can easily see that these turns are going to be very near to one another and as a result of this, the magnetic field generated by one of these turns will overlap with the next one. In other words, they will add to one another, therefore it will generate a magnetic field line going along this circular direction in counterclockwise direction. They’re known as toroidal field lines.
A similar type of phenomenon will take place for the outer ones. The magnetic field lines will overlap, therefore they will generate a net magnetic field line something like this again circling in counterclockwise direction. If we look at over here, we see that the current is coming out through the inner branch and going into the plane over here and flowing through the back of the plane and coming out and then going into the plane again and again coming out of plane here, going into the plane there, and so on and so forth. This is how the current is flowing through this system.
Well we call these current systems as toroids. Now we can easily see that if the current is flowing in, let’s say clockwise direction through the turns of this toroid, then it generates magnetic field lines along this region, what we call in toroidal directions, and the direction of the magnetic field lines for such a current which is going in clockwise direction is counterclockwise direction. In other words, if the current is flowing in clockwise direction through this toroid, the magnetic field lines that it will generate through the system will be in counterclockwise direction. Of course the magnetic field will be tangent to the field line passing through the point of interest.
Now we will try to determine the magnetic field of a toroid. Okay. First, let’s give some dimensions to this toroid. Let’s say the inner radius is a and the outer radius is b. In other words, it is such that this radius is a and the outer radius is b. Let’s say that we’re trying to figure out the magnetic field at a specific point inside of this toroid. Let’s say somewhere over here at point p.
If we consider the magnetic field line passing through point p will be a magnetic field line in the form of a circular field line and it is going to be in toroidal direction. It will be in counterclockwise direction. Magnetic field vector at point p will be tangent to this field line, therefore it is going to be something like this. We would like to calculate the magnitude of this field line.
In order to do this, we’re going to apply Ampere’s law which is integral of b dot d l along a closed contour c is equal to Mu zero times i enclosed. We will choose a closed loop which will satisfy the conditions to apply Ampere’s law. In order to that, we will choose a loop in the form of a circle, which is coinciding with the field line passing through the point of interest.
Now if we choose a closed hypothetical loop that coincides with the field line passing through the point of interest, then the magnitude of the magnetic field at every point along this loop will have the same magnitude. In other words, if we consider for example the magnetic field at this point, it will be tangent to that field line and here it will be tangent to the field line like this. All these magnetic field vectors will have the same magnitude because they are tangent to the same field line. Therefore the first condition is satisfied in order to apply Ampere’s law. In other words, the d magnitude along loop c, and this is the loop c, is constant.
Furthermore, if we look at the angle between b and incremental displacement vector along this loop, we can easily see that that angle will always be zero degrees because d l is an incremental displacement vector along this loop c. Wherever we go the angle between b and d l will be zero degrees. Therefore we can say that the angle Theta is going to be zero degrees all of the time along c, therefore the second condition is also satisfied.
Then if we write down the left hand side in explicit form, we will have b magnitude d l magnitude times cosine of the angle between them which is zero degrees integrated along this loop c will be equal to Mu zero times i enclosed. Well cosine of zero is just 1 and b is constant along this loop, so we can take it outside of the integral. Therefore we end up with b times integral over loop c of d l is equal to Mu zero times i enclosed.
Integral of d l over loop c means all the incremental displacement vector magnitude d l’s, these distances, are added to one another along this loop c. If we do that, we’re going to end up with the length of that loop. In this case, it is the circumference of this loop c. Let’s say that our point of interest is r distance away relative to the center of the toroid, so the radius of this loop is little r. Then from here, this integral is going to give us the circumference of that circle which is 2 Pi r. So the left hand side will be b times 2 Pi r and that will be equal to Mu zero times i enclosed.
Well the left hand side of the Ampere’s law is done. Now we will look at the right hand side. i enclosed is the net current passing through the region or surface surrounded by Amperian loop or the closed loop c. That region is this shaded region. So we will look at the net current passing through this surface. When we look at that region, we see that it encloses all the turns of this toroid. In other words, all the turns of this toroid are coming out of this surface. We know that each turn is carrying current i, therefore the total current passing through that surface will be equal to total number of turns of the toroid times current i.
If we say that n represents the total number of turns of toroid, then i enclosed is going to be equal to, since all these turns are passing through the surface of interest, and each one of them carries current i, therefore i enclosed will be equal to n times i. From here, b becomes equal to Mu zero, for i enclosed we will have n times i divided by 2 Pi r. That is the magnitude of the magnetic field that a toroid will generate.
If we look at over here, we see that the magnetic field will be proportional with 1 over r and r is the distance from the center of the toroid. It means that since b is proportional to 1 over r, the distance, then as the distance increases, the strength of magnetic field decreases. If we look at our diagram over here, it means that we’re gonna end up with a stronger magnetic field nearer to the inner wall relative to the magnetic field nearer to the outer wall. That can easily be understood directly from the geometry.
Once we put the solenoid in this form by connecting both its ends, you can visualize this as a slinky connected from both ends, something like this. The number of turns in the inner region will be nearer to one another in comparing to the region of the outer part. In other words, we’re gonna end up with better overlapping of fields generated due to each turn over here along this inner wall in comparing to the outer wall. That will result with a stronger magnetic field nearer to the inner wall of the toroid in comparing to the regions which are nearer to the outer wall.
When we go from inner wall to outer wall, we will see that the strength of the magnetic field generated by the current flowing through the toroid will decrease. If we look at the magnetic field outside of the toroid, which we can easily do that by placing our, let’s say, loop passing through a point which is located outside of the toroid, let’s say at this p prime. For such a region, once we place our Amperian loop, such that passing through that point and without even considering the left hand side of Ampere’s law, if we look at the right hand side, to be able to get the net current passing through the area surrounded now by this loop c 2, we can easily see that n i of current is coming out of the surface or the area surrounded by this loop, which is basically this surface here, and also the n times i of current is going into the plane.
In that case that net current flowing through this surface will be equal to n i mines n i and then they will cancel and we will end up with zero. If we look at here, let’s say magnetic field b outside of the toroid is going to be such that from Ampere’s law, b dot d l, in this case we will use loop c 2, which is a circular loop passing through the point located outside of the toroid, will be equal to Mu zero times i enclosed and in this case, i enclosed will be equal to, if n i is coming out of plane, n i is going into the plane and that will give us the zero. As a result of this, b outside of a toroid will always be equal to zero.
By the same token, we can look at the magnetic field in this region, in other words over here. So we choose our Amperian loop passing through a point located in this region, and then when we look at the i enclosed through that region, we will see that that will be equal to zero because none of the current flowing through the toroid will go through that region. Therefore here also magnetic field is zero. Therefore here again, the strength of the magnetic field is directly proportional with the number of turns. The greater the number of turns will result with the greater the magnetic field generated from the same current i, but as a major difference from the solenoid magnitude was is that that the magnetic field is not constant inside of the toroid. It will change from point to point whereas compared to the solenoid, the magnetic field strength was the same everywhere inside of the solenoid.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679515260.97/warc/CC-MAIN-20231211143258-20231211173258-00013.warc.gz
|
CC-MAIN-2023-50
| 11,488 | 20 |
https://web2.0calc.com/questions/help_8029
|
math
|
Two regular pentagons and a regular decagon, all with the same side length, can completely surround a point, as shown.
A square, a regular pentagon, and a regular n-gon, all with the same side length, also completely surround a point. Find n
The formula for each corner angle of a regular polygon is (n - 2)(180o) / n
There are 360o around a point.
Each corner angle of a square has 90o.
Each corner angle of a regular pentagon has (5 - 2)(180o) / 5 = 108o.
Subtracting: 360o - 90o - 108o = 162o.
Since each corner angle of this regular polygon has 108o, we can find the number of sides:
(n - 2)(180o)/n = 162o
(n - 2)(180o) = 162o · n
180o·n - 360o = 162o·n
180o·n - 162o·n = 360o
18o·n = 360o
n = 20 sides
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400198287.23/warc/CC-MAIN-20200920161009-20200920191009-00452.warc.gz
|
CC-MAIN-2020-40
| 713 | 14 |
https://www.coursehero.com/file/69187720/Quiz-17-v1pdf/
|
math
|
100%(9)9 out of 9 people found this document helpful
This preview shows page 1 out of 1 page.
OPMT 1130 Quiz 17 Mark: /12Last Name: ____________________First Name:______________________ Set:_______ "!"#!=$% '!√#$!"#!=$% '$√#"!"#!=(%()%('(%)#A large study conducted ten years ago found that 36% of students have cheated on an exam at least once. You want to see if this percentage has changed since then. You randomly select 400 students and find that 156 students have cheated at least once on an exam. Is there enough evidence to conclude that the percentage of students who have cheated at least once on an exam no longer equals 36%? Test the hypothesis at the 5% level of significance.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057589.14/warc/CC-MAIN-20210925021713-20210925051713-00235.warc.gz
|
CC-MAIN-2021-39
| 692 | 3 |
http://www.smartchair.org/conference/program/each_paper/?p_key=ag5zfnNtYXJ0LWNoYWlyMnISCxIFUGFwZXIYgICAw52fzgkM&conf_id=CM2021
|
math
|
Nonlinear inverse relations of the Bell polynomials via the Lagrange inversion formula (II)
欣荣 马 (苏州大学数学科学学院)
*瑾 王 (浙江师范大学数学与计算机科学学院)
In this paper, by means of the classical Lagrange inversion formula, we establish a general nonlinear inverse relation as the solution to the problem proposed in the paper [J. Wang, Nonlinear inverse relations for the Bell polynomials via the Lagrange inversion formula, J. Integer Seq., Vol. 22 (2019), Article 19.3.8]. As applications of this inverse relation, we not only find a short proof of another nonlinear inverse relation due to Birmajer et al., but also set up a few convolution identities concerning the Mina polynomials.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358903.73/warc/CC-MAIN-20211130015517-20211130045517-00092.warc.gz
|
CC-MAIN-2021-49
| 729 | 4 |
http://www.jiskha.com/members/profile/posts.cgi?name=Madison&page=7
|
math
|
A 100 kg steam boiler is made of steel and contains 200 kg of water at 5.00°C. How much heat is required to raise the temperature of both the boiler and water to 100°C? The specific heat of Steel is 0.115kcal/kg°C. The specific heat of Water is 1.00kcal/kg°C
if you have a piece of string 11 ft. long and you cut it into 15 equal pieces how long will each piece be?
A ball is thrown horizontally from the top of a building 21.6 m high. The ball strikes the ground at a point 123 m from the base of the building. Find the x component of its velocity just before it strikes the ground. Find the y component of its velocity just before it strikes...
Pamela and David walk on the same track. It takes Pamela 9 minutes and David 6 minutes to walk one lap. If they start walking at the same time, how many laps will each have walked when they cross the starting point together for the first time?
If I have a 66% in algebra Android we took a exam that's worth 20% of our grade Android I got a 54% on the multiple choice what would my average grade be?
9th grade Biology
4. After the temperature reaches 33 degrees Celcius, the rate of photosynthesis declines. Using knowledge of enzymes, explain why this happens. 6. As the amound of CO2 increases, what would happen to the rate of photosynthesis? And as the amount of CO2 increases, would the rat...
Find the coordinates of the vertices of the parallelogram with sides that are contained in the lines with equations y=3, y=7, y=2x, y=2x-13
canyons,dunes,and deltas SCIENCE
For Further Reading
|
s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368697772439/warc/CC-MAIN-20130516094932-00075-ip-10-60-113-184.ec2.internal.warc.gz
|
CC-MAIN-2013-20
| 1,541 | 10 |
https://www.coursehero.com/file/101056147/Chapter-5doc/
|
math
|
CHAPTER 5: SAMPLING DISTRIBUTION AND CENTRAL LIMIT
Parameter is a numerical measurement describing characteristic of a population.
Statistic is a numerical measurement describing characteristic of a sample.
: The lecturers of a private college would like to investigate the amount of
time its student spent in studying per week. The amount of time spent is the specific
characteristic and the population consists of all the students of the college. If the
mean amount spent in studying of all the students is 10 hours, then the mean value 10
hours is the population parameter. However, if the study was done on only a group of
50 students with a mean amount of 9.5 hours, then the 9.5 hours is a sample statistic.
Inferential statistic permits us to draw conclusions about a population parameter
based on a sample that is quite small in comparison to the size of population.
There are a few basic steps that should be followed in designing a study on the
Identify the objectives of the study.
(ii) Collect sample data
(iii)Analyze the data using statistical analysis and form conclusions.
The validity of the results of statistical analysis depends on the reliability and
accuracy of the data used.
Sources of data:
(a) Published data – produced by government agencies and private organizations,
available in printed form, data tapes or on Internet services.
(b) Observational study – a study conducted to observe and record the information
needed, without attempting to control any of the factors that might influence the
variable of interest.
(c) Experimental study – a study conducted in such way where the analyst can
control the factors that might affect the variable of interest.
Data / information can be collected by means of survey. There are two types of
EVERY member of the population is surveyed.
Suitable if the size of the population is small.
sta2208 / Chap 5 / Page 2 of 18
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363290.59/warc/CC-MAIN-20211206072825-20211206102825-00319.warc.gz
|
CC-MAIN-2021-49
| 1,895 | 29 |
https://upcommons.upc.edu/handle/2117/23348
|
math
|
The Pohozaev identity for the fractional Laplacian
Rights accessOpen Access
All rights reserved. This work is protected by the corresponding intellectual and industrial property rights. Without prejudice to any existing legal exemptions, reproduction, distribution, public communication or transformation of this work are prohibited without permission of the copyright holder
In this paper we prove the Pohozaev identity for the semilinear Dirichlet problem (-Delta)(s) u = f(u) in Omega, u equivalent to 0 in R-n\Omega. Here, s is an element of (0, 1), (-Delta)(s) is the fractional Laplacian in R-n, and Omega is a bounded C-1,C-1 domain. To establish the identity we use, among other things, that if u is a bounded solution then u/delta(s)vertical bar(Omega) is C-alpha up to the boundary partial derivative Omega, where delta(x) = dist(x, partial derivative Omega). In the fractional Pohozaev identity, the function u/delta(s)vertical bar(partial derivative Omega) plays the role that partial derivative u/partial derivative nu plays in the classical one. Surprisingly, from a nonlocal problem we obtain an identity with a boundary term (an integral over partial derivative Omega) which is completely local. As an application of our identity, we deduce the nonexistence of nontrivial solutions in star-shaped domains for supercritical nonlinearities.
CitationRos, X.; Serra, J. The Pohozaev identity for the fractional Laplacian. "Archive for rational mechanics and analysis", 01 Agost 2014, vol. 213, núm. 2, p. 587-628.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506028.36/warc/CC-MAIN-20230921141907-20230921171907-00319.warc.gz
|
CC-MAIN-2023-40
| 1,526 | 5 |
https://socratic.org/questions/a-0-4596-g-sample-of-a-pure-soluble-chloride-compound-is-dissolved-in-water-and-
|
math
|
A #"0.4596 g"# sample of a pure soluble chloride compound is dissolved in water, and all of the chloride ion is precipitated as #"AgCl"# by the addition of an excess of silver nitrate. The mass of the resulting #"AgCl"# is found to be #"0.6326 g"#...?
Good question......we first determine the mass of chloride present, we gots.....
Note that it would not be terribly practical to use silver chloride gravimetrically; it would tend to photo-oxidize, and at any rate it is a very curdy material that would be hard to isolate.......
Now here, chloride anion was the material in deficiency; i.e. silver ion was present in excess.....there was thus a mass of
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103334753.21/warc/CC-MAIN-20220627134424-20220627164424-00480.warc.gz
|
CC-MAIN-2022-27
| 654 | 4 |
https://socratic.org/questions/how-do-you-solve-the-compound-inequalities-22-5x-7-3
|
math
|
How do you solve the compound inequalities #−22 > −5x − 7 >=−3#?
I will assume that the leading - before the 22 is a hyphen and not a minus sign. If it were a minus sign there would be no solution.
You can apply any of the following operations to all parts of such a compound inequality retaining its truth:
(1) Add or subtract a constant.
(2) Multiply or divide by a positive number.
(3) Multiply or divide by a negative number and reverse the signs.
Start by adding 7 to all parts to get:
Divide by 5:
Multiply by -1 and reverse the signs:
Or in decimal notation:
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487621627.41/warc/CC-MAIN-20210615211046-20210616001046-00392.warc.gz
|
CC-MAIN-2021-25
| 573 | 10 |
https://www.mycoursehelp.com/QA/do-you-agree-or-disagree-explain-your-re/16514/1
|
math
|
Do you agree or disagree? Explain your reasoning. “There need be no trade-off between equality and efficiency. An ‘efficient’ economy that yields an income distribution that many regard as unfair may cause those with meager incomes to become discouraged and stop trying. So efficiency may be undermined. A fairer distribution of rewards may generate a higher average productive effort on the part of the population, thereby enhancing efficiency. If people think they are playing a fair economic game and this belief causes them to try harder, an economy with an equitable income distribution may be efficient as well.
9. Comment on or explain:
a. Endowing everyone with equal income will make for very unequal enjoyment and satisfaction.
b. Equality is a “superior good”; the richer we become, the more of it we can afford.
c. The mob goes in search of bread, and the means it employs is generally to wreck the bakeries.
d. Some freedoms may be more important in the long run than freedom from want on the part of every individual.
e. Capitalism and democracy are really a most improbable mixture. Maybe that is why they need each other—to put some rationality into equality and some humanity into efficiency.
f. The incentives created by the attempt to bring about a more equal distribution of income are in conflict with the incentives needed to generate increased income.
Billabong Tech uses the internal rate of return (IRR) to select projects. Calculate the IRR for each of the following projects and recommend the best project based on thi...Jun 03 2021
In the reversible adiabatic expansion of 1.75 mol of an ideal gas from an initial temperature of 27.0°C, the work done on the surroundings is 1300. J. If = 3R>2 calculat...Jun 10 2020
A price level adjusted mortgage (PLAM) is made with the following terms: Amount $95,000 Initial interest rate 4 percent Term 30 years Points 6 percent Payments to be rese...Mar 30 2020
Use the properties of integrals and the Fundamental Theorem of Calculus to find the integral. 6 Sonex h(x) dx, where h(x) X - 4 4 - x if if 0Jun 05 2021
The probability that a randomly selected person has high blood pressure (the event H) is P(H) = 0.2 and the probability that a randomly selected person is a runner (the e...Aug 22 2020
Acetic acid diffuses into a non diffusing film of water of 1 mm thickness. The concentration of acid on the opposite sides of the film are 9 and 3% of acid by weight. The...Apr 14 2020
You want to end up with $10,000 in 8 years, how much would you need to invest today if you could earn 6% annually?Apr 15 2021
Aquatic Geochemistry Homework February In a chemical reaction mechanism that involves a reactive intermediate how long do we haveto wait to make a steady state approxim...Feb 11 2020
Activity-Based Costing and Conventional Costs Compared Chef Grill Company manufactures two types of cooking grills: the Gas Cooker and the Charcoal Smoker. The Cooker is...Jun 20 2021
Gandrud Kennel uses tenant-days as its measure of activity; an animal housed in the kennel for one day is counted as one tenant-day. During June, the kennel budgeted for ...Jul 15 2021
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337360.41/warc/CC-MAIN-20221002212623-20221003002623-00153.warc.gz
|
CC-MAIN-2022-40
| 3,142 | 18 |
https://www.hindawi.com/journals/aa/2014/162949/fig1/
|
math
|
Chemical and Photometric Evolution Models for Disk, Irregular, and Low Mass Galaxies
(a) Dependence of the collapse time scale, , in natural logarithmic scale, (in Gyr) on the galactocentric radius, , in kpc. Each line represents a given maximum rotation velocity, , or radial mass distribution as labeled. The dashed (gray) and dotted (black) lines show the time corresponding to 2 and 5 times, respectively, the age of the Universe, Gyr. (b) Comparison of the radial dependence of the collapse time scale, , in natural logarithmic scale, for our MWG model, corresponding to , shown by the solid red line, with the radial functions used by Chang et al. , Boissier and Prantzos , Chiappini et al. , Renda et al. , Carigi and Peimbert , and Marcon-Uchida et al. labeled CHA99, BP99, CHIA01, REN05, CAR08, and MAR10, respectively.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00127.warc.gz
|
CC-MAIN-2020-05
| 829 | 2 |
http://pbhomeworksivg.skylinechurch.us/mathematics-phobia-essay.html
|
math
|
Ebscohost serves thousands of libraries with premium essays, articles and other content including statistics anxiety and mathematics anxiety: some interesting differences i get access to over 12 million other articles. Do you have math anxiety a self test rate your answers from 1 to 5 dents struggle with math anxiety, and that this issue has con- in this essay we will take a constructive look at math anxiety. Overcoming math anxiety [sheila tobias] on amazoncom free shipping on qualifying offers sheila tobias said it first: mathematics avoidance is not a failure of intellect, but a failure of nerve when this book was first published in 1978. Tobias, sheila papers of sheila tobias, 1947-2005: a finding aid in 1978 she wrote overcoming math anxiety, in which she addressed gendered attitudes towards math, such as the belief that boys are more skilled at math than girls, and. Anxiety disorder research paper by lauren thesis or dissertation on anxiety disorder topics at our professional custom essay writing service which science papers computer science papers technology papers biology papers geography papers physics papers chemistry papers mathematics papers. Math can cause a lot of anxiety to people however, the larc can help and offers 10 tips to help overcome math anxiety. Add keywords: mathematics anxiety rating scale (mars keywords: research, curriculum, and professional development in mathematics and mathematics education the mathematics teacher articles, teachers and computers, essay-writing in mathematics, conception of numbers. Subject: is it ld or just anxiety/phobia about writing please help hi everyone i need to make some behavioral changes in how i approach writing papers compared to math or science.
Fear of mathematics - causes of fear of maths and how to overcome maths phobia. We bring together the mathematics anxiety and stereotype threat literatures by suggesting that these two phenomena share a common underlying mechanism research papers mathematics anxiety and stereotype threat: research in mathematics education published online: 22 feb 2012. Let's scrutinize the psychology of math phobia in our today's blog post what are the causes and what to do. Math anxiety dissertation writing service to assist in writing a doctorate math anxiety dissertation for a master's dissertation defense. Nature and structure of mathematics print reference this published: 23rd march 1998:344) causes of mathematics anxiety may be unrelated to events inside classrooms and can be triggered by a lack of support or understanding and in mathematics essay writing service essays more. How to deal effectively with math anxiety and math phobia.
My philosophy of mathematics education jonathan lewin contents prologue 1 nothing wrong with a feeling of anxiety when the fear that generates it is well were preparing to distribute those question papers i promised myself that i would never inÀict this sort of thing upon my own. Math anxiety 1 running head: math anxiety math anxiety: causes, effects, and preventative measures megan r smith a senior thesis submitted in partial fulfillment. How to cope with math phobia mathematics has been the foundation of many of our scientific and technological discoveries however, to many children and adults, math is a 4-letter word that evokes emotions ranging from dislike and. Unlike the commonly recognized anxiety, math anxiety is not psychological, it is emotional anyone that has math anxiety experiences stress or discomfort with math what is anxiety essay 1019 words | 5 pages.
The purpose is to provide students with math anxiety a set of guidelines and skills for dealing with stress related to math. Thursday, january 31, 2013 math anxiety. Math anxiety causes children to fear math this article offers parents and children tips to overcome the frustration and symptoms that are related to.
Mathematics anxiety has been the subject of several books and numerous research papers this paper presents data taken from over 2500 mathematics test papers in order to compare the levels of accuracy and the frequency of the use of the no child development research is a peer. Free essay: anxiety is commonly defined as a fear that causes immense amounts of stress when thinking of anxiety one does not consider it associated with. How can parents and students understand and alleviate math anxiety it turns out tutoring and parental guidance can significantly impact a child's fear of math.
This report consists of five professional papers: 1 math anxiety: real and complex 2 math anxiety and middle school students 3 math anxiety and college freshmen 4 math anxiety and elementary teachers 5 math anxiety: conclusions, discussions, and remedies. 100 weird phobias that really exist arithmophobia means to the fear of numbers generally, but can also refer to the fear of math, numerals, certain numbers this anxiety disorder means several things: the fear of magic and a magic wand.
Effective teaching strategies for alleviating math anxiety and increasing self-efficacy in secondary students by alaina hellum-alexander a project submitted to the faculty of. So how can teachers help students overcome their fear of maths how can they instil a love of a subject that so many students (and adults) find intimidating the first step is to build confidence it's no surprise that confidence is a huge factor in students' anxiety towards mathematics. Get access to math anxiety essays only from anti essays listed results 1 - 30 get studying today and get the grades you want only at antiessayscom. Math anxiety is the feeling of nervousness and apprehension toward math problems, classes, or exams it generally begins when.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221210615.10/warc/CC-MAIN-20180816093631-20180816113631-00228.warc.gz
|
CC-MAIN-2018-34
| 5,692 | 7 |
https://www.chegg.com/homework-help/definitions/simple-harmonic-motion-2
|
math
|
Simple harmonic motion refers to a periodic fluctuating motion, where the reconstructing force differs directly as the displacement. The directions of reconstructing force and displacement are contrary to each other. The physical property differs sinusoidally in simple harmonic motion.
Consider a variable of time having sine wave function form as in Figure (1).
Express the function of time.
Here, time is t, displacement as the function of time is y(t), amplitude is A, angular frequency is w, and time period is T.
Analysis of SHM
Consider a spring-mass system on surface with zero friction between the system and the surface.
Show the spring-mass system at equilibrium location as in Figure (2).
From Figure (2), the system contains a spring one end of which is attached to mass m, and another end is fixed to the rigid wall. At equilibrium location, the length of the spring is leq.
Show the spring-mass system at stretched location as in Figure (3).
From Figure (3), x(t) represents the location of mass with regard to the equilibrium location. At stretched location, the length of the spring is l0.
Show the free-body illustration of the spring-mass system as in Figure (4).
Therefore, the force acting on the spring will be a horizontal reconstructing force and it is expressed as the product of the location of mass and spring constant.
Fs =–kx …… (1)
Here, force on spring is Fs, spring constant is k, and location of mass is x.
Express the common equation of force in terms of mass.
Fx =ma …… (2)
Equate Equations (1) and (2) to represent the of SHM equation.
Get help on Physics with Chegg Study
Answers from experts
Send any homework question to our team of experts
View the step-by-step solutions for thousands of textbooks
In science there are many key concepts and terms that are crucial for students to know and understand. Often it can be hard to determine what the most important science concepts and terms are, and even once you’ve identified them you still need to understand what they mean. To help you learn and understand key science terms and concepts, we’ve identified some of the most important ones and provided detailed definitions for them, written and compiled by Chegg experts.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247479101.30/warc/CC-MAIN-20190215183319-20190215205319-00515.warc.gz
|
CC-MAIN-2019-09
| 2,224 | 22 |
http://soundcity.mobi/cryptanalysis-of-the-hfe-public-key-cryptosystem-by-relinearization-71/
|
math
|
Title, Cryptanalysis of the HFE Public Key Cryptosystem by Relinearization. Booktitle, Advances in Cryptology – CRYPTO ’99, 19th Annual International. Download Citation on ResearchGate | Cryptanalysis of the HFE Public Key Finally, we develop a new relinearization method for solving such systems for any. Finally, we develop a new relinearization method for solving such systems for any constant ffl? Cryptanalysis of the HFE Public Key Cryptosystem ().
|Country:||Saint Kitts and Nevis|
|Published (Last):||9 December 2014|
|PDF File Size:||15.94 Mb|
|ePub File Size:||3.71 Mb|
|Price:||Free* [*Free Regsitration Required]|
So and satisfy the following equations derived from the bilinear equations, namely, where and all the coefficients in. So the adversary cannot derive from the publicly known map a low-rank matrix.
Patarin developed other schemes. However, some simple variants of HFE, such as the minus variant and the vinegar variant allow one to strengthen the basic HFE against all known attacks. Performance and Comparisons To make a comparison between the proposed HFE modification and the original HFE schemes in a uniform platform, we hfs the HFE scheme defined over and its extension field.
Then two invertible affine transformations are applied to hide the special structure of the central map [ 25 ]. The encryption scheme consists of three subalgorithms: Suggested Parameters Considering the aforementioned discussions, we suggest choosing and.
Notations Let be a -order finite field with being a prime power. It is based on a ground and cryptosysrem extension field.
It is shown that the proposed public key encryption scheme is secure against known attacks including the MinRank attack, the algebraic attacks, and the linearization equations attacks. This section does not cite any sources.
Retrieved from ” https: Thus we have some additional equations that associate with the plaintext ; namely, forwe have. However, the original Cryptozystem scheme was insecure, and the follow-up modifications were shown to be still vulnerable to attacks.
The HFE scheme firstly defines a univariate map over an extension field: We observe that the equation can be used to further destroy the special structure of the underlying central map of the HFE scheme. In the modified scheme, the public key isand hence we need not to store the coefficients of the square terms of the public key.
This is an open access article distributed under the Creative Commons Attribution Licensewhich permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
To illustrate why the proposed modification of the Cryotanalysis scheme is secure against the MinRank attack [ 78 ], we just need to show that when lifted to the extension fieldthe quadratic part of the public key is not connected with a low-rank matrix.
Security and Communication Networks
We represent the published system of multivariate polynomials by a single univariate polynomial of a special form over an extension field, and use it to reduce the cryptanalytic problem to a system of fflm 2 quadratic equations in m variables over the extension field.
Signatures are generated using the private key and are verified using the public key as follows. In this paper, we proposed a novel modified HFE encryption scheme. Given the ciphertextwe want to solve the plaintext from the quadratic equations: Conflicts of Interest The authors declare that they have no conflicts of interest.
El Din, and P. Without loss of generality, we assume that the two invertible affine transformations and are linear [ 21 ] and define the terms of in in 1. History of cryptography Cryptanalysis Outline of cryptography.
Description The encryption scheme consists of three subalgorithms: Security and Communication Networks. Loosely speaking, when we apply two linear transformations on the input and output of the mapthe rank of the corresponding matrix remains at most. Firstly, we define an HFE map in 1 and randomly choose two invertible affine transformations and.
As a new multivariate public key encryption, the security of the proposal needs to be furthered. In addition to HFE, J. In certain cases those polynomials could be defined over both a ground and an extension field. That is to say Or equivalently, The above equation says that we can lift the quadratic part of the public key to the extension field under some unknown linear transformations to derive and hence.
Symmetric-key algorithm Block cipher Stream cipher Public-key cryptography Cryptographic hash function Message authentication code Random numbers Steganography.
If we fail to derive a vector in form all the preimageswe output the symbol designating an invalid ciphertext. Thus by solving the MinRank problem we can determine the matrix and the coefficients of the linear transformation. For a plaintextwe just compute as the ciphertext.
Multivariate cryptography – Wikipedia
These equations are called linearization equations and can be efficiently computed from the public polynomials. In the proposed modification HFE encryption scheme, we impose some restrictions on the plaintext space.
Views Read Edit View history. Then we merge the coefficients of the square and linear terms ofthat is, forand get the public key of the modified HFE scheme, namely, quadratic polynomialswhere, forThe secret key consists of, cryotanalysis. Abstract The RSA public key cryptosystem is based on a single modular equation in one variable. Advanced Search Include Citations. We analyze the security of the proposed HFE modified encryption scheme.
J-GLOBAL – Japan Science and Technology Agency
In this paper we consider Patarin’s Hidden Field Equations HFE scheme, which is believed to be one of the strongest schemes of this type. The construction admits a standard isomorphism between the extension field and the vector space ; namely, for an elementwe have. The proposed method is a universal padding scheme and hence can be used to other multivariate cryptographic constructions. To make a comparison between the proposed HFE modification and the original HFE schemes in a uniform platform, we consider the HFE scheme defined over and relinearizztion extension field.
However, all known modification methods only can impose partial nonlinear transformation on the special structure of the HFE central map, and hence they are still vulnerable to some attacks [ 15 — 17 ]. So both cryptanalyss have the same secret key sizes and decryption costs. Solving cryptosysfem of multivariate polynomial equations is proven to be NP-hard or NP-complete.
Table of Contents Alerts.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998600.48/warc/CC-MAIN-20190618003227-20190618025227-00301.warc.gz
|
CC-MAIN-2019-26
| 6,649 | 30 |
https://kodamo.org/forumtopic799
|
math
|
New product registrations - MASK1
Posted on 27 Jun 2023, 08:29 PMHow come you do not provide the means to register products with Kodamo.
Would this not help owners and users with up to date infomation, firmware releases, updates etc. Also would this not help you with an understanding of you product user base and the means to provide focused communications and support.
Just a thought.
Posted on 27 Jun 2023, 11:04 PMYou can receive email updates by subscribing to the newsletter : https://kodamo.org/newsletter
Usually people simply ask questions on this forum, on other forums or social media. We may add a product registration system at some point, it won't be mandatory but you're right that it has some advantages.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510259.52/warc/CC-MAIN-20230927035329-20230927065329-00827.warc.gz
|
CC-MAIN-2023-40
| 728 | 6 |
http://www.statmodel.com/cgi-bin/discus/discus.cgi?pg=next&topic=14&page=5380
|
math
|
I analyzed parallel GGMM with 2 covariates and achieved a 4-class solution.
In order to demonstrate 2 growth patterns for each of 4 classes on the same graph, I calculated expected values for 5 time points using the means of intercepts and slopes for each class and plotted them on the same graph.
As a result, I ended up having 8 linear lines on the graph, 2 for each class.
In this case, how shoud I name and interpret the Y-axis? And is it possible to draw 2 growth patterns on the same graph? Since 2 growths came from different measures, I was wondering if I have to draw 2 different graphs.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655896905.46/warc/CC-MAIN-20200708062424-20200708092424-00004.warc.gz
|
CC-MAIN-2020-29
| 596 | 4 |
https://rd.springer.com/chapter/10.1007/978-1-4757-4153-7_4
|
math
|
Are Sets All There is?
Our next goal is to determine whether the basic results of naive set theory in Chapter 2 can be proved on the basis of the axioms of Zermelo. Right at the start we hit a snag: to define the crucial notion of equinumerosity we need functions; to define countable sets we need the specific set N of natural numbers; the fundamental theorem 2.21 of Cantor is about the set 𝓡 of real numbers, etc. Put another way, the results of Chapter 2 are not only about sets, but about points, numbers, functions, Cartesian products and many other mathematical objects which are plainly not sets. Where will we find these objects in the axioms of Zermelo which speak only about sets?
KeywordsEquivalence Relation Binary Relation Pairwise Disjoint Mathematical Object Definite Condition
Unable to display preview. Download preview PDF.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267156224.9/warc/CC-MAIN-20180919122227-20180919142227-00353.warc.gz
|
CC-MAIN-2018-39
| 845 | 4 |
https://www.cfd-online.com/Forums/main/4580-including-solving-non-newtonian-correlations-print.html
|
math
|
Including and solving non-Newtonian correlations
Can someone tell me how to insert the non-Newtonian correlations (of a fluid) in the Navier-stokes equations and solve them. I mean discretize the equations and do the rest to solve the set of linear equations in Fortran, C++, or Matlab.
Re: Including and solving non-Newtonian correlatio
See for example
Finite Element Analysis of Non-Newtonian Flow Huang, Li, Usmani Springer
Numerical Simulation of Non-Newtonian Flow Crochet Elsevier
|All times are GMT -4. The time now is 20:31.|
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560285315.77/warc/CC-MAIN-20170116095125-00178-ip-10-171-10-70.ec2.internal.warc.gz
|
CC-MAIN-2017-04
| 533 | 7 |
http://nrich.maths.org/public/leg.php?code=12&cl=2&cldcmpid=7180
|
math
|
In this problem we are looking at sets of parallel sticks that
cross each other. What is the least number of crossings you can
make? And the greatest?
Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Investigate the sum of the numbers on the top and bottom faces of a line of three dice. What do you notice?
Find some examples of pairs of numbers such that their sum is a
factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and
16 is a factor of 48.
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Choose any 3 digits and make a 6 digit number by repeating the 3
digits in the same order (e.g. 594594). Explain why whatever digits
you choose the number will always be divisible by 7, 11 and 13.
List any 3 numbers. It is always possible to find a subset of
adjacent numbers that add up to a multiple of 3. Can you explain
why and prove it?
Can you explain the strategy for winning this game with any target?
Four of these clues are needed to find the chosen number on this
grid and four are true but do nothing to help in finding the
number. Can you sort out the clues and find the number?
Arrange the four number cards on the grid, according to the rules, to make a diagonal, vertical or horizontal line.
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
A three digit number abc is always divisible by 7 when 2a+3b+c is divisible by 7. Why?
A collection of resources to support work on Factors and Multiples at Secondary level.
Can you fill in this table square? The numbers 2 -12 were used to generate it with just one number used twice.
Make a set of numbers that use all the digits from 1 to 9, once and
once only. Add them up. The result is divisible by 9. Add each of
the digits in the new number. What is their sum? Now try some. . . .
Find the words hidden inside each of the circles by counting around
a certain number of spaces to find each letter in turn.
How many different shaped boxes can you design for 36 sweets in one
layer? Can you arrange the sweets so that no sweets of the same
colour are next to each other in any direction?
You are given the Lowest Common Multiples of sets of digits. Find
the digits and then solve the Sudoku.
What happens if you join every second point on this circle? How
about every third point? Try with different steps and see if you
can predict what will happen.
The planet of Vuvv has seven moons. Can you work out how long it is
between each super-eclipse?
Is there an efficient way to work out how many factors a large number has?
A game for 2 or more people. Starting with 100, subratct a number from 1 to 9 from the total. You score for making an odd number, a number ending in 0 or a multiple of 6.
Can you find any perfect numbers? Read this article to find out more...
Imagine a wheel with different markings painted on it at regular
intervals. Can you predict the colour of the 18th mark? The 100th
Given the products of adjacent cells, can you complete this Sudoku?
Find some triples of whole numbers a, b and c such that a^2 + b^2 + c^2 is a multiple of 4. Is it necessarily the case that a, b and c must all be even? If so, can you explain why?
A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.
The five digit number A679B, in base ten, is divisible by 72. What
are the values of A and B?
Given the products of diagonally opposite cells - can you complete this Sudoku?
Find a cuboid (with edges of integer values) that has a surface
area of exactly 100 square units. Is there more than one? Can you
find them all?
This article for teachers describes how number arrays can be a
useful reprentation for many number concepts.
Is it possible to draw a 5-pointed star without taking your pencil
off the paper? Is it possible to draw a 6-pointed star in the same
way without taking your pen off?
Ben passed a third of his counters to Jack, Jack passed a quarter
of his counters to Emma and Emma passed a fifth of her counters to
Ben. After this they all had the same number of counters.
Can you work out the arrangement of the digits in the square so
that the given products are correct? The numbers 1 - 9 may be used
once and once only.
In a square in which the houses are evenly spaced, numbers 3 and 10
are opposite each other. What is the smallest and what is the
largest possible number of houses in the square?
Can you order the digits from 1-3 to make a number which is divisible by 3 so when the last digit is removed it becomes a 2-figure number divisible by 2, and so on?
Becky created a number plumber which multiplies by 5 and subtracts
4. What do you notice about the numbers that it produces? Can you
explain your findings?
Explain why the arithmetic sequence 1, 14, 27, 40, ... contains many terms of the form 222...2 where only the digit 2 appears.
Follow this recipe for sieving numbers and see what interesting patterns emerge.
Suppose we allow ourselves to use three numbers less than 10 and
multiply them together. How many different products can you find?
How do you know you've got them all?
Can you predict when you'll be clapping and when you'll be clicking
if you start this rhythm? How about when a friend begins a new
rhythm at the same time?
Got It game for an adult and child. How can you play so that you know you will always win?
What is the remainder when 2^2002 is divided by 7? What happens
with different powers of 2?
A student in a maths class was trying to get some information from
her teacher. She was given some clues and then the teacher ended by
saying, "Well, how old are they?"
In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?
Have a go at balancing this equation. Can you find different ways of doing it?
Which is quicker, counting up to 30 in ones or counting up to 300 in tens? Why?
Ben’s class were cutting up number tracks. First they cut them into twos and added up the numbers on each piece. What patterns could they see?
Can you work out some different ways to balance this equation?
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218190183.80/warc/CC-MAIN-20170322212950-00574-ip-10-233-31-227.ec2.internal.warc.gz
|
CC-MAIN-2017-13
| 6,408 | 91 |
https://www.rroij.com/open-access/a-brief-note-on-probability-theory-and-its-applications.php?aid=90919
|
math
|
Department of Applied Mathematics and Theoretical Physics, Xiamen University, Fujian, China
Received: 09-Feb-2022, Manuscript No. JSMS-22-55238; Editor assigned: 11- Feb-2022, Pre QC No. JSMS-22-55238 (PQ); Reviewed: 25- Feb-2022, QC No. JSMS-22-55238; Accepted: 28-Feb-2022, Manuscript No. JSMS-22-55238 (A); Published: 07-Mar-2022, DOI: 10.4172/ J Stats Math Sci.8.2.e001.
Visit for more related articles at Research & Reviews: Journal of Statistics and Mathematical Sciences
Probability is a branch of mathematics concerned with numerical explanations of the possibility of an event occurring or the accuracy of a thesis. The probability of an occurrence is a number between 0 and 1, with 0 indicating impossibility and 1 indicating surety, general terms. The higher the probability of an occurrence, the more likely it is that the event will occur. The tossing of a balanced coin is a basic illustration. The two possibilities ("heads" and "tails") are equally likely since the coin is fair; the probability of "heads" equals the probability of "tails"; and because no other outcomes are possible, the probability of either "heads" or "tails" is half.
These theories have been given an axiomatic mathematical formulation in probability theory, which is widely used in fields like statistics, mathematics, science, finance, betting, artificial intelligence, machine learning, computer science, game theory, and philosophy to draw assumptions about the expected distribution of data, for example. Probability theory is also used to understand the underlying mechanics and regularities of complex systems .
Probabilities may be mathematically characterized as the number of desired outcomes divided by the total number of all possibilities when dealing with random and well-defined experiments in a purely theoretical environment (like flipping a coin). Tossing a coin twice, for example, will result in "head-head," "head-tail," "tail-head," and "tail-tail" results. The probability of having a "head-head" result is 1 out of every 4 outcomes, or 1/4, 0.25, or 25% in numerical terms. When it comes to practical application, however, there are two primary rival groups of probability interpretations, each of which adheres to a differing opinion of probability's fundamental nature [2-4].
Objectivists utilize numbers to express a physical or objective condition of events. The most widely accepted version of objective probability is frequents probability, which states that the probability of a random event represents the relative frequency of occurrence of an experiment's outcome when repeated indefinitely [5,6]. In this understanding, probability is defined as the relative frequency of outcomes "in the long run”. Propensity probability is a variation of this, in which probability is defined as the likelihood of an experiment yielding a specific result, even if it is only conducted once .
Subjectivists give numerical values based on subjective likelihood, or a degree of belief. Although not commonly agreed upon, the degree of belief has been defined as "the price at which you would purchase or sell a bet that pays 1 unit of utility if E, 0 if not E". Bayesian probability is the most prevalent type of subjective probability, which uses expert knowledge as well as experimental evidence to generate probabilities . Some (subjective) prior probability distribution is used to represent expert knowledge. A probability function is used to include these data. When the prior and probability are added together and standardized the outcome is a posterior probability distribution that integrates all of the information available to date.
The theory of probability, like other theories, is a formal representation of it8s concepts-that means, words that may be regarded independently of their significance. The laws of mathematics and logic are used to handle these formal concepts, and any outcomes are interpreted or translated back into the problem area. The Kolmogorov formulation and the Cox formulation are two examples of successful attempts to formalize probability. Sets are understood as events in Kolmogorov's formulation and probability is a measure on a class of sets.
Probability is treated as a primitive and it is not further analysed in Cox's theorem, and the focus is on creating a consistent assignment of probability values to propositions. Except for technical differences, the rules of probability are the same in both circumstances . Other approaches for measuring uncertainty exist, such as the Dempster-Shafer theory or possibility theory, but they are fundamentally different and incompatible with generally accepted probability principles.
Risk evaluation and modelling are examples of how probability theory is used in everyday life. Actuarial science is used by the insurance sector and markets to establish pricing and make trading choices. Probability techniques are used in environmental control, entitlement analysis, and financial regulation . The influence of the estimated probability of a broad Middle East conflict on oil prices, which has rippling effects across the economy, is an example of how probability theory is used in market trading. A commodities trader's estimate that a conflict is more likely can cause the price of that commodity to rise or fall, as well as alert other traders of that position. As a result, the probabilities are neither objectively analysed nor always logically calculated.
Probability may be used to study patterns in biology (e.g., disease transmission) and ecology, in addition to financial evaluation (e.g., biological Punnett squares). Risk assessment, like economics, may be used as a statistical tool to calculate the possibility of adverse occurrences occurring and can help with the implementation of procedures to avoid them. Probability is used to develop games of chances .
Some other important use of probability theory in daily life is reliability. Reliability theory is used in the design of many consumer items, such as vehicles and consumer electronics, to minimize the probability of failure. Failure probabilities may have an impact on a manufacturer's warranty decisions. The database language model, as well as other statistical language models used in natural language processing, are instances of probability theory applications .
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679101282.74/warc/CC-MAIN-20231210060949-20231210090949-00805.warc.gz
|
CC-MAIN-2023-50
| 6,340 | 13 |
http://www.bankofengland.co.uk/publications/Pages/inflationreport/irprobab.aspx
|
math
|
Probability Distribution Tables
Probability distribution tables prior to August 2002 are available in the respective Inflation Reports.
There are considerable uncertainties surrounding the projections of GDP growth and CPI inflation published in the Inflation Report. This uncertainty is reflected by the presentation of projections as fan charts. The fan charts are derived from the MPC's projected probability distributions for the annual rate of CPI inflation and four-quarter growth rate of GDP.
The probability distribution tables provide, for each Inflation Report forecast, five numerical parameters (mode, median, mean, uncertainty and skew) from the MPC's projected probability distributions for the annual rate of CPI inflation and four-quarter growth rate of GDP. The tables also show the probabilities for various outcomes for inflation and GDP. They complement the information contained in Section 5 of the Report. Tables are provided for both the projections conditioned on market interest rates and those conditioned on constant interest rates.
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917119838.12/warc/CC-MAIN-20170423031159-00051-ip-10-145-167-34.ec2.internal.warc.gz
|
CC-MAIN-2017-17
| 1,059 | 4 |
https://www.aiche.org/chenected/2010/07/mystery-cylinder-challenge-solved
|
math
|
CHALLENGE SOLVED: (See the Answer Below!)
Can you identify the mystery gas?
The label has come off a cylinder of gas in your laboratory. You know only that one species of gas is contained in the cylinder, but you do not know whether it is hydrogen, oxygen or nitrogen.
- To find out, you evacuate a 500 ml flask, seal it and weight it, then let gas from the cylinder flow into tit until the gauge pressure equals 1.00 atm.
- The flask is reweighed, and the mass of the added gas is found to be 1.16g. Room temperature is 22C.
What is the gas?
- Take some time and think about how to appropriately answer the challenge
- Submit your answer in the form below (you can only make a submission once)
- Check back! We'll post the best answers to the challenge.
Author's Response and Challenge Solution:
Its time to look at this month's ChEnected challenge problem!
The challenge was to Identify a mystery gas based on that gasses mass at a particular pressure temperature and volume. If this reminded you of the Idea Gas Law, you weren't the only one. A special kudos to Jack from Johns Hopkins University for using the Van Der Waals equation!
To solve this lets look at the solution submitted by Edward from the University of Manchester:
GAUGE pressure = 1atm = 2atm pressure absolute (which is what is needed for an ideal gas calculation, such that PV = nRT
Edward noticed right away that he needed to convert the gauge pressure given to to absolute pressure in order to satisfy the requirements of the ideal gas law.
2atm = 202650 Pa
500ml = 5x10^-6 m^3
Depending on your favorite version of the gas law constant R you could convert pressure and volume to the proper units. I don't know why you wouldn't go with ft^3*psia/lb-mole*Rankine.
absolute temperature = 22+273 = 295
Like pressure, temperature needs to be in absolute form. Kelvin in this case.
number of moles, n = PV/(RT)
=202650*500*10^-6 / (8.314 * 295)
= 0.0413 mol
molar mass of gas = 1.16g / 0.0413mol
approx = 28g/mol
Solving the Ideal gas law for n (moles) then dividing the measured mass (grams) we get the molecular weight (grams/mole). We would then turn to a periodic table of the elements remembering that all the possible gasses are diatomic under normal conditions here on earth. Nitrogen has an atomic mass of about 14, so diatomic nitrogen has a molecular mass of about 28.
so nitrogen! (N2)
Good work Edward!
And good work everyone who submitted their answers! Be sure to participate in next month's challenge. If you have an Idea for a ChEnected challenge problem we would love to hear it! Submit your suggestion to http://chenected.aiche.org/contribute
gas cylinder control image credit: Leo Reynolds
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171232.43/warc/CC-MAIN-20170219104611-00014-ip-10-171-10-108.ec2.internal.warc.gz
|
CC-MAIN-2017-09
| 2,676 | 30 |
https://gmatrockstar.com/2020/03/31/social-distancing-with-data-sufficiency-challenge-day-16/
|
math
|
This series is designed to help you step up your Data Sufficiency practice while we all spend a little extra time at home during the coronavirus situation; I’m going to publish one practice Data Sufficiency question each day! You can choose to do all of them, or none of them.
Click on the tag “Social Distancing DS Challenge” at the bottom of this post to see all of the questions in this series!
And remember to take whatever precautions you need to stay healthy over the next few weeks!
Milk flows into a vat at a constant rate through a metal pipe. At the same time, milk is pumped out of the vat at a constant rate through another metal pipe. At what rate, in liters per minute, is the amount of milk in the vat decreasing?
(1) The amount of milk initially in the vat was 100 liters.
(2) Milk flows into the vat at a rate of 5 gallons every 5 minutes and out of the vat at a rate of 5 gallons per minute.
The amount of milk initially in the vat is irrelevant, since we’re only interested in the rate of milk decrease, so statement (1) is not sufficient. Statement (2) tells us separate rates for the milk flowing into and out of the vat. Using these rates, we can find an overall rate for the decrease of milk volume.
Don’t bother finding the actual rate! To answer this question, you just need to confirm that it is possible to calculate — don’t waste time actually doing the math. Statement (2) alone is sufficient. The correct answer is (B).
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644907.31/warc/CC-MAIN-20230529173312-20230529203312-00155.warc.gz
|
CC-MAIN-2023-23
| 1,463 | 8 |
http://hiaw.org/defcon6/works/1861/economic/ch54.html
|
math
|
Marx’s Economic Manuscripts of 1861-63
Capital and Profit
Thus, if the surplus value is converted into profit, i.e., considered numerically, if the surplus value is calculated in proportion to the total amount of capital advanced, the following propositions a re a further consequence of this different presentation:
An equal profit may express different rates of surplus value. Take for example a profit of 10%. If the capital is 600, with constant capital 500 and variable 100, 60 thalers of surplus value amount to 60%, at the same time 10%, on a capital of 600. If the capital of 600 consists of 400 thalers of constant capital and 200 thalers of variable, 60 on 200 thalers amounts to a surplus value of 30%. The profit continues to be 10%. Finally, if the capital of 600 consists of 550 constant and 50 thalers of variable capital, 60 on 50 would amount to 120% surplus value (50:60=100:120) but profit would continue to be 10%.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511106.1/warc/CC-MAIN-20231003124522-20231003154522-00732.warc.gz
|
CC-MAIN-2023-40
| 936 | 4 |
http://kjcourseworkumxm.alexandru.me/paradigmatic-sense-relations.html
|
math
|
Paradigmatic sense relations
Contrasting syntagmatic and paradigmatic relations: insights from distributional semantic models gabriella lapesa3,1 stefan. Prepared by joanna i omer sense relations ii: syntagmatic- pre-requisites for vocabulary building 4 lexical relations slideshow 1671279 by tosca. Semantic relations and the lexicon antonymy, synonymy, and other paradigms genesis, representation, and uses of paradigmatic relations are as yet unsettled. Handout 2: paradigmatic sense relations of inclusion and identitymronm relation of inclusion part-whole relation exampl. (english paradigmatic lexical relations) here is a table showing some common paradigmatic lexical relations in english with example sets and underlying structure. 18 paradigmatic relation discovery part 1 (ie, paradigmatic relations) so this intuitively makes sense. An assessment of lexical sense relations based on word association test lexical sense relations in mind of some university paradigmatic responses.
What is paradigmatic analysis sense relations - duration: 23:55 martin hilpert 6,270 views 23:55 sem112 - sense - duration: 20:09. A sense relation is a paradigmatic relation between words or predicates sense relations of inclusion, esp hyponymy and synonymy sense relations of exclusion. What is the relationship between syntagmatic and paradigmatic the paradigmatic what is the difference between syntagmatic and paradigmatic relations. Syntagmatic definition, pertaining to a relationship among linguistic elements that occur sequentially in the chain of speech or writing, as the relationship between. Sense relations sense relation is a paradigmatic relation between words or predicates there are several kinds of sense relations as a result of the. One could also define sense relations as “a paradigmatic relation between words or predicates.
Video created by university of illinois at urbana-champaign for the course text mining and analytics paradigmatic relations) and it also makes sense for. Syntagmatic and paradigmatic relations is a paradigmatic relation between all still make sense because they all have a paradigmatic relation.
Paradigmatic analysis 'paradigmatic relations' are the oppositions and contrasts between the making sense only as a part of a system of differences and. Syntagmatic sense relations# 19 syntagmatic sense relations paradigmatic : syntagmatic :: selection. Expressing values in positive and negative euphemisms the analysis of paradigmatic sense relations shows that hyponymy is the most.
Lecture 1 1 the scope of theoretical grammar 2 fundamental concepts of grammar 21 paradigmatic and syntagmatic relations of.
Semantic and lexical relation lexical sense relations are therefore the distinction between paradigmatic sense relations and syntagmatic sense relations. Of the paradigmatic sense relations there are three basic ones that can be defined between lexemes, involving sense inclusion, sense exclusion and identity of sense. Distinction between paradigmatic sense relations and syntagmatic sense relations sense relation sense relation is “a semantic relation between units of. This is part of a popular hypertext guide to semiotics by daniel which signs make sense into paradigmatic relations with all the signs which. Syntagmatic sense relations (2) syntagmatic and paradigmatic sense relations are connected pleonasm in cases of pleonasm, the oddness can in. Paradigmatic vs syntagmatic relations 2 • like paradigmatic relations • semantic field is defined as an area of meaning containing words with related sense. Paradigmatic vs syntagmatic affinity modulation vs sense selection 5 no systematic entailment relations hold, but a common super ordinate.
Paradigmatic vs syntagmatic ferdinand de saussure (1916) c h a i n c h o paradigmatic: clauses material mental participant: phenomenon participant. Lexical and sense relations •lexical relations •(syntagmatic relations) •collocations •sense relations (paradigmatic relations) synonimy, antonimy.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221213158.51/warc/CC-MAIN-20180817221817-20180818001817-00454.warc.gz
|
CC-MAIN-2018-34
| 4,015 | 8 |
https://www.routledge.com/Exceptional-Lie-Algebras/Jacobson/p/book/9780824713263
|
math
|
This volume presents a set of models for the exceptional Lie algebras over algebraically closed fieldsof characteristic O and over the field of real numbers. The models given are based on the algebras ofCayley numbers (octonions) and on exceptional Jordan algebras. They are also valid forcharacteristics p * 2. The book also provides an introduction to the problem of forms of exceptionalsimple Lie algebras, especially the exceptional D4 's, � 6 's, and � 7 's. These are studied by means ofconcrete realizations of the automorphism groups.Exceptional Lie Algebras is a useful tool for the mathematical public in general-especially thoseinterested in the classification of Lie algebras or groups-and for theoretical physicists.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046151760.94/warc/CC-MAIN-20210725174608-20210725204608-00697.warc.gz
|
CC-MAIN-2021-31
| 733 | 1 |
http://www.pdfchm.net/today/
|
math
|
Pediatric Lymphomas (Pediatric Oncology)
This is a comprehensive textbook of Hodgkin's and non-Hodgkin's lymphomas written by leaders in the field of childhood lymphomas. It includes clinical, pathologic and molecular biology of each subtype of lymphoma. The pathology chapters are comprehensive and include excellent photographs. The book is at the level of subspecialists in...
Analytical Geometry of Three Dimensions (Dover Books on Mathematics)
Brief but rigorous, this text is geared toward advanced undergraduates and graduate students. It covers the coordinate system, planes and lines, spheres, homogeneous coordinates, general equations of the second degree, quadric in Cartesian coordinates, and intersection of quadrics.
Mathematician, physicist, and astronomer, William...
Calculus (Available Titles CourseMate)
Taking a fresh approach while retaining classic presentation, the Tan Calculus series utilizes a clear, concise writing style, and uses relevant, real world examples to introduce abstract mathematical concepts with an intuitive approach. In keeping with this emphasis on conceptual understanding, each exercise set in the three semester...
|Result Page: 2891 2890 2889 2888 2887 2886 2885 2884 2883 2882 |
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320582.2/warc/CC-MAIN-20170625203122-20170625223122-00240.warc.gz
|
CC-MAIN-2017-26
| 1,229 | 8 |
http://members.optusnet.com.au/~glennrossiter/oup/ch22_sol.htm
|
math
|
Given EMF = 12 V and source internal resistance r = 0.4W, the total circuit resistance
Rtot = 15 + 15 + 0.4 = 30.4W
Circuit current calculated from I = EMF/Rtot = 12/30.4 = 3.9 A.
Voltmeter will read 12 - (3.9 x 0.4) = 10.4 V and the ammeter will read 3.9 A as the circuit current.
Each headlight dissipates 60 W at 12 V = 120 W, while each parking light dissipates 5 W at 12 V = 20 W. Thus total dissipation = 140 W. As the battery is rated at 60 AH and the total current drawn I = P/V = 11.7 A
Battery will last (60/11.7) = 5.1 hours.
Section CD has R = 1.8W. and VA = VB for zero current. Using proportional division of voltage we can equate 0.2/5 = (0.8 x 5)/R which yields R = (0.8 x 5)/0.2 = 20.0W.
(a) Zero voltage difference between the opposite ends of the bridge containing the switch and galvanometer.
(b) R1-R2 and R3-Rx divide supply voltage V into equal parts, hence
(R1 x V)/(R1 + R2) = (R3 x V)/(R2 + R3)
or R1/(R1 + R2) = R3/(R2 + Rx)
or R1.R3 + R1.Rx = R1.R3 + R3.R2 which rearranges to Rx = R3.R2/R1 as required.
(c) If R1 = 710W R2 = 317W R3 = 2.24W, then Rx by substitution is 1.0 kW.
The equivalent circuit needs to be drawn with parallel(//) and series (+) sections. When this is done the circuit reduces to a simpler form as :-
(a) The total circuit resistance Rtot = 40 + 40 + (60//(5 + 15//(10 + 20)))W.
Rtot = 40 + 40 + (60//5 + 10) = 80 + 12 = 92W.
(b) Voltage drop across V(10+20) = 1.0A x 30W = 30 V
hence current through 15W resistor must = 2.0A as it also has 30V across it.
while current through resistor 5W resistor = 1.0 + 2.0 = 3.0A from junction law.
which means that voltage drop across 5W resistor = 3.0 x 5 = 15 V
This allows calculation of a total voltage across 60W resistor of 15 + 30 = 45 V.
Let the circuit current be (I) and the voltage across R2 be (V).
Hence EMF = 120 V = 100.I + V and also V.I = 30 as given from power dissipation. thus solving simultaneous equations created :-
120 = 100.I + 30/I which reduces to 10.I2 - 12.I + 3 = 0
solving the quadratic yields I = 0.84 A or I = 0.36 A as dual solutions.
Hence using R =P/I2 gives R = 232 or 43W.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247495001.53/warc/CC-MAIN-20190220125916-20190220151916-00596.warc.gz
|
CC-MAIN-2019-09
| 2,100 | 26 |
http://mathforum.org/library/drmath/view/52833.html
|
math
|
Date: 03/01/99 at 11:43:34 From: Eric Barning Subject: Singularity What is a singularity?
Date: 03/01/99 at 14:14:47 From: Doctor Rob Subject: Re: Singularity A little more context would be helpful here, because the meaning may be different in different settings. In the case of a curve in the plane given by an equation F(x,y) = 0, a singularity is a point where the tangent line is undefined. It can be a point such that the partial derivatives F_x and F_y both vanish. The tangent plane at a point (x0,y0) on the curve where both partials exist and not both are zero is given by the equation F_x(x0,y0)*(x-x0) + F_y(x0,y0)*(y-y0) = 0 If both partials are zero at (x0,y0), then this equation reduces to 0 = 0, and is not the equation of a plane at all. As an example, consider the curve F(x,y) = y^2 - x^3 - x^2 = 0. Then the partial derivatives are F_x = -3*x^2 - 2*x, F_y = 2*y, which both vanish when x = 0 and y = 0, which is a point on the curve. (They also both vanish at x = -3/2, y = 0, but that is not on the curve.) Then (0,0) is a singularity. If you draw the curve, you will see that at this point the curve crosses itself, and that there are two distinct tangents there, so *the* tangent there is undefined. Another way that a singularity can occur is for one or more of the partial derivatives not to exist at a point on the curve. As an example, one could have F(x,y) = y - x*sin(1/x) if x is nonzero F(x,y) = y if x = 0 F(0,0) = 0, so (0,0) is on the curve F(x, y) = 0, and F(x,y) is continuous at (0,0). F_x does not exist at x = 0, so the curve has a singularity at (0,0). In the case of a surface in 3-space given by an equation F(x,y,z) = 0, a singularity is a point where the tangent plane is undefined. It can be a point such that all three partial derivatives F_x, F_y, and F_z vanish, or where one or more of them is undefined. Curves in 3-space can also have singularities. They are defined as the intersection of two surfaces, F(x,y,z) = 0 and G(x,y,z) = 0. Any point satisfying both equations for which the tangent line is undefined is a singularity. This can be extended to k-dimensional surfaces in n-space, where 0 < k < n. This can also be extended to other kinds of spaces besides Euclidean n-space, such as 4-dimensional Lorentzian space-time. I hope this helps. If this is not the kind of singularity you meant, please write back with more context. - Doctor Rob, The Math Forum http://mathforum.org/dr.math/
Search the Dr. Math Library:
Ask Dr. MathTM
© 1994- The Math Forum at NCTM. All rights reserved.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891813088.82/warc/CC-MAIN-20180220185145-20180220205145-00116.warc.gz
|
CC-MAIN-2018-09
| 2,541 | 5 |
https://marsofcorp.com/2021/11/26/future-value-of-annuity-formula-with-calculator/
|
math
|
Future value (FV) is the value of a current asset at a future date based on an assumed rate of growth. The future value is important to investors and financial planners, as they use it to estimate how much an investment made today will be worth in the future. The future value of an annuity refers to how much money you’ll get in the future based on the rate of return, or discount rate. An annuity’s value is the sum of money you’ll need to invest in the present to provide income payments down the road.
Financial calculators (you can find them online) also have the ability to calculate these for you with the correct inputs. So, let’s assume that you invest $1,000 every year for the next five years, at 5% interest. These recurring or ongoing payments are technically referred to as «annuities» (not to be confused with the financial product called an annuity, though the two are related). When calculating future values, one component of the calculation is called the future value factor.
What Is The Present Value Of An Annuity?
Will your new balance be exactly double, more than double, or less than double? The formula for the future value of an ordinary annuity is indeed easier and faster than performing a series of future value calculations for each of the payments. At first glance, though, the formula is pretty complex, so the various parts of the formula are first explored in some detail before we put them all together. With simple interest, it is assumed that the interest rate is earned only on the initial investment. With compounded interest, the rate is applied to each period’s cumulative account balance.
The future value of an annuity is the value of a group of recurring payments at a certain date in the future, assuming a particular rate of return, or discount rate. If your annuity promises you a $50,000 lump sum payment in the future, then the present value would be that $50,000 minus the proposed rate of return on your money. An annuity is a contract between https://intuit-payroll.org/how-to-attract-startups-for-accounting/ you and an insurance company that’s typically designed to provide retirement income. You buy an annuity either with a single payment or a series of payments, and you receive a lump-sum payout shortly after purchasing the annuity or a series of payouts over time. The graph below shows the timelines of the two types of annuity with their future values.
Get 5 FREE Video Lessons With Uncommon Insights To Accelerate Your Financial Growth
The fact that a renter or car owner makes payment on December 1 before enjoying the use of their apartment or vehicle during the rest of the month is what makes it annuity due. Annuity accounts grow without being taxed and annuity funds can be taken out without a penalty after age 59.5 years. As you may recall, the disbursements you’ll get later will be taxed as ordinary income.
It’s okay if you are a little put off by all the annuity terms and rules. The one thing to remember is that money saved in an annuity now can be a steady stream of retirement income Accounting for In-Kind Donations to Nonprofits later. Once you do set up an annuity, you may be curious about its future worth. You’ll also have to take into consideration whether you have an ordinary annuity or an annuity due.
What Is Future Value?
You purchase the contract through either a lump sum payment or a series of payments and then receive monthly payments in retirement. There are both fixed and variable annuities, with different levels of risk and reward. If you wish to factor in the impact of inflation on annuity payments, you can use a separate inflation rate in your calculations. Keep in mind that doing so will likely increase the initial investment required to achieve the desired future income. An annuity payment is a fixed amount of money received periodically from an insurance company or investment firm in return for a lump-sum payment or series of contributions.
The future value formula could be reversed to determine how much something in the future is worth today. In other words, assuming the same investment assumptions, $1,050 has the present value of $1,000 today. The concept of future value is often closely tied to the concept of present value.
Why is it important to know the future value of annuity?
By the same logic, a lump sum of $5,000 today is worth more than a series of five $1,000 annuity payments spread out over five years. The future value of annuity is used to measure the financial outcome of an investment over a specific time. The future value calculation considers the time value of money.The future value is the total cost of a series of cash installments and does not consider the time value of money. An example of future value of annuity would be if someone invested $1,000 today and received an annual payment of $100 for the next 10 years. The future value of this annuity would be $2,614.87 at the end of 10 years. This is calculated by multiplying the cash value ($100) by the number of payments (10) and then multiplying that result by the interest rate (10%).
To understand the core concept, however, simple and compound interest rates are the most straightforward examples of the future value calculation. Since an annuity’s present value depends on how much money you expect to receive in the future, you should keep the time value of money in mind when calculating the present value of your annuity. When you plug the numbers into the above formula, you can calculate the future value of an annuity. Here’s an example that should hopefully make it clearer how the formula works and what you should plug in where.
Sustainable Investing Topics
They have multiple options which range from long-term investments to immediate payouts. However, the appeal of immediate or consistent payouts can blind individuals to the financial reality of their investment options. Thankfully, the future value of annuity formula provides a much simpler solution to finding this cash value.
- However, we believe that understanding it is quite simple, even for a beginning in finance.
- The payments in a typical annuity are distributed at the end of a pay period.
- Therefore, Lewis is expected to have $69,770 in case of payment at month-end or $70,119 in case of payment at month start.
- For the issuer, the total cost of making the annuity payments is the sum of the cash payments made to you plus the total reduction of income the issuer incurs as the payments are made.
Using the same example of five $1,000 payments made over a period of five years, here is how a present value calculation would look. It shows that $4,329.58, invested at 5% interest, would be sufficient to produce those five $1,000 payments. You can calculate the present or future value for an ordinary annuity or an annuity due using the following formulas.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100686.78/warc/CC-MAIN-20231207185656-20231207215656-00664.warc.gz
|
CC-MAIN-2023-50
| 6,872 | 21 |
http://tvtropes.org/pmwiki/pmwiki.php/Heartwarming/KyoKaraMaoh
|
math
|
In one episode Yuuri, Wolfram, and Greta are in bed. Wolfram is pretending to be asleep, while Yuuri reads Greta a bedtime story. As they're reading, Wolfram unexpectedly finishes the line in the story, even while his back is to them. While Yuuri and Greta stare at him in confusion, Wolfram reaches back and takes Greta by the hand without saying a word. This being after Wolfram spent a lot of time shunning Greta for being human, for trying to kill Yuuri, and for hogging a lot of Yuuri's attention.
In episode 56, Greta and Beatrice make a Fathers Day cake for Yuuri and Wolfram.
Whenever Wolfram lets it show that he really does care about his Half-human Half-Demon brother Conrad.
An odd example perhaps, but when Wolfram goes off to find Yuuri after the latter disappears he mysteriously stops getting sea sick. A sign of how much of his attention is dedicated to the missing Yuuri.
In the snowstorm episode, Wolfram and Yuuri are alone together and Wolfram begins to think that Yuuri has been infected by a miasma that causes someone to stop trusting people. He resolves that even if Yuuri turns on him he'd happily die if its Yuuri.
When the Francia forces come to take a runaway Conrad back into their custody, Wolfram is the first one to reach for his sword. He was seriously about to fight a small army to make sure his brother wasn't taken away again.
Gwendal, Conrad, and Wolframs mother has some very loving moments with her sons.
Miko/Jennifer putting on a diving suit and jumping into a lake in order to attempt to get to the other world to make sure her sons were okay.
|
s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163038307/warc/CC-MAIN-20131204131718-00074-ip-10-33-133-15.ec2.internal.warc.gz
|
CC-MAIN-2013-48
| 1,587 | 8 |
https://www.wmbriggs.com/post/24755/
|
math
|
Necessary & Conditional Truth
Given “x,y,z are natural numbers and x>y and y>z” the proposition “x>z” is true (I am assuming logical knowledge here, which I don’t discuss until Chapter 2). But it would be false in general to claim, “It is true that ‘x>z‘.” After all, it might be that “x = 17 and z = 32“; if so, “x>z” is false. Or it might be that “x = 17 and z = 17“, then again “x>z” is false. Or maybe “x = a boatload and z = a humongous amount”, then “x>z” is undefined or unknown unless there is tacit and complete knowledge of precisely how much is a boatload and how much is a humongous amount (which is doubtful). We cannot dismiss this last example, because a great portion of human discussions of uncertainty are pitched in this way.
Included in the premise “x,y,z are natural numbers and x>y and y>z” are not just the raw information of the proposition about numbers, but the tacit knowledge we have of the symbol >, of what “natural numbers” are, and even what “and” and “are” mean. This is so for any argument which we wish to make. Language, in whatever form, must be used. There must therefore be an understanding of and about definitions, language and grammar, in any argument if any progress is to be made. These understandings may be more or less obvious depending on the argument. It is well to point out that many fallacies (and the best jokes) are founded on equivocation, which is the intentional or not misunderstanding double- or multiple-meanings of words or phrases. This must be kept in mind because we often talk about how the mathematical symbols of our formulae translate to real objects, how they matter to real-life decisions. A caution not heard frequently enough: just because a statement is mathematically true does not mean that the statement has any bearing on reality. Later we talk about how the deadly sin of reification occurs when this warning is ignored.
We have an idea what it means to say of a proposition that it is true or false. This needs to be firmed up considerably. Take the proposition “a proposition cannot be both true and false simultaneously”. This proposition, as I said above, is true. That means, to our state of mind, there exists evidence which allows us to conclude this proposition is true. This evidence is in the form of thought, which is to say, other propositions, all of which include our understanding of the words and English grammar, and of phrases like “we cannot believe its contrary.” There are also present tacit (not formal) rules of logic about how we must treat and manipulate propositions. Each of these conditioning propositions or premises can in turn be true or false (i.e. known to be true or false) conditional on still other propositions, or on inductions drawn upon sense impressions and intellections. That is, we eventually must reach a point at which a proposition in front of us just is true. There is no other evidence for this kind of truth other than intellection. Observations and sense impressions will give partial support to most propositions, but they are never enough by themselves except for the direct impressions. I explore this later in the Chapter on Induction.
In mathematics, logic, and philosophy popular kinds of propositions which are known to be true because induction tells us so are called axioms. Axioms are indubitable—when considered. Arguments for an axiom’s truth are made like this: given these specific instances, thus this general principle or axiom. I do not claim, and it is not true, that everybody knows every axiom. The arguments for axioms must first be considered before they are believed. A good example is the principal of non-contradiction, a proposition which we cannot know is false (though, given we are human, we can always claim it is false). As said, for every argument we need an understanding of its words and grammar, and, for non-contradiction specifically, maybe the plain observation of a necessarily finite number of instance of propositions that are only true or only false, observations which are consonant with the axiom, but which are none of them the full proof of the proposition: there comes a point at which we just believe and, indeed, cannot do other than know the truth. Another example is one of Peano’s axioms. For every natural number, if x = y then y = x. We check this through specific examples, and then move via induction to the knowledge that it is true for every number, even those we have not and, given our finiteness, cannot consider. Axioms are known to be true based on the evidence and faith that our intellects are correctly guiding us.
This leads to the concept of the truly true, really true, just-plain true, universally, absolutely, or the necessarily true. These are propositions, like those in mathematics, that are known to be true given a valid and sound chain of argument which leads back to indubitable axioms. It is not possible to doubt axioms or necessary truths, unless there be a misunderstanding of the words or terms or chain of proof or argument involved (and this is, of course, possible, as any teacher will affirm). Necessary truths are true even if you don’t want them to be, even if they provoke discomfort, which (again of course) they sometimes do. Peter Kreeft said: “As Aristotle showed, [all] ‘backward doubt’ terminates in two places: psychologically indubitable immediate sense experience and logically indubitable first principles such as ‘X is not non-X’ in theoretical thinking and ‘Good is to be done and evil to be avoided’ in practical thinking”.
A man in the street might look at the scratchings of a mathematical truth and doubt the theorem, but this is only because he doesn’t comprehend what all those strange symbols mean. He may even say that he “knows” the theorem is false—think of the brave soul who claims to have squared the circle. It must be stressed that this man’s error arises from his not comprehending the whole of the argument. Which of the premises of the theorem he is rejecting, and this includes tacit premises of logic and other mathematical results, is not known to us (unless the man makes this clear). The point is that if it were made plain to him what every step in the argument was, he must consent. If he does not, he has not comprehended at least one thing or he has rejected at least one premise, or perhaps substituted his own unaware. This is no small point, and the failure to appreciate it has given rise to the mistaken subjective theory of probability. Understanding the whole of an argument is a requirement to our admitting a necessary truth (our understanding is obviously not required of the necessary truth itself!).
From this it follows that when a mathematician or physicist says something akin to, “We now know Flippenberger’s theorem is true”, his “we” does not, it most certainly does not, encompass all of humanity; it applies only to those who can and have followed the line of reason which appears in the proof. That another mathematician or physicist (or man in the street) who hears this statement, but whose specialty is not Flippenbergerology, conditional on trusting the first mathematician’s word, also believes Flippenberger’s theorem is true, is not making (to himself) the same argument as the theory’s proponent. He instead makes a conditional truth statement: to him, Flippenberger’s theorem is conditionally true, given the premise of accepting the word of the first mathematician or physicist. Of course, necessary truths are also conditional as I have just described, so the phrase “conditional truth” is imperfect, but I have not been able to discover one better to my satisfaction. Local or relative truth have their merits, but their use could encourage relativists to believe they have a point, which they do not.
Besides mathematical propositions, there are plenty other of necessary truths that we know. “I exist” is popular, and only claimed to be doubted by the insane or (paradoxically) by attention seekers. “God exists” is another: those who doubt it are like circle-squarers who have misunderstood or have not (yet) comprehended the arguments which lead to this proposition. “There are true propositions” always delights and which also has its doubters who claim it is true that it is false. In Chapter 2 we meet more.
There are an infinite number and an enormous variety of conditional truths that we do and can know. I don’t mean to say that there are not an infinite number of necessary truths, because I have no idea, though I believe it; I mean only that conditional truths form a vaster class of truths in everyday and scientific discourse. We met one conditional truth above in “x>z“. Another is, given “All Martians wear hats and George is a Martian” then it is conditionally true that “George wears a hat.” The difference in how we express this “truth is conditional” is plain enough in cases like hat-wearing Martians. Nobody would say, in a general setting, “It’s true that Martians wear hats.” Or if he did, nobody would believe him. This disbelief would be deduced conditional on the observationally true proposition, “There are no Martians”.
We sometimes hear people claim conditional truths are necessary truths, especially in moral or political contexts. A man might say, “College professors are intolerant of dissent” and believe he is stating a necessary truth. Yet this cannot be a necessary truth, because no sound valid chain of argument anchored to axioms can support it. But it may be an extrapolation from “All the many college professors I have observed have been intolerant of dissent”, in which case the proposition is still not a necessary truth, because (as we’ll see) observational statements like this are fallible. Hint: The man’s audience, if it be typical, might not believe the “All” in the argument means all, but only “many”. But that substitution does not make the proposition “Many college professors are intolerant of dissent” necessarily true, either.
Another interesting possibility is in the proposition “Some college professors are intolerant of dissent,” where some is defined as at least one and potentially all. Now if a man hears that and recalls, “I have met X, who is a college professor, and she was intolerant of dissent”, then conditional on that evidence the proposition of interest is conditionally true. Why isn’t it necessarily true? Understand first that the proposition is true for you, too, dear reader, if we take as evidence “I have met X, etc.” Just as “George wears a hat” was conditionally true on the other explicit evidence. It may be that you yourself have not met X, nor any other intolerant-of-dissent professor, but that means nothing for the epistemological status of these two propositions. But it now becomes obvious why the proposition of interest is not necessarily true: because the supporting evidence “I have met X, etc.” cannot be held up as necessarily true itself: there is no chain of sound argument leading to indubitable axioms which guarantees it is a logically necessity that college professors must be intolerant of dissent. (Even if it sometimes seems that way.)
We only have to be careful because when people speak or write of truths they are usually not careful to tell us whether they have in mind a necessary or only a conditional truth. Much grief is caused because of this.
One point which may not be obvious. A necessary truth is just true. It is not true because we have a proof of it’s truth. Any necessary truth is true because of something, but it makes no sense to ask why this is so for any necessary truth. Why is the principle of non-contradiction true? What is it that makes it true? Answer: we do not know. It is just is true. How do we know it is true? Via a proof, by strings of deductions from accepted premises and using induction, the same way we know if any proposition is true. We must ever keep separate the epistemological from the ontological. There is a constant danger of mistaking the two. Logic and probability are epistemological, and only sometimes speak or aim at the ontological. Probability is always a state of the mind and not a state of the universe.
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474526.76/warc/CC-MAIN-20240224080616-20240224110616-00084.warc.gz
|
CC-MAIN-2024-10
| 12,375 | 14 |
https://ui.adsabs.harvard.edu/abs/1954PhRv...96.1124W
|
math
|
A boundary condition at t=+/-∞ (t being the "relative" time variable) is obtained for the four-dimensional wave function of a two-body system in a bound state. It is shown that this condition implies that the wave function can be continued analytically to complex values of the "relative time" variable; similarly the wave function in momentum space can be continued analytically to complex values of the "relative energy" variable p0. In particular one is allowed to consider the wave function for purely imaginary values of t, or respectively p0, i.e., for real values of x4=ict and p4=ip0. A wave equation satisfied by this function is obtained by rotation of the integration path in the complex plane of the variable p0, and it is further shown that the formulation of the eigenvalue problem in terms of this equation presents several advantages in that many of the ordinary mathematical methods become available. In an especially simple case ("ladder approximation" equation for two spinless particles bound by a scalar field of zero rest mass) an integral representation method is presented which allows one to reduce the problem exactly (and for arbitrary values of the total energy of the bound state) to an eigenvalue problem of the Sturm-Liouville type. A complete set of solutions for this problem is obtained in the subsequent paper by Cutkosky.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00399.warc.gz
|
CC-MAIN-2020-05
| 1,359 | 1 |
https://www.spectroom.com/1025175471-tanakas-formula
|
math
|
3.2 The Midline of a Trapezoid
8.2 The Sum of the Roots Theorem
PHYSICS RAY OPTICS CRITICAL ANGLE FORMULA DERIVATION and numericals IN TELUGU
Change of Sign, IV Theorem
prove line joining mid points of sides of triangle is parallel to & half in length of third side
In the stochastic calculus, Tanaka's formula states that
Explore contextually related video stories in a new eye-catching way. Try Combster now!
Outline of proof
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178360853.31/warc/CC-MAIN-20210228115201-20210228145201-00281.warc.gz
|
CC-MAIN-2021-10
| 427 | 8 |
https://unlimitedcomputing.no/news/double-slit-experiment-introducing-a-possible-solution-to-it/embed/
|
math
|
by Double-slit experiment – introducing a possible solution to it! The double slit experiment has been discussed since 1801, and been discussed by Einstein and Bohr. So the problem has been around for some time now without no good answers to it. https://en.wikipedia.org/wiki/Double-slit_experiment https://en.wikipedia.org/wiki/Bohr%E2%80%93Einstein_debates Most people see the universe as a persistent reality like a … Continue reading Double-slit experiment – introducing a possible solution to it!
Copy and paste this URL into your WordPress site to embed
Copy and paste this code into your site to embed
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334912.28/warc/CC-MAIN-20220926144455-20220926174455-00327.warc.gz
|
CC-MAIN-2022-40
| 614 | 3 |
http://mathfactor.uark.edu/2009/08/yoak-lewis-carroll-passing-shillings/
|
math
|
Since my last post, I actually dug up one of my books with Carroll problems. I’ll present this one in Carroll’s own words and add a few notes:
Some men sat in a circle, so that each had 2 neighbours; and each had a certain number of shillings. The first had I/ more than the second, who had I/ more than the third, and so on. The first gave I/ to the second, who gave 2/ to the third, and so on, each giving I/ more than he received, as long as possible. There were then 2 neighbors, one of whom had 4 times as much as the other. How many men were there? And how much had the poorest man at first?
A ‘/’ is clearly to be read as a shilling and the ‘I’ is to be read as 1. With that, I think the operations is clear. It is also clear that eventually someone will not be able to pass along 1 more shilling than he was passed, given the finite number of shillings in the game. When that state occurs, instead of passing that person retains the shillings he was just passed. We are then told that it is true that someone now holds 4 times as many shillings as one of his neighbors and are asked how many men there are and how many shillings the poorest of the group must have had to start.
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218205046.28/warc/CC-MAIN-20170322213005-00563-ip-10-233-31-227.ec2.internal.warc.gz
|
CC-MAIN-2017-13
| 1,197 | 3 |
https://apps.dtic.mil/sti/citations/ADA231311
|
math
|
Normalized Convergence Rates for the PSMG Method
RESEARCH INST FOR ADVANCED COMPUTER SCIENCE MOFFETT FIELD CA
Pagination or Media Count:
In a previous paper we have introduced an efficient multiscale PDE solver for massively parallel architectures, which called Parallel Superconvergent Multigrid, or PSMG. In this paper we derive sharp estimates for the normalized work involved in PSMG solution - the number of parallel arithmetic and communication operations required per digit of error reduction. PSMG is shown to provide fourth-order accurate solutions of Poisson type equations at convergence rates of .00165 per single relaxation iteration, and with parallel operation counts per grid level of 5.75 communications and 8.62 computations for each digit of error reduction. We show that PSMG requires less than half as many arithmetic and one fifth as many communication operations, per digit of error reduction, as a parallel standard multigrid algorithm RBTRB presented recently by N. Decker.
- Computer Hardware
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046150264.90/warc/CC-MAIN-20210724094631-20210724124631-00272.warc.gz
|
CC-MAIN-2021-31
| 1,018 | 5 |
https://studysoup.com/tsg/848988/california-algebra-2-concepts-skills-and-problem-solving-1-edition-chapter-12-2-problem-4
|
math
|
Evaluate each expression.
Step 1 of 3
Week 12 11/14 (From last week) Example: Large n: - H0: = 0 1....
Textbook: California Algebra 2: Concepts, Skills, and Problem Solving
Author: Berchie Holliday
The answer to “Evaluate each expression.” is broken down into a number of easy to follow steps, and 3 words. The full step-by-step solution to problem: 4 from chapter: 12.2 was answered by , our top Math solution expert on 03/09/18, 06:45PM. This textbook survival guide was created for the textbook: California Algebra 2: Concepts, Skills, and Problem Solving, edition: 1. California Algebra 2: Concepts, Skills, and Problem Solving was written by and is associated to the ISBN: 9780078778568. Since the solution to 4 from 12.2 chapter was answered, more than 232 students have viewed the full step-by-step answer. This full solution covers the following key subjects: . This expansive textbook survival guide covers 114 chapters, and 7118 solutions.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600401585213.82/warc/CC-MAIN-20200928041630-20200928071630-00798.warc.gz
|
CC-MAIN-2020-40
| 953 | 6 |
https://raisingthebar.nl/category/ap-stats-and-business-stats/
|
math
|
I love all kinds of music. However, while I work I prefer a quiet music. People have different names for it: chill, chillout, lounge, smooth jazz etc. I am not good at those names, I just want something that allows me to concentrate when I want and also is a pleasure to listen when I make it louder. There is plenty of such music on Youtube.
So I tune in one of online radios, for example this is good:
When I like a melody, I select its name, right-click and then click "Search Google". Most of the time it lands me on the corresponding Youtube video. Here comes the magic: there is a nice FREE program called 4K Video Downloader. You can download the whole video or you can extract just the audio. This is how my chillout collection reached 1000. They have other good products too.
Last semester I tried to explain theory through numerical examples. The results were terrible. Even the best students didn't stand up to my expectations. The midterm grades were so low that I did something I had never done before: I allowed my students to write an analysis of the midterm at home. Those who were able to verbally articulate the answers to me received a bonus that allowed them to pass the semester.
This semester I made a U-turn. I announced that in the first half of the semester we will concentrate on theory and we followed this methodology. Out of 35 students, 20 significantly improved their performance and 15 remained where they were.
a. Define the density of a random variable Draw the density of heights of adults, making simplifying assumptions if necessary. Don't forget to label the axes.
b. According to your plot, how much is the integral Explain.
c. Why the density cannot be negative?
d. Why the total area under the density curve should be 1?
e. Where are basketball players on your graph? Write down the corresponding expression for probability.
f. Where are dwarfs on your graph? Write down the corresponding expression for probability.
This question is about the interval formula. In each case students have to write the equation for the probability and the corresponding integral of the density. At this level, I don't talk about the distribution function and introduce the density by the interval formula.
Recently I enjoyed reading Jack Weatherford's "Genghis Khan and the Making of the Modern World" (2004). I was reading the book with a specific question in mind: what were the main reasons of the success of the Mongols? Here you can see the list of their innovations, some of which were in fact adapted from the nations they subjugated. But what was the main driving force behind those innovations? The conclusion I came to is that Genghis Khan was a genial psychologist. He used what he knew about individual and social psychology to constantly improve the government of his empire.
I am no Genghis Khan but I try to base my teaching methods on my knowledge of student psychology.
Problem 1. Students mechanically write down what the teacher says and writes.
Solution. I don't allow my students to write while I am explaining the material. When I explain, their task is to listen and try to understand. I invite them to ask questions and prompt me to write more explanations and comments. After they all say "We understand", I clean the board and then they write down whatever they understood and remembered.
Problem 2. Students are not used to analyze what they read or write.
Solution. After students finish their writing, I ask them to exchange notebooks and check each other's writings. It's easier for them to do this while everything is fresh in their memory. I bought and distributed red pens. When they see that something is missing or wrong, they have to write in red. Errors or omissions must stand out. Thus, right there in the class students repeat the material twice.
Problem 3. Students don't study at home.
Solution. I let my students know in advance what the next quiz will be about. Even with this knowledge, most of them don't prepare at home. Before the quiz I give them about half an hour to repeat and discuss the material (this is at least the third repetition). We start the quiz when they say they are ready.
Problem 4. Students don't understand that active repetition (writing without looking at one's notes) is much more productive than passive repetition (just reading the notes).
Solution. Each time before discussion sessions I distribute scratch paper and urge students to write, not just read or talk. About half of them follow my recommendation. Their desire to keep their notebooks neat is not their last consideration. The solution to Problem 1 also hinges upon active repetition.
Problem 5. If students work and are evaluated individually, usually there is no or little interaction between them.
Problem 6. Some students don't want to work in teams. They are usually either good students, who don't want to suffer because of weak team members, or weak students, who don't want their low grades to harm other team members.
Solution. The good students usually argue that it's not fair if their grade becomes lower because of somebody else's fault. My answer to them is that the meaning of fairness depends on the definition. In my grading scheme, 30 points out of 100 is allocated for team work and the rest for individual achievements. Therefore I never allow good students to work individually. I want them to be my teaching assistants and help other students. While doing so, I tell them that I may reward good students with a bonus in the end of the semester. In some cases I allow weak students to write quizzes individually but only if the team so requests. The request of the weak student doesn't matter. The weak student still has to participate in team discussions.
Problem 7. There is no accumulation of theoretical knowledge (flat learning curve).
Solution. a) Most students come from high school with little experience in algebra. I raise the level gradually and emphasize understanding. Students never see multiple choice questions in my classes. They also know that right answers without explanations will be discarded.
b) Normally, during my explanations I fill out the board. The amount of the information the students have to remember is substantial and increases over time. If you know a better way to develop one's internal vision, let me know.
c) I don't believe in learning the theory by doing applied exercises. After explaining the theory I formulate it as a series of theoretical exercises. I give the theory in large, logically consistent blocks for students to see the system. Half of exam questions are theoretical (students have to provide proofs and derivations) and the other half - applied.
d) The right motivation can be of two types: theoretical or applied, and I never substitute one for another.
Problem 8. In low-level courses you need to conduct frequent evaluations to keep your students in working shape. Multiply that by the number of students, and you get a serious teaching overload.
Solution. Once at a teaching conference in Prague my colleague from New York boasted that he grades 160 papers per week. Evaluating one paper per team saves you from that hell.
In the beginning of the academic year I had 47 students. In the second semester 12 students dropped the course entirely or enrolled in Stats classes taught by other teachers. Based on current grades, I expect 15 more students to fail. Thus, after the first year I'll have about 20 students in my course (if they don't fail other courses). These students will master statistics at the level of my book.
This year I am teaching AP Statistics. If the things continue the way they are, about half of the class will fail. Here is my diagnosis and how I am handling the problem.
On the surface, the students lack algebra training but I think the problem is deeper: many of them have underdeveloped cognitive abilities. Their perception is slow, memory is limited, analytical abilities are rudimentary and they are not used to work at home. Limited resources require careful allocation.
Short and intuitive names are better than two-word professional names.
Instead of "sample space" or "probability space" say "universe". The universe is the widest possible event, and nothing exists outside it.
Instead of "elementary event" say "atom". Simplest possible events are called atoms. This corresponds to the theoretical notion of an atom in measure theory (an atom is a measurable set which has positive measure and contains no set of smaller positive measure).
Then the formulation of classical probability becomes short. Let denote the number of atoms in the universe and let be the number of atoms in event If all atoms are equally likely (have equal probabilities), then
The clumsy "mutually exclusive events" are better replaced by more visual "disjoint sets". Likewise, instead of "collectively exhaustive events" say "events that cover the universe".
The combination "mutually exclusive" and "collectively exhaustive" events is beyond comprehension for many. I say: if events are disjoint and cover the universe, we call them tiles. To support this definition, play onscreen one of jigsaw puzzles (Video 1) and produce the picture from Figure 1.
Figure 1. Tiles (disjoint events that cover the universe)
The philosophy of team work
We are in the same boat. I mean the big boat. Not the class. Not the university. It's the whole country. We depend on each other. Failure of one may jeopardize the well-being of everybody else.
You work in teams. You help each other to learn. My lectures and your presentations are just the beginning of the journey of knowledge into your heads. I cannot control how it settles there. Be my teaching assistants, share your big and little discoveries with your classmates.
I don't just preach about you helping each other. I force you to work in teams. 30% of the final grade is allocated to team work. Team work means joint responsibility. You work on assignments together. I randomly select a team member for reporting. His or her grade is what each team member gets.
This kind of team work is incompatible with the Western obsession with grades privacy. If I say my grade is nobody's business, by extension I consider the level of my knowledge a private issue. This will prevent me from asking for help and admitting my errors. The situation when students hide their errors and weaknesses from others also goes against the ethics of many workplaces. In my class all grades are public knowledge.
In some situations, keeping the grade private is technically impossible. Conducting a competition without announcing the points won is impossible. If I catch a student cheating, I announce the failing grade immediately, as a warning to others.
To those of you who think team-based learning is unfair to better students I repeat: 30% of the final grade is given for team work, not for personal achievements. The other 70% is where you can shine personally.
Breaking the wall of silence
Team work serves several purposes.
Firstly, joint responsibility helps breaking communication barriers. See in Video 2 my students working in teams on classroom assignments. The situation when a weaker student is too proud to ask for help and a stronger student doesn't want to offend by offering help is not acceptable. One can ask for help or offer help without losing respect for each other.
Video 2. Teams working on assignments
Secondly, it turns on resources that are otherwise idle. Explaining something to somebody is the best way to improve your own understanding. The better students master a kind of leadership that is especially valuable in a modern society. For the weaker students, feeling responsible for a team improves motivation.
Thirdly, I save time by having to grade less student papers.
On exams and quizzes I mercilessly punish the students for Yes/No answers without explanations. There are no half-points for half-understanding. This, in combination with the team work and open grades policy allows me to achieve my main objective: students are eager to talk to me about their problems.
Set operations and probability
After studying the basics of set operations and probabilities we had a midterm exam. It revealed that about one-third of students didn't understand this material and some of that misunderstanding came from high school. During the review session I wanted to see if they were ready for a frank discussion and told them: "Those who don't understand probabilities, please raise your hands", and about one-third raised their hands. I invited two of them to work at the board.
Video 3. Translating verbal statements to sets, with accompanying probabilities
Many teachers think that the Venn diagrams explain everything about sets because they are visual. No, for some students they are not visual enough. That's why I prepared a simple teaching aid (see Video 3) and explained the task to the two students as follows:
I am shooting at the target. The target is a square with two circles on it, one red and the other blue. The target is the universe (the bullet cannot hit points outside it). The probability of a set is its area. I am going to tell you one statement after another. You write that statement in the first column of the table. In the second column write the mathematical expression for the set. In the third column write the probability of that set, together with any accompanying formulas that you can come up with. The formulas should reflect the relationships between relevant areas.
Table 1. Set operations and probabilities
1. The bullet hit the universe
2. The bullet didn't hit the universe
3. The bullet hit the red circle
4. The bullet didn't hit the red circle
5. The bullet hit both the red and blue circles
(in general, this is not equal to )
6. The bullet hit or (or both)
7. The bullet hit but not
8. The bullet hit but not
9. The bullet hit either or (but not both)
During the process, I was illustrating everything on my teaching aid. This exercise allows the students to relate verbal statements to sets and further to their areas. The main point is that people need to see the logic, and that logic should be repeated several times through similar exercises.
Law of total probability - you could have invented this
A knight wants to kill (event ) a dragon. There are two ways to do this: by fighting (event ) the dragon or by outwitting () it. The choice of the way ( or ) is random, and in each case the outcome ( or not ) is also random. For the probability of killing there is a simple, intuitive formula:
This is easy to generalize to the case of many conditioning events. Suppose are mutually exclusive (that is, disjoint) and collectively exhaustive (that is, cover the whole sample space). Then for any event one has
This equation is call the law of total probability.
Application to a sum of continuous and discrete random variables
Let be independent random variables. Suppose that is continuous, with a distribution function , and suppose is discrete, with values . Then for the distribution function of the sum we have
The relativity theory says that what initially looks absolutely difficult, on closer examination turns out to be relatively simple. Here is one such topic. We start with a motivating example.
Large cloud service providers have huge data centers. A data center, being a large group of computer servers, typically requires extensive air conditioning. The intensity and cost of air conditioning depend on the temperature of the surrounding environment. If, as in our motivating example, we denote by the temperature outside and by a cut-off value, then a cloud service provider is interested in knowing the probability for different values of . This is exactly the distribution function of temperature: . So how do you estimate it?
It comes down to usual sampling. Fix some cut-off, for example, and see for how many days in a year the temperature does not exceed 20. If the number of such days is, say, 200, then 200/365 will be the estimate of the probability .
It remains to dress this idea in mathematical clothes.
Empirical distribution function
If an observation belongs to the event , we count it as 1, otherwise we count it as zero. That is, we are dealing with a dummy variable
The total count is and this is divided by the total number of observations, which is 365, to get 200/365.
It is important to realize that the variable in (1) is a coin (Bernoulli variable). For an unfair coin with probability of 1 equal to and probability of zero equal to the mean is
and the variance is
For the variable in (1) , so the mean and variance are
Generalizing, the probability is estimated by
where is the number of observations. (3) is called an empirical distribution function because it is a direct empirical analog of .
Applying expectation to (3) and using an equation similar to (2), we prove unbiasedness of our estimator:
Further, assuming independent observations we can find variance of (3):
Intro to option greeks: delta and its determinants
I started trading stocks in 2010. I didn't expect to make big profits and wasn't actively trading. That's until 2015, when I met a guy who turned $10,000 into $140,000 in four years. And then I thought: why am I fooling around when it's possible to make good money? Experienced traders say: trading is a journey. That's how my journey started. Stocks move too slowly, to my taste, so I had to look for other avenues.
Two things were clear to me. I didn't want to be glued to the monitor the whole day and didn't want to study a lot of theory. Therefore I decided to concentrate on the futures market. To trade futures, you don't even need to know the definition of a futures contract. The price moves very quickly, and if you know what you are doing, you can make a couple of hundreds in a matter of minutes. It turned out that the futures markets are the best approximation to the efficient market hypothesis. Trend is your friend (until the end), as they say. In the futures markets, trends are rare and short-lived. Trading futures is like driving a race car. The psychological stress is enormous and it may excite your worst instincts. After trying for almost two years and losing $8,000 I gave up. Don't trade futures unless you can predict a big move.
Many people start their trading careers in the forex market because the volumes there are large and transaction fees are low. I never traded forex and think that it is as risky as the futures market. If you want to try it, I would suggest to trade not the exchange rates themselves but indexes or ETF's (exchange traded funds) that trace them. Again, look for large movements.
One more market I don't want to trade is bonds. Actions of central banks and macroeconomic events are among strong movers of this market. Otherwise, it's the same as futures. Futures, forex and bonds have one feature in common. In all of them institutional (large) traders dominate. My impression is that in absence of market-moving events they select a range within which to trade. Having deep pockets, they can buy at the top of the range and sell at the bottom without worrying about the associated loss. Trading in a range like that will kill a retail (small) investor. Changes in fundamentals force the big guys to shift the range, and that's when small investors have a chance to profit.
I tried to avoid options because they require learning some theory. After a prolonged resistance, I started trading options and immediately fell in love with them. I think that anybody with $25,000 in savings can and should be trading options.
Definition. In Math, the Greek letter (delta) is usually used to denote change or rate of change. In case of options, it's the rate of change of the option price when the stock price changes. Mathematically, it's a derivative where is the call price and is the stock price. In layman's terms, when the stock price changes by $1, the call price changes (moves in the same direction) by dollars. The basic features of delta can be understood by looking at how it depends on the strike price, when time is fixed, and how it changes with time, when the strike price is fixed. As before, we concentrate on probabilistic intuition.
How delta depends on strike price
Figure 1. AAPL option chain with 26 days to expiration
Look at the option chain in Figure 1. For the strikes that are deep in the money, delta is close to one. This is because if a call option is deep in the money, the probability that it will end up in the money by expiration is high (see how the call price depends on the strike price). Hence, stock price changes are followed by call price changes almost one to one. On the other hand, if a strike is far out of the money, it is likely to remain out of the money by expiration. The stock price changes have little effect on the call price. That's why delta is close to zero.
How delta depends on time to expiration
Figure 2. AAPL option chain with 5 days to expiration
Now let us compare that option chain to the one with a shorter time to expiration (see Figure 2). If an option is to expire soon, the probability of a drastic stock movement before expiration is low, see the comparison of areas of influence with different times to expiration. Only a few options with strikes lower than at the money strike have deltas different from one. The deeper in the money calls have deltas equal to one: their prices exactly repeat the stock price. Similarly, only a few out of the money options have deltas different from zero. If the strike is very far out of the money, the call delta is 0 because the call is very likely to expire worthless and its dependence on the stock price is negligible.
Interest rate - the puppetmaster behind option prices
Figure 1. Call as a function of interest rate
The interest rate is the last variable we need to discuss. The dependence of the call price on the interest rate that emerges from the Black-Scholes formula is depicted in Figure 1. The dependence is positive, right? Not so fast. This is the case when common sense should be used instead of mathematical models. One economic factor can influence another through many channels, often leading to contradicting results.
As interest rates in the economy increase, the expected return required by investors from the stock tends to increase. This suggests a positive dependence of the call price on the interest rate.
On the other hand, when the interest rate rises, the present value of any future cash flow received by the long call holder decreases. In particular, this reduces the payoff if at expiration the option is in the money.
The combined impact of these two effects embedded in the Black-Scholes formula is to increase the value of the call options.
However, experience tells the opposite
The Fed changes the interest rate at discrete times, not continually. Two moments matter: when the rumor about the upcoming interest rate change hits the market and when the actual change takes place. The market reaction to the rumor depends on the investors' mood - bullish or bearish. A bullish market tends to shrug off most bad news. In a bearish market, even a slight threat may have drastic consequences. By the time the actual change occurs, it is usually priced in.
In 2017, the Fed raised the rate three times: on March 15 (no reaction, judging by S&P 500 SPDR SPY), June 14 (again no reaction) and December 13 (a slight fall). The huge fall in the beginning of February 2018 was not caused by any actual change. It was an accumulated result of cautiousness ("This market has been bullish for too long!") and fears that the Fed would increase the rates in 2018 by more than had been anticipated. Many investors started selling stocks and buying bonds and other less risky assets. The total value of US bonds is about $20 trillion, while the total market capitalization of US stocks is around $30 trillion. The two markets are comparable in size, which means there is enough room to move from one to another and the total portfolio reshuffling can be considerable. Thus far, the mere expectation that the interest rate will increase has been able to substantially reduce stock prices and, consequently, call prices.
All this I summarized to my students as follows. When interest rates rise, bonds become more attractive. This is a substitution effect: investors switch from one asset to another all the time. Therefore stock prices and call prices fall. Thus the dependence of call prices on interest rates is negative.
The first explanation suggested by Hull neglects the substitution effect. The second explanation is not credible either, for the following reason. As I explained, stock volatility has a very strong influence on options. Options themselves have an even higher volatility. A change in interest rates by a couple percent is nothing in comparison with this volatility. Most investors would not care about the resulting reduction in the present value of future cash flows.
Main idea: look at geometry in the two-dimensional case
Here is an example. The norm of a vector is defined by The combination of squaring and extracting a square root often makes it difficult to understand how this construction works. Here is a simple inequality that allows one to do without this norm (or, put it differently, replace it with another norm). Take
We have proved that This easily generalizes to :
Application. The set is called bounded if there is a constant such that for all (1) implies an equivalent definition: the set is called bounded if there is a constant such that for all See p.35 of Baltovic's guide, where the inequality is sufficient for proving boundedness of the set
Theorem 2.2 (The Cauchy-Schwarz Inequality). This inequality does not have serious applications in the guide. For a nontrivial application of the Cauchy-Schwarz inequality see my post.
2.1.8. Avoid using the definition of continuity in terms of (Definition 2.18). Use Definition 2.19 in terms of sequences instead.
2.6.2. Definition 2.21 for many students is indigestible. Just say that the matrix consists of partial derivatives of components of
Theorem 2.11. The proof is really simple in the one-dimensional case. By the definition of the derivative, for any sequence Multiplying this equation by we get , which proves continuity of at
3.3.1. There is Math that happens on paper (formulas) and the one that happens in the head (logic). Many students see the formulas and miss the logic. Carefully read this section and see if the logic happens in your head.
3.4. The solution to Example 3.2 is overblown. A professional mathematician never thinks like that. A pro would explain the idea as follows: because of Condition 2, the function is close to zero in some neighborhood of infinity . Therefore, a maximum should be looked for in the set . Since this is a compact, the Weierstrass theorem applies. With a proper graphical illustration, the students don't need anything else.
4.2 First-order conditions for optima. See the proof.
4.4 Second-order conditions for optima. See explanation using the Taylor decomposition.
Example 6.4. In solutions that rely on the Kuhn-Tucker theorem, the author suggests to check the constraint qualification condition for all possible combinations of constraints. Not only is this time consuming, but this is also misleading, given the fact that often it is possible to determine the binding constraints and use the Lagrange method instead of the Kuhn-Tucker theorem or, alternatively, to use the Kuhn-Tucker theorem for eliminating simple cases. The same problem can be solved using the convexity theory.
Example 6.5. In this case Baltovic makes a controversial experiment: what happens if we go the wrong way (expectedly, bad things happen), without providing the correct solution.
Solution to Exercise 6.1. In this exercise, the revenue is homogeneous of degree 2 and the cost is homogeneous of degree 1, which indicates that the profit is infinite. No need to do a three-page analysis!
7.6 The Bellman equations. There are many optimization methods not covered in Sundaram's book. One of them, Pontryagin's maximum principle, is more general that the Bellman approach.
p. 172. The bound is obvious and does not require the Cauchy-Schwarz inequality.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514572436.52/warc/CC-MAIN-20190915215643-20190916001643-00270.warc.gz
|
CC-MAIN-2019-39
| 28,285 | 134 |
https://www.reference.com/web?q=Conversion+Sq+Feet+to+Sq+Meters&qo=relatedSearchNarrow&o=600605&l=dir&sga=1
|
math
|
Square feet to square meters (ft² to m²) Metric conversion calculator. Includes thousands of additional conversions, algebraic formulas, search tool, more.
Square Feet to Square Meters (sq ft to sq m) calculator, conversion table and how to convert.
Enter the Length and Width of an area and output square feet and square meters.
Convert ft² and m² · 1 feet = 0.3048 meter(metre) · 1 square feet (ft²) = 0.09290304 square meter (m²) = 0.3048 x 0.3048 m · 1 meter(metre) = 3.2808399 feet (...
How many Square Feet in a Square Meter? ... There are approximately 0.09290304 square feet in a square meter, since a foot is defined as 0.3048 meters, thus a ...
Mar 16, 2019 ... This video will show you how to convert square meter to square feet and vice versa.
Jul 5, 2020 ... This unit conversion video tutorial explains how to convert square meters to square feet.My Website: https://www.video-tutor.netPatreon: ...
How to convert square meters to square feet? How to convert acres to sq ft? How to use the ...
One square foot equals 0.0929 square meters. So to convert from square feet to square meters, just multiply by 0.0929.
1 square foot (ft2 , sq ft) = 0.093 square meters (m2 , sq m). Filed under: Main menu • surface area menu • Square feet conversion. Specific square foot to square ...
In metric terms a square foot is a square with sides 0.3048 metres in length. One square foot is the equivalent to 0.09290304 square metres. Square Feet to ...
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487658814.62/warc/CC-MAIN-20210620054240-20210620084240-00210.warc.gz
|
CC-MAIN-2021-25
| 1,466 | 11 |
https://www.physicsforums.com/threads/x-ray-diffraction.776957/
|
math
|
1. The problem statement, all variables and given/known data A crystal composed of two fractions, one having the a cell parameters of 4.123A and the other of 3.997A are subjected to X-ray diffraction using both Cu k-alpha and a Mo k-alpha radiation. Derive the angular position of (2theta) for (100) and (110) planes. Explain the procedure you used for the calculation. 2. Relevant equations Bragg's law: n*lambda = 2*d*sin(theta) d = a/(h^2 + k^2 + l^2)^(1/2) 3. The attempt at a solution I found both equations - I understand them but I don't know why a is different for both ions. I know that the ions radius will be different but when we scan the crystal, the value of a should be the same? Anyway I will show one calculation, I know the method but I am not sure I can fully explain it. d = a/(1+0+0) = a n = 1 lambda = 1.542A for the Cu k-alpha radiation 1.542 = 4.123 sin(theta) theta = 21.96 2*theta = 43.92 degrees. I would repeat this 7 more times to find every peak for the two planes, the two forms of ka radiation and the two atomic radii. ~ I don't know why a is different for both atoms, if the lattice repeats infinitely and there are equal numbers of both atoms, then it seems like there should be equal distances between both atoms.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589251.7/warc/CC-MAIN-20180716095945-20180716115945-00023.warc.gz
|
CC-MAIN-2018-30
| 1,249 | 1 |
https://demonstrations.wolfram.com/TilingAPathWithASingleTrapezoidAlongAGivenCurve/
|
math
|
Tiling a Path with a Single Trapezoid along a Given Curve
Initializing live version
Requires a Wolfram Notebook System
Interact on desktop, mobile and cloud with the free Wolfram Player or other Wolfram Language products.
Using only one kind of trapezoidal tile, build a path along a given curve. The spline curve is shown in red and can be controlled by dragging the nodes. The algorithm adjusts the sequence of the tiles so the path fits the given curve as tightly as possible. The tiled path is composed of a single trapezoidal module (green) that can be rotated (blue). For safety reasons, the maximum number of tiles is set to 40.
Contributed by: Machi Zawidzki (March 2011)
Based on work by: Maxim Rytin
Open content licensed under CC BY-NC-SA
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949533.16/warc/CC-MAIN-20230331020535-20230331050535-00643.warc.gz
|
CC-MAIN-2023-14
| 749 | 8 |
https://www.answers.com/Q/Why_doesn't_your_website_have_any_answers_just_questions
|
math
|
== == We have lots of answers along with lots of questions. Naturally, we have more questions than answers since they are constantly being asked. This an answer right here to your question, so we must have answers as well. To see the answer, click on the link of any question. If there is an answer, it will show up. If not, it will show up as unanswered.
The one you just asked this question on which is WikiAnswers.
Yes it does. Just in case if somebody has something to ask. This is like the best website to ask questions!
Because we want to!
If you want there to be more answers, then how about you join and do something about it, rather than just complain to a website with "no answers."
What is the point of this website it just has questions but no answers!
I found that answers.com doesnt have any answers... just questions. Dont waste your time with this site
No, you don't have to just ask questions. But why would you want to post statements on a website called Answers?
Just get on and answer. But you cannot change answers unless you become a registered user.
It is simple. Just sign up for the answers. com mail and anytime you can answer the questions you know.
I'm wondering the same thing. It's because this website is crap. If you wanna get answers, ask people in person, or just e-mail
The users of this web-site almost certainly do know the answers - the right person just hasn't read your questions yet (apart from this one !)
'Wiki' is a type of website where members can edit anything, and Answers is the website that bought and owns WikiAnswers, so by combining the word 'Wiki' with the owner website name 'Answers' (Answers.com), it comes together as 'WikiAnswers.com', where members can edit anything freely under the Answers.com name. People can get their answers just by typing their questions in the question box, edit questions, edit answers, recategorize questions, and much more! That is the freedom of a wiki.
Absolutely (you just have) ! The whole point of this site is that people ask questions they need answering - and the rest of the on-line community provide answers.
its not just one person that answers the questions, any member of wikianswers can answer them if they know the answer.
It is such a bad website because usually the people that answer the questions put terrilble answers and make the person that asked the question just wasted their time!I know this because i have expirieced this myself.
Kind of, honestly YES. I have seen immature people answering questions and such, so just watch out.
Nope you would just have to buy the teachers edition or simply solve the answers yourself. Sorry.
The website answers a variety of questions. You can find the answer to just about anything you would like to know on there. It has everything from technical support to relationship advice.
It's not the website giving the answers its people with accounts answering the questions by what they have heard. Usually, you can actually find good answers for a question, you just have to change the wording of your question a little.
Answers.com is website with real answers. You can ask and also you can answer - just as I do.
This website answers questions concerning Islam, Islamic History, and Islamic Doctrine, but, as of yet, there is no qualified Islamic Imam or Islamologist who answers questions on regular basis. It is just those of us laity who understand Islam to a greater degree than the average person.
There isn't a specific website just for that book - you're going to have to actually read it to look for the answers to your questions. Also check your notes to see what the teacher has stressed for that lesson - that usually gives you some idea of where to look, and sometimes even the answers to your questions.
because think, it's (answers.com),so there can be the most stupid questions on earth but, just remember this website is just a site to remind other people what answers are,even if they learn them in school but, nobody is perfect.Everyone needs a reminder every once in a while.
This website doesn't have access to the questions, and isn't here for the purpose of doing your homework. Nobody needs the answers. The questions are there in order to make you think and answer them. If you're not going to do that, then don't bother wasting too much of your time just to get a list of answers.
Because the people answering those questions are usually of sort of beginner troll or are just simply goofing around and throwing random, stupid answers to random questions. Or they're just plain stupid. I have seen very little serious, fully informing answers to any questions I've looked up on this website...
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989030.87/warc/CC-MAIN-20210510033850-20210510063850-00062.warc.gz
|
CC-MAIN-2021-21
| 4,666 | 26 |
https://www.ggi.infn.it/FNHP/
|
math
|
FRONTIERS IN NUCLEAR AND HADRONIC PHYSICS
School at the Galileo Galilei Institute for Theoretical Physics
Florence, March 1 - March 12, 2021
The school is primarily addressed to Ph.D. students in Theoretical Nuclear and Hadronic Physics. The participation of experimentalists and post-docs is also encouraged. The 2021 edition will be devoted to Nuclear Physics, providing a pedagogical introduction to the basic concepts and tools needed for carrying out research in nuclear structure, nuclear reactions and nuclear astrophysics. The lectures will emphasize the intimate connections among these fields, giving much attention to the interpretation of experimental data. Various theoretical frameworks for the study of nuclear systems will be presented, including both ab initio and more phenomenological approaches.
Four one-hour lectures will be scheduled each morning, for a total amount of about forty hours, over two weeks. Presentations will be given on the blackboard, with the support of slides. The afternoon will be devoted to exercises, study, and discussions with lecturers and senior participants. Some seminars, mostly by experimentalists, will also be organized. A desk and standard research facilities will be provided to all participants.
Click here for more details concerning admission, accommodation, and practical information.
DEADLINE FOR APPLICATION:
31 DECEMBER 2020
GIANLUCA COLO' (Milano Univ.): Density functional theory methods for nuclear physics
ALESSANDRO DRAGO (Ferrara Univ.): Dense nuclear matter in neutron stars
ANTONIO MORO (Sevilla Univp; Modelling nuclear reactions probing the structure of exotic nuclei
FRANCESCO PEDERIVA (Trento Univ): New computational approaches to nuclear physics
ROBERT ROTH (Darmstadt Univ.): Ab initio calculations of nuclear structure
Francesco Becattini (Firenze Univ. & INFN) Ignazio Bombaci (Pisa Univ. & INFN)
Angela Bonaccorso (INFN Pisa) Maria Colonna (INFN LNS)
Vincenzo Greco (Catania Univ. & INFN) Giovanni Salmè (INFN Roma)
Elena Santopinto (INFN Genova) Enrico Vigezzi (INFN Milano)
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704833804.93/warc/CC-MAIN-20210127214413-20210128004413-00208.warc.gz
|
CC-MAIN-2021-04
| 2,271 | 17 |
https://www.assignmentgood.com/mei-guo-nan-jia-zhou-da-xue-wu-li-xue-assignment-dai-xie-sui-zhe-shi-jian-tui-yi-de-li-liang/
|
math
|
随着时间的推移施加的力会产生冲动，动量的变化。脉冲在经典力学中被定义为力乘以它作用的时间量。在微积分方面，脉冲可以计算为力相对于时间的积分。冲动的符号是J或Imp。或者，可以将脉冲计算为两个给定实例之间的动量差。 Impulse =动量变化=力x时间。力是矢量（方向重要），脉冲也是同一方向的矢量。当脉冲应用于对象时，其线性动量具有向量变化。冲动是作用于物体的平均净力及其持续时间的乘积。 J =F̅Δt平均力与其施加时间的乘积是力的推力。它等于不改变质量的物体的动量变化。冲动单位
SI的脉冲单位与动量相同，牛顿秒N * s或kg * m / s。这两个词是平等的。冲量的英制工程单位是磅 – 秒（lbf * s）和每秒slu-foot（slug * ft / s）。冲动 – 动量定理
该定理在逻辑上等同于牛顿第二运动定律：力等于质量乘以加速度，也称为力定律。物体动量的变化等于施加于它的冲动。 J =Δp。该定理可以应用于恒定质量或变化质量。它特别适用于火箭，火箭的质量随着燃料的消耗而变化而产生推力。在研究冲击力时，这是一个有用的概念。如果增加力的变化发生的时间，冲击力也会减小。这用于机械设计以确保安全，并且在运动应用中也很有用。您希望减少汽车撞击护栏的冲击力，例如，通过设计护栏以折叠以及设计汽车部件以在撞击时揉皱。这延长了撞击的时间，从而延长了力。如果你想要进一步推进球，你需要用球拍或球棒缩短撞击时间，提高冲击力。与此同时，拳击手知道远离拳击，因此着陆需要更长时间，从而减少了影响。比冲是衡量火箭和喷气发动机效率的指标。它是一个推进剂单位在消耗时产生的总冲量。如果火箭具有更高的比冲，则需要更少的推进剂来获得高度，距离和速度。它相当于推力除以推进剂流量。如果使用推进剂重量（牛顿或磅），则以秒为单位测量特定脉冲。这通常是制造商报告火箭发动机性能的方式。
Force applied over time creates an impulse, a change in momentum. Impulse is defined in classical mechanics as a force multiplied by the amount of time it acts over. In calculus terms, the impulse can be calculated as the integral of force with respect to time. The symbol for impulse is J or Imp. Alternately, impulse can be calculated as the difference in momentum between two given instances. Impulse = change in momentum = force x time. Force is a vector quantity (the direction matters) and impulse is also a vector in the same direction. When an impulse is applied to an object, it has a vector change in its linear momentum. Impulse is the product of the average net force acting on an object and its duration. J = F̅Δt The product of average force and the time in which it is exerted is the impulse of force. It is equal to the change of momentum of an object that isn’t changing mass. Units of Impulse. The SI unit of impulse is the same as for momentum, the newton second N*s or kg*m/s. The two terms are equal. English engineering units for impulse are pound-second (lbf*s) and slug-foot per second (slug*ft/s). The Impulse-Momentum Theorem. This theorem is logically equivalent to Newton’s second law of motion: force equals mass times acceleration, also known as the force law. The change in momentum of an object equals the impulse applied to it. J = Δ p. This theorem can be applied to a constant mass or to a changing mass. It is relevant especially to rockets, where the mass of the rocket changes as fuel is expended to produce the thrust. This is a useful concept when you are studying impact forces. If you increase the time over which the change of force happens, the impact force also decreases. This is used in mechanical design for safety, and it is useful in sports applications as well. You want to reduce the impact force for a car hitting guardrail, for example, by designing the guardrail to collapse as well as designing parts of the car to crumple on impact. This lengthens the time of the impact and therefore the force. If you want a ball to be propelled further, you want to shorten the time of impact with a racket or bat, raising the impact force. Meanwhile, a boxer knows to lean away from a punch so it takes longer in landing, reducing the impact. Specific impulse is a measure of the efficiency of rockets and jet engines. It is the total impulse that is produced by a unit of propellant as it is consumed. If a rocket has a higher specific impulse, it needs less propellant to gain altitude, distance, and speed. It is the equivalent of the thrust divided by the propellant flow rate. If the propellant weight is used (in newton or pound), specific impulse is measured in seconds. This is often how rocket engine performance is reported by manufacturers.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578526807.5/warc/CC-MAIN-20190418201429-20190418223429-00314.warc.gz
|
CC-MAIN-2019-18
| 4,996 | 4 |
https://dementiameet.com/qa/quick-answer-how-much-is-0-3-ml-in-a-dropper.html
|
math
|
- How many drops are in a 5 mL bottle?
- Is 0.5 ml the same as 5 ml?
- Is 1 ml a full dropper?
- How much is a dropper full?
- Is 1mg the same as 1 ml?
- What is 0.5 mL on a 1ml syringe?
- How much is 1 mL out of a dropper?
- How much is 0.5 mL in a dropper?
- How many drops is 1 mL of saline?
- How much is a 1 mL?
- What is 0.3 mL on a syringe?
- How much is 0.6 mL in a dropper?
- How do you measure 1 ml of a dropper?
- Is 2.5 mL equal to a teaspoon?
- Is a teaspoon 5mL?
How many drops are in a 5 mL bottle?
A standard eyedropper dispenses 0.05 ml per drop, meaning there are 20 drops in 1 milliliter of medication.
Let’s do the math: a 5 ml bottle has 100 doses and a 10 ml bottle has 200 doses.
(Most eyedrop prescriptions are dispensed in either 5 or 10ml bottles.).
Is 0.5 ml the same as 5 ml?
0.5ml is not the same as 5ml. 5ml is 10 times as much as 0.5ml.
Is 1 ml a full dropper?
For this standard size, the dropper usually has 1 ml of total liquid. This assumes a full dropper.
How much is a dropper full?
1 dropper full = 35-40 drops* Xmg THC or CBD will be the measurement of medicine in your tincture (150, 250, 500, 750)
Is 1mg the same as 1 ml?
One mg is of one gram, so the volume of 1 mg of water would be of one ml.
What is 0.5 mL on a 1ml syringe?
Cubic centimeters (cc’s) and milliliters (mL’s) are interchangable, so syringes marked 1ml equals 1cc; 0.5 ml equals 1/2cc. 3/10cc equals 0.3ml.
How much is 1 mL out of a dropper?
A standard dropper produces 20 drops per milliliter (20 drops = 1ML = 7 MG) but dropper sizes can differ.
How much is 0.5 mL in a dropper?
Drop to Milliliter Conversion TableDropMilliliter [mL]5 drop0.25 mL10 drop0.5 mL20 drop1 mL50 drop2.5 mL7 more rows
How many drops is 1 mL of saline?
One is a macro set that uses larger drops to add to 1 mL. Most macro sets are either 10, 15 or 20 drops to make 1 mL. The other drip set is a micro set, and it either takes 45 or 60 drops to make 1 mL.
How much is a 1 mL?
The milliliter is a unit of volume equal to 1 cubic centimeter, 1/1,000 of a liter, or about 0.061 cubic inches. The milliliter is an SI unit of volume in the metric system. In the metric system, “milli” is the prefix for 10-3. A milliliter is sometimes also referred to as a millilitre.
What is 0.3 mL on a syringe?
This is a three-tenths milliliter syringe. It may be called a “0.3 ml” syringe or “0.3 cc” syringe. It is also known as an insulin syringe. Although it is labeled in “units” at the bottom of the syringe, each unit actually is one-hundredth of a milliliter (0.01 ml or 0.01 cc).
How much is 0.6 mL in a dropper?
measurement of medicines0.2 ml1/2 of the 0.4 mark0.4 mlthe first mark on the dropper0.6 mlhalfway between the 0.4 and 0.8 marks0.8 mlthe second mark on the dropper1.0 mlthe second mark on the dropper plus half of the first mark1 more row
How do you measure 1 ml of a dropper?
A standard dropper produces 20 drops per milliliter (20 drops = 1ML = 7 MG) but dropper sizes can differ. You can measure the number of drops in a milliliter using your dropper and find charts to change the number of drops/ML if your dropper is different.
Is 2.5 mL equal to a teaspoon?
Also, remember that 1 level teaspoon equals 5 mL and that ½ a teaspoon equals 2.5 mL.
Is a teaspoon 5mL?
1 standardised teaspoon = 5ml. 1 standardised tablespoon = 15ml.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703524858.74/warc/CC-MAIN-20210121132407-20210121162407-00742.warc.gz
|
CC-MAIN-2021-04
| 3,344 | 47 |
https://www.varsitytutors.com/ransomville-ny-calculus-tutoring
|
math
|
Recent Tutoring Session Reviews
"We worked through a set of problems designed to cover many approaches to solving limits and derivatives, to gauge the student's comfort level with each approach. These questions involved: Definition of a limit; finding the limit of a function using L'Hopital's rule, substitution, factoring, and multiplying by a conjugate; definition of derivatives; graphical and physical interpretation of derivatives; evaluating derivatives with product, quotient, and chain rules; evaluating derivatives with implicit differentiation; find and using linear approximations; and derivatives with functions of a power of e. Next session, we will practice derivatives which combine multiple strategies (e.g. chain, product, quotient rules) and cover derivatives with e and logs."
"Went over a multitude of problems, and he understood them all, except fractions give him a huge problem. I told him to brush up on simple fraction problems every day to get better at it. Otherwise, went well!"
"Went over the Power, Product, and Quotient rules for derivatives and strategies to solve them, and we worked through some problems involving each method. "
"What concepts did you cover specifically? Derivatives: product rule and chain rule. Organization and simplification - basic refresh of Algebra. What was the student's attitude toward the material that was reviewed? The student was attentive and active through the session."
"What concepts did you cover specifically? The topics we focused on were left Riemann sums, right Riemann sums, and midpoint sums. We also went over indefinite integrals, definite integrals, and application of integrals. What was the student's attitude toward the material that was reviewed? The student had a positive attitude toward the material being reviewed. Did you see any scores/grades to note progress? The student mentioned that she received a B on her last exam that she took. Any concerns or wins from this session? There are no concerns for this session"
"When I met with the student we began by covering questions he had about a quiz that he took today. He understood how to solve the problems, but he seemed to have made a simple mistake. I was able to show him a way to avoid that mistake by organizing his problem solving process for that type of problem. We then went over power rule, product rule and quotient rule. After that, we began working on his current homework assignment and he seemed to understand it all. Overall, he seems like he's staying on pace with his coursework. He makes a few simple mistakes here and there, but overall he seems to be doing very well. It was a very good session."
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171758.35/warc/CC-MAIN-20170219104611-00606-ip-10-171-10-108.ec2.internal.warc.gz
|
CC-MAIN-2017-09
| 2,659 | 7 |
https://www.physicsforums.com/threads/the-operation-of-magnetically-coupled-circuits.710347/
|
math
|
A transformer has 600 primary turns and 150 secondary turns. The primary and the second resistances are 0.25Ω and 0.01 Ω respectively and the corresponding reactances are 1.0Ω and 0.04Ω respectively.
Detemine the equivalent:
2. the reactance and
3. the equivalent impedance reffered to the primary winding
4. the phase angle of the impedance.
Anyone could help me with this question? Thank you
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573630.12/warc/CC-MAIN-20220819070211-20220819100211-00481.warc.gz
|
CC-MAIN-2022-33
| 397 | 6 |
https://www.cambridge.org/core/journals/canadian-journal-of-mathematics/article/enumeration-of-labelled-graphs/AE983E082134E56900EE87A88F95A72C
|
math
|
1. Introduction. The number of connected linear graphs having V vertices labelled 1, … , V and λ (unlabelled) lines is found below. Similar formulas are found for graphs in which slings, lines “in parallel,” or both are allowed and for directed graphs with or without slings or parallel lines. Some of these graphs are also counted when the lines are labelled and the vertices are unlabelled.
Email your librarian or administrator to recommend adding this journal to your organisation's collection.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583658988.30/warc/CC-MAIN-20190117143601-20190117165601-00264.warc.gz
|
CC-MAIN-2019-04
| 505 | 2 |
https://www.semanticscholar.org/paper/Low-temperature-magnetic-and-transport-properties-Elmassalami-Rapp/b1185ff1952c5883f6b772ac3f0f62d087382db1
|
math
|
The low-temperature properties of single-crystal CeCoGe were investigated by specific heat C(T,H), magnetoresistivity ρ(T,H), and differential susceptibility measurements χ(T,H). The zero-field low-temperature specific heat evolves as C = γT+βT(3) = 42T+23.5T(3) mJ mol(-1) K(-1). On comparing its γ = 42 mJ mol(-1) K(-1) with that of LaCoGe (12 mJ mol(-1) K(-2)) it is inferred that both 3d (Co) and 4f (Ce) orbitals contribute to the density of states at the Fermi level. Assuming that its phonic contribution to the specific heat is similar to LaCoGe (β = 0.5 mJ mol(-1) K(-4)), then the extra cubic term in the specific heat (23T(3) mJ mol(-1) K(-1)) must be due to magnon excitation within the antiferromagnetically ordered state, T<T(N). On the other hand, the thermal evolution of the resistivity is found to be dominated by the following scattering processes: magnon scattering operating within the ordered state at T<T(N) leading to a T(4) resistive contribution and a spin fluctuation process associated with the Co subsystem giving rise to both a quadratic resistive term below 15 K and a saturated resistive term at higher temperatures. The isothermal magnetoresistivity below T(N), ρ(T<T(N),H), manifests a peak which is centered at the same critical field that appears in the magnetization isotherms. This peak, together with the peak observed at a temperature 0.7 K below T(N), is attributed to a spin rearrangement of the AFM structure of the Ce sublattice.
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948544677.45/warc/CC-MAIN-20171214144324-20171214164324-00595.warc.gz
|
CC-MAIN-2017-51
| 1,480 | 1 |
https://search.yahoo.com/mobile/s?p=define+motion+in+physics+examples+pdf+notes&ei=UTF-8&_tsrc=apple&age=1w&fr2=p%3As%2Cv%3Aw%2Cm%3Ars-bottom%2Cct%3Agossip
|
math
|
People also ask
What does motion mean in physics?
What is an example of motion?
What kinematics do we need to describe motion?
What is the first step in understanding the motion of objects?
speed and velocity speed distance traveled d , s = , time elapsed t units are m/s or mph or km/hr or... speed s and distance d are both always positive quantities, by definition. velocity = speed + direction of motion Things that have both a magnitude and a direction are called vectors. More on vectors in Ch.3.
Physics Intro & Kinematics Physics Intro & Kinematics Quantities•Velocity Units•Acceleration Vectors•Kinematics Displacement•Graphing Motion in 1-D Mass vs. Weight Mass Scalar (no direction) Measures the amount of matter in an object Weight Vector (points toward center of Earth) Force of gravity on an object
- What Is Motion?
- Types of Motion
- Examples of Motion
- Watch The Video and Learn About Projectile Motion on Inclined Plane
We can define motion as the change of position of an object with respect to time. A book falling off a table, water flowing from the tap, rattling windows, etc., all exhibit motion. Even the air that we breathe exhibits motion! Everything in the universe moves. We live in a universe that is in continual motion. The fundamental particle of matter, t...
We might have noticed that different objects move differently. Some objects move in a curved path, some in a straight path and a few others in a different way. According to the nature of the movement, motion is classified into three types as follows: 1. Linear Motion 2. Rotary Motion 3. Oscillatory Motion
Now let us understand motion clearly with the help of a few examples. 1. Our daily activities, like walking, running, closing the door, etc. involve motion. There is a change of position of the object involved in these activities. 2. The flow of air in and out of our lungs is also an example of motion. 3. The automobiles that carry passengers from ...
Stay tuned with BYJU’S to learn more about other Physics concepts with the help of interesting video lessons.
- 3 min
The Calculus of Motion The Special Case of Constant Acceleration We are trying to answer the question, “What do objects do?” That is, we want to thoroughly describe motion in terms of position, displacement, velocity and acceleration and we have carefully defined these ideas.
Newton's Laws: Forces and Motion A force is a push or a pull. A force is a vector : it has a magnitude and a direction. Forces add like vectors, not like scalars. Example: Two forces, labeled F 1 and F 2, are both acting on the same object. The forces have the same magnitude F F F 12 oand are 90 apart in direction: F F F F F
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506423.70/warc/CC-MAIN-20230922202444-20230922232444-00517.warc.gz
|
CC-MAIN-2023-40
| 2,690 | 18 |
https://balticsupermart.com/products/kozinak-sunflower-150g
|
math
|
Kozinak sunflower 150g
Ingredients ： fried sunflower kernels, starch syrup. There may be a small amount of sesame, peanuts and nuts (almonds, hazelnuts, walnuts).
Delivery Fee: (S$150 or above) ~ Free; (S$100 to S$149.99) ~ S$10;(S$50 to S$99.99) ~ S$12; (S$49.99 or less) ~ S$15. Sentosa, Woodlands, Jurong West, Sembawang are subject to an additional S$10 gratuity in addition to the above shipping charges.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644915.48/warc/CC-MAIN-20230530000715-20230530030715-00120.warc.gz
|
CC-MAIN-2023-23
| 411 | 3 |
https://sanjosefuji.blogspot.com/2011/03/my-newest-cardboard-challenge.html
|
math
|
#1: I want to finish building the short printed set. For those who have never busted this product, the set is comprised of 105 cards... numbered from 1 to 110 (there were five cards not on Beckett's checklist: #45, 59, 65, 70, and 100). The set is broken down into three parts: base set (1-90), SP Time Warps (91-99), and SP rookies (101-110).
I was able to build a bunch of base sets, but unfortunately... I came up one card short on building the complete short printed set. So... if anyone has card #98, which is the Time Warp Tarkenton/Peterson card... I'm looking to trade for it.
#2: My second goal is to build the black framed parallel set, which consists of the first 86 cards (#1-90).
The case provided me with 52 of the cards, so I'm already more than halfway there. Here are the cards I still need:
6, 12, 20, 31, 42, 46, 49, 51, 61, 69, 71, 78, 82, 83, 84, 86
I'm hoping to be able to find some people to trade with... but worse case scenario there are at least a dozen of these cards on COMC for under $.50 a piece.
#3: While we're on the topic of parallels... I'd also like to collect one of each color for the following Packers cards:
#6 Bart Starr
#8 Brett Favre
#10 Brett Favre
#51 Jordy Nelson
#67 Paul Hornung
#86 Vince Lombardi
#93 Paul Hornung/Brett Favre
#97 Paul Hornung/Brett Favre
#102 Brian Brohm
My guess is that I'll never complete this challenge... but it should be fun chasing it down.
#4: Last... but not least... I've decided to take on the challenge of building the Captured on Canvas memorabilia card set.
I'm not a big fan of the event worn pieces (for the rookies), but these cards are fairly inexpensive and I love the design. The cards are #'d CC1-CC60, but three cards weren't made (#'s CC28, CC33, CC34), which brings the set down to a realistic number of 57 cards. I pulled 25 different memorabilia cards from the case, which leaves me with 32 to hunt down. Here they are:
2, 4, 5, 6, 8, 9, 11, 12, 15, 16, 19, 22, 23, 24, 26, 29, 30,
32, 36, 37, 40, 41, 42, 43, 45, 49, 50, 51, 52, 53, 58, 59
After checking out the checklist... it seems that Favre & Romo will probably set me back the most money... but they've both sold for single digits on Ebay recently... so it shouldn't be too expensive to build this set.
There you have it. Four challenges... different levels of difficulty... but all of these will definitely look sweet when I display these in a binder. So... if any of you have any of these for sale or trade... let me know what you're looking for in return.
Have a fabulous Friday everyone... Sayonara!
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589557.39/warc/CC-MAIN-20180717031623-20180717051623-00461.warc.gz
|
CC-MAIN-2018-30
| 2,553 | 24 |
http://www.stat.ucla.edu/cases/pix/answer2.php
|
math
|
The expected value of the sum S of the weights of the 100 coins in the sample is now E(S) = n* E(S) = 12770 gr, with SE(S)=10 gr. As before the long run histogram of S is normal, centered at 12770 gr and with variance equal to 100 (10 squared).
P(survive) = P(12768 < S < 12832) = P( (12768-12770)/10 < Z < (12832-12770)/10 ) = P( -.2 < Z < 6.2 )which is approximately 58 %. Therefore, his chances of surviving are better than 1 in 2.
However, if he manages to survive he will keep a lot of gold. It will take him n * E(X) = 12,770,000 gr to manufacture the 100,000 coins, give or take SD * (square root of n) = 1 * (square root of 1000,000) = 316 gr. He will receive 100000 * 128 = 12,800,000 gr to manufacture them, so he will end up with 12,800,000 - 12,770,000 = 30,000 gr, give or take about 316 gr.
Return to problem statements.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221217951.76/warc/CC-MAIN-20180821034002-20180821054002-00160.warc.gz
|
CC-MAIN-2018-34
| 834 | 4 |
http://vase.essex.ac.uk/quizzes/index.cgi?quiz=before-starting
|
math
|
Adrian F. Clark
Which of the following compression schemes is used in standard definition TV in the UK?
In programs such as Photoshop, what is unsharp masking?
emphasising the edges in an image
In photography, which of the following controls the depth of field?
Which of the following is NOT a machine learning algorithm?
Which of the following corresponds to a 3 MP image from a digital camera?
2048 x 1536 pixels
What is the name of the face detection algorithm in digital cameras?
Which of the following is useful for comparing the similarity of a pair of images?
In how many different wavebands does a digital camera capture an image?
Roughly, what is the wavelength of visible light?
What is chromatic aberration?
the difference in focus due to the wavelength of light
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676592861.86/warc/CC-MAIN-20180721223206-20180722003206-00475.warc.gz
|
CC-MAIN-2018-30
| 773 | 14 |
https://itbiografie.com/electrical-drafting-symbol/
|
math
|
49 Pleasant Photos Of Electrical Drafting Symbol
– Welcome to my blog, in this time period I am going to give you some great ideas concerning electrical drafting symbol.
standard electrical symbols for electrical schematic diagrams the electrical symbols can vary from country to country nowadays but are to a large extent internationally standardized some electrical symbols be e virtually extinct with the development of new technologies in cases where there is more than one mon electrical symbol we have tried to give an alternate representation electric symbols on blueprints house plans helper if you want to make sense of electric symbols on your blueprints then you’ve e to the right place the placement of the outlets for all the electrical items in your home can have a significant impact on the design of your home if you d like a free pdf of all the blueprint and floor plan symbols go ahead and sign up below electrical symbols electronic symbols electrical symbols & electronic symbols electrical symbols and electronic circuit symbols are used for drawing schematic diagram the symbols represent electrical symbols electrical diagram symbols conceptdraw the plan each electrical device is referenced with the proper symbol electrical symbols are used for universal recognition of the building plan by different persons who will be working on the construction not all possible electric symbols used on a certain plan so the symbols used in the current home plan are included to a legend drafting symbols g w learning mon dimensioning gd&t architectural piping and electrical symbols copyright by goodheart willcox co inc drafting symbols 2 general notes abbreviations electrical symbols thinkaec electrical device mounting heights installation detail general notes typical rough in requirements detail for mc cable keyed notes these documents are instruments of professional service and the information contained herein is in plete unless in conjunction with royal engineering s interpretations decisions observations and administrations symbol of switches push buttons electrical symbols symbol of switches push buttons circuit switches in the largest collection of schematic symbols electric and electronic of internet symbols of electronic sensors transducers detectors symbols of electronic sensors transducers detectors in the largest collection of schematic symbols electric and electronic of internet engineering drawing abbreviations and symbols engineering drawing abbreviations and symbols are used to municate and detail the characteristics of an engineering electrical rule check f electronic symbol an electronic symbol is a pictogram used to represent various electrical and electronic devices or functions such as wires batteries resistors and transistors in a schematic diagram of an electrical or electronic circuit
Electrical Engineering Installation Symbols Drawing from electrical drafting symbol , source:ebay.com.au
Electrical Symbols and Meanings from electrical drafting symbol , source:www.tutorvista.com
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578531994.14/warc/CC-MAIN-20190421160020-20190421182020-00189.warc.gz
|
CC-MAIN-2019-18
| 3,047 | 5 |
https://research-repository.uwa.edu.au/en/publications/pattern-recognition-based-on-canonical-correlations-in-a-high-dim
|
math
|
This paper is concerned with pattern recognition for 2-class problems in a High Dimension Low Sample Size (hdlss) setting. The proposed method is based on canonical correlations between the predictors X and responses Y. The paper proposes a modified version of the canonical correlation matrix σX-1/2σXYσY-1/2 which is suitable for discrimination with class labels Y in a hdlss context. The modified canonical correlation matrix yields ranking vectors for variable selection, a discriminant direction and a rule which is essentially equivalent to the naive Bayes rule. The paper examines the asymptotic behavior of the ranking vectors and the discriminant direction and gives precise conditions for hdlss consistency in terms of the growth rates of the dimension and sample size. The feature selection induced by the discriminant direction as ranking vector is shown to work efficiently in simulations and in applications to real hdlss data.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038077843.17/warc/CC-MAIN-20210414155517-20210414185517-00411.warc.gz
|
CC-MAIN-2021-17
| 944 | 1 |
https://appexchange.salesforce.com/appxListingDetail?listingId=a0N3000000B3nQREAZ
|
math
|
$399 USD per company per month Free 15 day trial, then: $399 / month for all Salesforce editions $199 / month for nonprofits Discounted pricing is available for nonprofits/NGOs!
Discounts available for nonprofits
Easily and securely encrypt your Salesforce Org ID and add a dynamic CAPTCHA to any web-to-lead form you have.####Powered by Google reCAPTCHA!####Free 15 day trial, then $499 monthly for any number of web-to-lead forms.####Nonprofits / NGOs discount.
We show Salesforce accounts that are linked to Trailblazer.me and have the Manage Billing permission. If your account is missing, check that you connected the account to your Trailblazer.me profile. Then verify that you’ve been assigned the Manage Billing permission in the related org.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652663006341.98/warc/CC-MAIN-20220527205437-20220527235437-00022.warc.gz
|
CC-MAIN-2022-21
| 752 | 4 |
http://www.britannica.com/EBchecked/topic/553008/solar-system/242067/Formation-of-ring-systems
|
math
|
Formation of ring systems
The formation of planetary rings remains a subject of intense research, although their existence can be easily understood in terms of their position relative to the planet that they surround. Each planet has a critical distance from its centre known as its Roche limit, named for Édouard Roche, the 19th-century French mathematician who first explained this concept. The ring systems of Jupiter, Saturn, Uranus, and Neptune lie inside the Roche limits of their respective planets. Within this distance the gravitational attraction of two small bodies for each other is smaller than the difference in the attraction of the planet for each of them. Hence, the two cannot accrete to form a larger object. Moreover, because a planet’s gravitational field acts to disperse the distribution of small particles in a surrounding disk, the random motions that would lead to accretion by collision are minimized.
The problem challenging astronomers is in understanding how and when the material making up a planet’s rings reached its present position within the Roche limit and how the rings are radially confined. These processes are likely to be very different for the different ring systems. Jupiter’s rings are clearly in a steady state between production and loss, with fresh particles continuously being supplied by the planet’s inner moons. For Saturn, scientists are divided between those who propose that the rings are remnants of the planet-forming process and those who believe that the rings must be relatively young—perhaps only a few hundred million years old. In either case, their source appears to be icy planetesimals that collided and fragmented into the small particles observed today.
Solution to the angular momentum puzzle
The angular momentum problem that defeated Kant and Laplace—why the planets have most of the solar system’s angular momentum while the Sun has most of the mass—can now be approached in a cosmic context. All stars having masses that range from slightly above the mass of the Sun to the smallest known masses rotate more slowly than an extrapolation based on the rotation rate of stars of higher mass would predict. Accordingly, these sunlike stars show the same deficit in angular momentum as the Sun itself.
The answer to how this loss could have occurred seems to lie in the solar wind. The Sun and other stars of comparable mass have outer atmospheres that are slowly but steadily expanding into space. Stars of higher mass do not exhibit such stellar winds. The loss of angular momentum associated with this loss of mass to space is sufficient to reduce the rate of the Sun’s rotation. Thus, the planets preserve the angular momentum that was in the original solar nebula, but the Sun has gradually slowed down in the 4.6 billion years since it formed.
|
s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1430458592487.16/warc/CC-MAIN-20150501053632-00077-ip-10-235-10-82.ec2.internal.warc.gz
|
CC-MAIN-2015-18
| 2,836 | 6 |
http://eprints.pascal-network.org/archive/00001443/
|
math
|
The algebra of Bonferroni bounds: discrete tubes and extensions
Bonferroni, or inclusion-exclusion, bounds and identities have a rich history. They concern the indicator function, and hence the probability content, of the union of sets. In previous work, the authors defined a discrete tube which yields upper and lower bounds which are at least as tight as the standard bounds obtained by truncating inclusion-exclusion identities at particular depths. Here, some connections to other fields are made, based particularly on the algebra of indicator functions. These leads to the consideration of the complexity of more general Boolean statements.
|
s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936463460.96/warc/CC-MAIN-20150226074103-00172-ip-10-28-5-156.ec2.internal.warc.gz
|
CC-MAIN-2015-11
| 647 | 2 |
https://brainly.com/question/174925
|
math
|
Carlita was either sipping the hot chocolate while she was out, or else
approximating the numbers. The exact number she reported is not
possible. To see why, I'll do it strictly by the math:
Robins = 5 times
Cardinals = 1 time
Total birds = 6 times
6 times = 25 birds
Divide each side by 6 : 1 time = 25/6 = 4-1/6 birds
Robins = 5 times = 20-5/6 of them
Cardinals = 1 time = 4-1/6 of them
Total: (20-5/6) + (4-1/6) = 25 birds.
How many more robins than cardinals = (20-5/6) - (4-1/6) = 16-2/3 more.
The math works out fine. But if the numbers she reported are true,
then some of what she saw was partial birds ... legs, or feathers,
things like that. Eeeew. I don't want to talk about it.
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560279410.32/warc/CC-MAIN-20170116095119-00172-ip-10-171-10-70.ec2.internal.warc.gz
|
CC-MAIN-2017-04
| 688 | 15 |
http://17tiktok.com/jishu/4794643
|
math
|
1096 Consecutive Factors (20分) Among all the factors of a positive integer N, there may exist several consecutive numbers. For example, 630 can be factored as 3×5×6×7, where 5, 6, and 7 are the three consecutive numbers. Now given any positive N, you are supposed to find the maximum number of consecutive factors, and list the smallest sequence of the consecutive factors.
Input Specification: Each input file contains one test case, which gives the integer N (1N2^31).
Output Specification: For each test case, print in the first line the maximum number of consecutive factors. Then in the second line, print the smallest sequence of the consecutive factors in the formatfactor*factor*...*factor[k], where the factors are listed in increasing order, and 1 is NOT included.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703512342.19/warc/CC-MAIN-20210117112618-20210117142618-00446.warc.gz
|
CC-MAIN-2021-04
| 779 | 3 |
https://www.nagwa.com/en/videos/674142616494/
|
math
|
Find the correct subtraction sentence to solve the given problem. You have nine rabbits. Four of them are in the hutch. And the rest are in the garden. How many are in the garden? Is it nine take away five equals four, nine take away four equals five, or nine take away four equals four?
We can use the information from the question to help us write down the number sentence. We know there are nine rabbits in the garden. And four of them are in the hutch. We need to find how many are in the garden, or nine take away four.
We could use blocks or bricks to help us answer the question. Here we have nine bricks. Let’s take away four: one, two, three, four. How many are left? One, two, three, four, five. So the correct subtraction sentence is nine take away four equals five.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370494331.42/warc/CC-MAIN-20200329105248-20200329135248-00553.warc.gz
|
CC-MAIN-2020-16
| 779 | 3 |
http://muslimsofboston.com/listing/614/
|
math
|
Master bedroom with a private bath, available in a 2B/2B apartment.
Spacious room with tons of sunlight.
Laundry in the unit
The bus stop is right across the street.
$1000 included everything (Water, Heat, Trash Removal, Sewer, Air Conditioning, electricity, WIFI).
Long Term Willing to team up Bedrooms: 1
Start Date: Aug. 1, 2020
End Date: Aug. 1, 2021
Posted 4 months, 2 weeks ago
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141177607.13/warc/CC-MAIN-20201124224124-20201125014124-00428.warc.gz
|
CC-MAIN-2020-50
| 401 | 9 |
http://www.solutioninn.com/draw-the-engel-curves-for-the-following-goods-food-hawaiian
|
math
|
Question: Draw the Engel curves for the following goods food Hawaiian
Draw the Engel curves for the following goods: food, Hawaiian vacations, cashews, and Kmart brand sneakers ($4.99/pr).
Relevant QuestionsIn 2001, X cost $3 and sold 400 units. That same year, a related good Y cost $10 and sold 200 units. In 2002, X still cost $3 but sold only 300 units, while Y rose in price to $12 and sold only 150 units. Other things the ...What price maximizes total expenditure along the demand curve P = 27 - Q2?When the price of gasoline is $1/gal, you consume 1000 gal/ yr. Then two things happen: (1) The price of gasoline rises to $2/gal and (2) a distant uncle dies, with the instruction to his executor to send you a check for ...Crusoe will live this period and the next period as the lone inhabitant of his island. His only income is a crop of 100 coconuts that he harvests at the beginning of each period. Coconuts not consumed in the current period ...Smith lives in a world with two time periods. His income in each period, which he receives at the beginning of each period, is $210. If the interest rate, ex-pressed as a fraction, is 0.05 per time period, what is the ...
Post your question
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818685993.12/warc/CC-MAIN-20170919183419-20170919203419-00444.warc.gz
|
CC-MAIN-2017-39
| 1,196 | 4 |
https://tohoku.pure.elsevier.com/ja/persons/akihiro-munemasa/publications/?type=%2Fdk%2Fatira%2Fpure%2Fresearchoutput%2Fresearchoutputtypes%2Fcontributiontobookanthology%2Fconference
|
math
|
Betsumiya, K., Betty, R. A. L. & Munemasa, A.
, 2009 12 28
, Cryptography and Coding - 12th IMA International Conference, Cryptography and Coding 2009, Proceedings. p. 65-77 13 p.
(Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); vol. 5921 LNCS).
研究成果: Conference contribution
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178355944.41/warc/CC-MAIN-20210226001221-20210226031221-00611.warc.gz
|
CC-MAIN-2021-10
| 369 | 5 |
https://www.cedint.upm.es/es/publicacion/optical-design-through-optimization-using-freeform-orthogonal-polynomials-rectangular
|
math
|
Optical design through optimization using freeform orthogonal polynomials for rectangular apertures
With the increasing interest in using freeform surfaces in optical systems due to the novel application opportunities and manufacturing techniques, new challenges are constantly emerging. Optical systems have traditionally been using circular apertures, but new types of freeform systems call for different aperture shapes. First non-circular aperture shape that one can be interested in due to tessellation or various folds systems is the rectangular one. This paper covers the comparative analysis of a simple local optimization of one design example using different orthogonalized representations of our freeform surface for the rectangular aperture. A very simple single surface off-axis mirror is chosen as a starting system. The surface is fitted to the desired polynomial representation, and the whole system is then optimized with the only constraint being the effective focal length. The process is repeated for different surface representations, amongst which there are some defined inside a circle, like Forbes freeform polynomials, and others that can be defined inside a rectangle like a new calculated Legendre type polynomials orthogonal in the gradient. It can be observed that with this new calculated polynomial type there is a faster convergence to a deeper minimum compared to “defined inside a circle” polynomials. The average MTF values across 17 field points also show clear benefits in using the polynomials that adapted more accurately to the aperture used in the system.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104496688.78/warc/CC-MAIN-20220704202455-20220704232455-00394.warc.gz
|
CC-MAIN-2022-27
| 1,600 | 2 |
https://essayintl.com/this-is-exam-paperplz-carefully-answer-thx-2070598
|
math
|
The paper "Heteroskedasticity Test" is an outstanding example of a finance and accounting assignment. AR 1 is a model that is used to determine or predict time series and is affected by the availability of outliers while ARD1 is not affected by outliers. AR1 uses excitation noise of student t distribution while ARD1 uses AR coefficient to determine the model order. Question 12 Log DD= a0 +a1log P + e LogDD- a1log P =a0 +e Log (DD-) = a0 +e DD- = (a0+e) DD - (a0+e) = =DD - (a0+e) P= Part B Question1 (a) Income is included as a log because it is has a non-linear relationship and it has an indirect relationship with medical expenditure.
Age is included as a non-linear relationship because it has random dependent variables. (b)It is possible for private health insurance to influence medical expenditures because health insurance always pays medical expenses at a given rate. It is influenced by the level of medical insurance cover. (C) The implication of fixed effect estimator ensures that the observed quantities are treated like non-random quantities and also allow explanatory variables to be used as if they are originated from random causes. Question2 (a) Why is a choice is correlated with U1? There is a correlation of choice with U1 because Choice of the school depends on the family income.
It is also due to choice and U1 is directly depending on each other. (b)Is grant correlated with U1? Grant is has a positive correlation with U1 because it influences the occurrence of U1 (C) The reduced form of choice and what is needed for a grant to be partially correlated with choice is = Score-1(β 0+β 2faminic+U1) and foe grant to be partially correlated the endogenous variable must be solved through regression and its derivation is done by first starting with identifying the certain relationship between different variables. d) The reduced equation for score and explain why this is useful.
The reduction of this is useful for economic analysis. It also standardizes the question to a manageable level. Score = choice + faminic + U1 Question 3 (a) Interpretation of the equation The presence of terrorism in a country depends on the nature of the political regime and geographical area to which the country is situated. The equation aims to capture the relationship between the political regime and terrorism.
The type of system identified is a fixed effect model system. (b) The estimation methodology is moment estimations which require the determination of the equation used to produce the relationship of the terrorism with the population parameter for it to proceed. Question 4 (i) There evidence of heteroskedasticity from the above model because residual and predicted variables of the above equation are normally distributed and there is a strong relationship between the predicted values and the residual values. (ii)Yt=β 1 (1/σ t)+β 2X2t/σ t +β 3X3t/σ t +… +β kXkt/σ t +ut/σ t
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704799711.94/warc/CC-MAIN-20210126073722-20210126103722-00620.warc.gz
|
CC-MAIN-2021-04
| 2,919 | 5 |
https://cvgmt.sns.it/paper/2194/
|
math
|
Inserted: 4 jul 2013
Last Updated: 27 aug 2014
Journal: ESAIM: Control, Optimization and Calculus of Variations
In this paper we introduce the concept of mean-field optimal control which is the rigorous limit process connecting finite dimensional optimal control problems with ODE constraints modeling multi-agent interactions to an infinite dimensional optimal control problem with a constraint given by a PDE of Vlasov-type, governing the dynamics of the probability distribution of interacting agents. While in the classical mean-field theory one studies the behavior of a large number of small individuals freely interacting with each other, by simplifying the effect of all the other individuals on any given individual by a single averaged effect, we address the situation where the individuals are actually influenced also by an external policy maker, and we propagate its effect for the number N of individuals going to infinity. In order to develop this new concept of limit rigorously, we need to carefully combine the classical concept of mean-field limit, connecting the finite dimensional system of ODE describing the dynamics of each individual of the group to the PDE describing the dynamics of the respective probability distribution, with the well-known concept of Gamma-convergence to show that optimal strategies for the finite dimensional problems converge to optimal strategies of the infinite dimensional problem.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652207.81/warc/CC-MAIN-20230606013819-20230606043819-00071.warc.gz
|
CC-MAIN-2023-23
| 1,435 | 4 |
http://en.magomechaya.com/index.php/epub/linear-programming-an-intro-with-applns
|
math
|
By A. Sultan
Read or Download Linear Programming - An Intro. With Applns. PDF
Best linear books
This publication is meant as an introductory textual content as regards to Lie teams and algebras and their function in a number of fields of arithmetic and physics. it truly is written through and for researchers who're basically analysts or physicists, now not algebraists or geometers. now not that we have got eschewed the algebraic and geo metric advancements.
Functional courses in Chemical Engineering are a cluster of brief texts that every presents a concentrated introductory view on a unmarried topic. the total library spans the most subject matters within the chemical technique industries that engineering pros require a easy realizing of. they're 'pocket courses' that the pro engineer can simply hold with them or entry electronically whereas operating.
Can one examine linear algebra completely via fixing difficulties? Paul Halmos thinks so, and you'll too when you learn this publication. The Linear Algebra challenge ebook is a perfect textual content for a path in linear algebra. It takes the coed step-by-step from the fundamental axioms of a box throughout the thought of vector areas, directly to complicated innovations similar to internal product areas and normality.
- Ring Theory, 1st Edition
- Lineare Algebra und analytische Geometrie (Springer-Lehrbuch) (German Edition)
- Dimensions, Embeddings, and Attractors (Cambridge Tracts in Mathematics)
- Formation and Containment Control for High-order Linear Swarm Systems (Springer Theses)
- Simultaneous Triangularization (Universitext)
Extra info for Linear Programming - An Intro. With Applns.
Then f is a linear form on V. l. If T:V- W is a linear mapping, then T(x- y) = Tx- Ty for all x, y in V. 4. If V is a vector space, prove that the mapping T:V x V- V defined by T(x, y) = x- y is linear. ) 5. 3, an element (a1o .. , an) of Fn such that T(ah . • , Xn. For example, suppose that V = F 2, n = 3 and x 1 = (2, -3), x 2 = (4, 1), x 3 = (8, 9). 3. (ii) Show that ( -2, 3, -1) is a relation among xh x 2, x 3 • 6. 2 uses only the additivity of the mapping T. Give a proof using only its homogeneity.
The statement [x] C X may be written [x] e "P(X), where tp(X) is the power set 2 of X; thus X/- is a subset of tp(X), that is, X/- c tp(X). 4), then V/- is replaced by the more suggestive notation V/M. 8). 17 Definition If - is an equivalence relation in a set X, there is a natural mapping q:X-+ X/-, namely, the mapping that assigns to each point x in X its equivalence class [x]: for all x eX. 7. 5 EQUIVALENCE RELATIONS AND QUOTIENT SETS 45 Since X/- is the set of all classes [x ], it is obvious that q is surjective; it is called the quotient mapping of X onto X/-.
11} and y is a fixed vector in W, the mapping T:V-+ W defined by Tx = l(x)y for all x e V is linear. } The dependence of T on I and y is expressed by writing T =I® y (which suggests a kind of 'product' of I and y). (V, W}, (I® y)(x) = l(x)y for all x e V. (V); T is called a scalar linear mapping. (F, V). 11). (V, W). Can it be made into a vector space? Why should we ask the question? At any rate, the problem would be to define sums and scalar multiples of linear mappings, and the motivation should come from 'real life'.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300253.51/warc/CC-MAIN-20220117000754-20220117030754-00478.warc.gz
|
CC-MAIN-2022-05
| 3,283 | 15 |
https://innovationorigins.com/en/relationship-between-quantum-physics-and-spacetime-discovered/
|
math
|
Physicists around the world are looking for theories that combine quantum physics and spacetime as described by Einstein. Now, researchers at the Austrian Academy of Sciences (ÖAW) have discovered an important connection between quantum correlation and quantum physics.
The essential principle between all physical interactions is locality. This states that any physical system can only interact with systems in their immediate environment. For remote systems, there must be an intermediate medium. A principle that can be understood, for instance, when telephoning with mobile phones, in which the data is transmitted via electromagnetic waves in order to be able to make contact with the person you are talking to.
Fourth dimension: Spacetime
Quantum physicists from the Austrian Academy of Sciences and the University of Vienna examined the principle of locality in terms of a connection between quantum mechanics and spacetime. Spacetime is the understanding of gravitation that stems from Albert Einstein’s general theory of relativity. That space which merges the three spatial dimensions with the fourth dimension of time (past, present, future).
Alice and Bob
The researchers worked on the correlation of two independently generated measurement results. At first, the fourth dimension was not taken into account: The starting point was three-dimensional space, in which two fictitious observers – Alice and Bob – explore two separate components of a physical system. Alice’s research area is limited (region of space) and Bob’s research area is outside of this limited space. Alice and Bob are synonyms for sender and recipient of a message. They are used to simplify explanations in physics.
Image above: Correlations generated by quantum entanglement are also referred to as quantum correlations. Measurement results on several entangled (interacting) subsystems are correlated, i.e. depending on the measurement results of one subsystem there is a modified probability distribution for the potential measurement results on the other subsystems.
Area law of entropy
The area law for the entanglement entropy is an essential law in quantum physics. It states that the correlation between the measurement results of Alice and Bob is proportional to the boundary area. But not to its volume, as one might easily assume when thinking in terms of three-dimensional space.
Building on the law of entropy, the scientists explored the scenario from the perspective of Time, the fourth dimension. Alice carries out her measurements in a circumscribed area of a space over a specified period of time. Bob measures outside of this range and has access to any other available points at any time. In this spacetime simulation, they wanted to find out what role the boundary between Alice and Bob means for the correlation between the measurement results.
They came to the conclusion that the area law of entropy also applies to spacetime. Provided the principle of locality is in force, this means the objects interact locally with each other. Also taking into account the dimension of time, the correlation of the measurement results from Alice and Bob is directly proportional to the area of the boundary area. Volume does not play a role in the extent of the correlation, not even in spacetime.
Časlav Brukner, team leader at the Institute for Quantum Optics and Quantum Information from the Austrian Academy of Sciences and one of the authors of the study, sees this finding as getting closer to a uniform theory for the worlds of quantum physics and gravitation. Quote: “We have succeeded in finding an important relationship between quantum correlation and spacetime.”
Publikation im Journal Quantum Information
Kull, I./ Allard Guérin, P./Brukner, Č. (2019): A Spacetime Area Law Bound on Quantum Correlations. Nature Partner Journal Quantum Information. (Open Access)
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474746.1/warc/CC-MAIN-20240228211701-20240229001701-00083.warc.gz
|
CC-MAIN-2024-10
| 3,890 | 14 |
http://evrobiz.ml/xiva/blackjack-statistics-table-566.php
|
math
|
Later, while I was shuffling- I noticed two 9 of spades side by side.Repeat step 3 but multiply by 4 instead of 2, and this time consider getting an 8 as a third card, corresponding to the situation where the player is forced to stop resplitting.For a low house edge game like blackjack, the reduction in the probability of success will be small.
Dear Wizard, I was recently playing blackjack with somewhat of a card-shark who also happens to be my friend.I wrote a letter of complaint about it to the casino manager, stating in part: I just wanted to express my disappointment in this change, if it is true.Blackjack Probability Odds. Blackjack odds are percentage figures which represent your. This table will show the probability of the dealer busting or getting a.If the first card dealt is an ace what is the probability the dealer will have a blackjack.
Maybe you can take advantage of his complaining by offering to buy his hand for less than the fair 79 cents on the dollar.If you've ever been undecided about whether to hit or stand in a game of blackjack when the dealer's upcard is a "bust card," learning about the dealer's bust-out.If the probability of a dealer bust is 56% with a six, my calculation suggests the odds of this independent event happening six consecutive times is 0.23%.All of this assumes flat betting, otherwise the math really gets messy.Want to turn the blackjack odds in your favor? Basic blackjack strategy is the first thing you need to learn before betting real money at a live casino table.Can You Beat Blackjack by Betting on Streaks. Blackjack buffs lose more rounds than they win. His columns focused on gambling probability and statistics.
I tried to look on the Web but have no idea where I would find something like that.It seems to me that it takes a lot longer to win X number of chips that to lose the same amount (I only play blackjack).Answer. a. A basic strategy player can expect to bust about 16 percent of the time or once every six hands.
Also, since most strategies are based on millions of calculations done on a computer, I wonder if those of us who will never play a million hands can rely on slight variations like this one.Blackjack Outcome Calculator. Here, you can estimate the probability of winning or losing a specified amount of money given betsize, number of hands and advantage.In comparing expected values, I obtained the same numbers as you in all cases, except for pair splitting, which were slightly different.
This email newsletter is FREE, and every issue is packed with great articles on.
Consider a hypothetical side that pays 3 to 1 for any suited pair in a one-deck game.It seems only a 10 or face card can beat this and the odds would be in my favor if the dealer draws more than one card.
Complete tables showing the percentage probabilities of all dealer final totals in blackjack based on the dealer upcard.
When the dealer hits on a soft 17, the dealer will bust about 29.6% of the time.I was reading through some of your past Ask the Wizard columns and saw your calculation of the probability of a string of losses in the August 4, 2002 Column.My friend and I are debating two blackjack issues that arose from his Caribbean Vacation. (1) What shift in odds does the dealer NOT drawing the second card have.
So in 10,000 hands you are likely to win or lose less than 2% of total money bet due to random variation.One of my favorites was a guy who never looked at his cards playing blackjack.just tucked them.Blackjack - Probability. Any basic statistics book should have a. I am a blackjack dealer and last night I amazed my table on a single-deck blackjack.Lets assume a very basic set of rules and table for them, these rules are unlikely to be seen in any casino and the reason is clear, there is only a 0.04% edge in.
Blackjack is not entirely a game of independent trials like roulette, but the deck is not predisposed to run in streaks.I would have to do a computer simulation to consider all the other combinations.Losing hands, on the other hand, often lose only a single betting unit.This amazing professionally produced e-book includes 25 great articles by the stars of.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247496080.57/warc/CC-MAIN-20190220190527-20190220212527-00482.warc.gz
|
CC-MAIN-2019-09
| 4,164 | 11 |
https://futur.upc.edu/11858078
|
math
|
This article is about finite commutative semifields that are of rank 2 over their middle nucleus, the largest subset of elements that is a finite field. These semifields have a direct correspondence to certain flocks of the quadratic cone in
PG(3, q) and to certain ovoids of the parabolic space Q(4, q). We shall consider
these links, the known examples and non-existence results.
Ball, S.; Lavrauw, M. Commutative semifields of rank 2 over their middle nucleus. A: Finite Fields and Applications. "Finite fields with applications to coding theory, cryptography and related areas". Oaxaca: Springer, 2001, p. 1-21.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578530176.6/warc/CC-MAIN-20190421040427-20190421061340-00081.warc.gz
|
CC-MAIN-2019-18
| 615 | 4 |
https://www.radopsys.com/products/vehicular-mount-cellular-jammer/
|
math
|
This Vehicle Jammer is used to shield any attempt of attack by using improvised explosive device, blocking all cellular communication. Man pack version are available with different size, output power and frequency band configurations as per customer's demand.
• Vehicle Mounted System for Convoy and VIP Protection
• Wide frequency coverage (800-2200) MHz
• Various modulation types jamming capability (Pulse and sweep)
• Easy Intuitive Operation
• Antennas: Single Broadband Antenna
• Power Consumption 10Aat24VDC, typical
• Kit-set system integration
• Optional: A selective operation for each band.
• Presidential Guard
• VIP Protection
• Convoy Protection
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100909.82/warc/CC-MAIN-20231209103523-20231209133523-00827.warc.gz
|
CC-MAIN-2023-50
| 681 | 12 |
https://studysoup.com/tsg/1033126/statics-and-mechanics-of-materials-5-edition-chapter-12-2-problem-f12-4
|
math
|
If the beam is subjected to a shear force of V = 20 kN, determine the maximum shear stress in the beam.
Step 1 of 3
ENGR 121: Computation Lab 1 Course Description Introduces computation and programming through the use of a mathematical computation system, such as MATLAB. Programming techniques and algorithmic problem solving are introduced in the context of data analytics, basic calculus, modeling, simulation, and visualization. The course also illustrates the strengths and limitations of the scientific software in solving mathematical, engineering and scientific problems. WEEK 1 Lecture 1 Summary of Lecture: beginning to understand the vocabulary and functions in MATLAB and how we will use MATLAB and BlackBoard Learn to turn in assignments, take quizzes, etc. Goal of the course: learn to THINK like a programmer aka step by step pr
Textbook: Statics and Mechanics of Materials
Author: Russell C. Hibbeler
Since the solution to F12-4 from 12.2 chapter was answered, more than 244 students have viewed the full step-by-step answer. The full step-by-step solution to problem: F12-4 from chapter: 12.2 was answered by , our top Engineering and Tech solution expert on 03/16/18, 04:48PM. The answer to “If the beam is subjected to a shear force of V = 20 kN, determine the maximum shear stress in the beam.” is broken down into a number of easy to follow steps, and 22 words. Statics and Mechanics of Materials was written by and is associated to the ISBN: 9780134382593. This full solution covers the following key subjects: . This expansive textbook survival guide covers 54 chapters, and 1681 solutions. This textbook survival guide was created for the textbook: Statics and Mechanics of Materials, edition: 5.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703514423.60/warc/CC-MAIN-20210118061434-20210118091434-00367.warc.gz
|
CC-MAIN-2021-04
| 1,724 | 6 |
http://studentsmerit.com/paper-detail/?paper_id=35656
|
math
|
A family doctor is interested in examining the relationship between a patient?s age and total cholesterol. He randomly selects 14 of his female patients and obtains the data presented in the scatter plot below;Simple Linear Regression;Simple linear regression results;Dependent Variable: Total Cholesterol;Independent Variable: Age;Total Cholesterol = 151.35365 + 1.3990642 Age;Sample size: 14;R (correlation coefficient) = 0.7178;R-sq = 0.5152521;Parameter estimates;Parameter Estimate;Intercept 151.35365;Slope 1.3990642;a. Looking at the following scatterplot of the data, what does it tell you about the;relationship between Age and Total Cholesterol Level?;b. Find the equation of the least squares line of regression for this data.;c. What does the correlation coefficient tell you about the relationship;between the patient?s Age and their Total Cholesterol Level?;d. If a patient is 35, predict their Total Cholesterol Level.;e. Are you confident that predictions based on the equation of the;least squares line of regression will be quite accurate? Why or;why not?;f. What percentage of the variation in the Total Cholesterol Level can be explained by the regression on the patient?s Age?
Paper#35656 | Written in 18-Jul-2015Price : $22
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698541864.24/warc/CC-MAIN-20161202170901-00072-ip-10-31-129-80.ec2.internal.warc.gz
|
CC-MAIN-2016-50
| 1,245 | 2 |
https://wertel.blogspot.com/2009/06/bi-linear-material-models.html
|
math
|
But, when I need to run FEA, it is because the problem is too complex for me to make accurate judgements or conservative simplifications. Thus, I need a fairly accurate representation. Most of all, I may be at the point where I pass yield. Running an FEA simulation using the standard linear material models is not sufficient. Yet, for a first-pass analysis I also don't need a fully defined model. I need a good approximation with a fast run-time.
Enter, the bi-linear material model.
The figure above is of a typical stress-strain curve for steel.
The cyan colored line with the slope E1 is your standard Modulus of Elasticity in the elastic range as determined by the .2% offset to find the yield strength (sigma y) at the yield strain (epsilon y). The second cyan line with the slope E2 is the approximated elasticity in the plastic range of the material. It is approximated because, as you can obviously see, contains error above and below the line compared to the actual stress-strain curve. But, it is a much more accurate approximation as to the material's response to a load then continuing with the usual FEA analysis of linear materials as it would continue to follow the Modulus of Elasticity, projected as the green line.
Just like the Modulus if Elasticity (E1) is the slope of the line to the yield point
the modulus of "plasticity" (E2) is the slope of the line from the yield point to the ultimate point.
The benefit of using a bi-linear material model is
- You can easily define the two equations of state with the data you already have from the material properties.
- It solves relatively quickly because it uses the same matrix & solver as a linear static analysis, but changes the modulus value if the yield point is reached.
- It is more accurate than assuming a non-yielding analysis.
The biggest problem with the bi-linear material model is that it is considered a nonlinear material model. For most FEA applications, that requires me to purchase the nonlinear package. In other words, to get a reasonable approximation, I have to spend a whole lot of money for material models I'll never use. It's not like I'm defining the equations of state for rubbers or amorphous solids. I'm just approximating the stress strain curve of isotropic materials beyond yield with a linear function. How is that nonlinear?
So why don't "express" versions of FEA software - the ones that come with the CAD software - have a the ability to solve bi-linear materials models without forcing me to purchase a bloated piece of non-linear material code I won't use? Bi-Linear material models are great for first-pass analysis and ballpark figures. Given enough margin for error, they can even be used for final approvals, but they are more in-line with comparative analysis and "warm fuzzies." Why not include them with express FEA solvers?
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463607811.15/warc/CC-MAIN-20170524093528-20170524113528-00131.warc.gz
|
CC-MAIN-2017-22
| 2,841 | 12 |
http://quadibloc.com/other/cg03.htm
|
math
|
Books about Bridge will introduce players to how they should bid by explaining the basic principle and by giving a few examples. To make the principle easier to understand, though, it would seem that it would be helpful to give a larger group of examples, even if they include some less likely to occur in practice.
For example, if you hold the Ace of the trump suit, you are guaranteed to win one trick, because it is the most valuable card in the deck. If you hold both the King and Queen of the trump suit, you are also guaranteed to win one trick, because there is only one card, the Ace, that can beat either of them that someone else might hold.
Holding both the King and Queen is slightly better, though, because it might happen that your partner is the player holding the Ace, or that it might be used up in the game for some other reason. It could be that it is for that reason that a more extensive table of possibilities where one trick is forced isn't usually given in books for beginners, because it is somewhat misleading as to the relative values of the hands.
Cards in a suit that force one trick as trump:
A K Q Q J 10 J 10 9 8 10 9 8 7 6 9 8 7 6 5 4 8 7 6 5 4 3 2
These aren't the only possibilities. If you hold K J 10 instead of Q J 10, you will also be able to force only one trick, for example. So the table above shows the lowest cards you can have, for a given number of cards, to force one trick.
And here are cards in a suit that would force two tricks as trump:
A K K Q J Q J 10 9 J 10 9 8 7 10 9 8 7 6 5 9 8 7 6 5 4 3
Any combination of three cards that is as high as Q, J, 10, but not as high as K, Q, J can force one trick.
So the principle of counting forced tricks is to count the cards in a suit that you do have, versus the ones you don't have, from Ace down to 2. If, at any point, the number of cards you do have, in the ones you have counted so far, is greater than the ones you don't have, the hand can force the win of at least as many tricks as the difference between the two numbers is, so the highest value this reaches during the count is the value of that suit.
The winner of any trick leads to the next trick, and thus a goal is to play one's guaranteed tricks first, so that one retains control of the suit that is led. Since you have to follow suit if you can, and only a trump card or a card in the suit led can win a trick, a good card in the wrong suit at the wrong time is wasted.
Copyright (c) 2008 John J. G. Savard
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224655446.86/warc/CC-MAIN-20230609064417-20230609094417-00774.warc.gz
|
CC-MAIN-2023-23
| 2,468 | 12 |
http://www.wescoproductiontools.com/index.php/tap-rite-tapping-motors/
|
math
|
Tap-Rite Series tappers are designed and manufactured for a wide range of production tapping applications.
• Comfort grip
• Flush grease fitting
• Lever-Start requires lever only to be depressed for right-hand (clockwise) direction – For left-hand (counter-clockwise) direction, reverse button must be depressed
• Optional exhaust hose available for quiet operation
• Rear exhaust (TR700S & TR400S)
• Side port exhaust (TR90250 & TR90250(BT3))
• Supplied with tap chuck
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945183.40/warc/CC-MAIN-20230323194025-20230323224025-00116.warc.gz
|
CC-MAIN-2023-14
| 485 | 8 |
https://flii.by/file/l3jngxs7kuv/
|
math
|
I took a class on paper piece quilting and this is the end result. It was lots of fun, but now I don't know if I can do anything but this pattern that we were taught!
Uploaded: Apr 11, 2016
Tags: quilts, quilting, quilt, sewing, handmade, handcrafts, quilt class, paper piecing
Supermoon on calm winter night. Supermesec mirne zimske noci.
Moms Elvis Quilt
Pink Hexagon Table Topper
Penny Patch Quilt
Old photo collection, handmade jewlery
multi colored toothbrush rug
goodnight irene quilt
yellow crazy quilt bag
Hanging out at a fine caffee bar with my friends and making some creativity
Nice design and colors.
.•.¸¸•´¯`•.¸¸.ஐ Ⓛⓘⓚⓔ ஐ..•.¸¸•´¯`•.¸¸.
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948550199.46/warc/CC-MAIN-20171214183234-20171214203234-00502.warc.gz
|
CC-MAIN-2017-51
| 687 | 14 |
https://www.homesteadingtoday.com/threads/how-big-of-a-freezer-do-i-need.193686/
|
math
|
For: 1 cow 1 pig 100 chickens 2 geese 3 turkeys And what if I just have half of those? (Half a pig, half a cow, etc.) I'm trying to figure out what size freezer I need and looking at all of that meat at once, it just seems like I'd need a walk in locker. Any ideas would be appreciated. (Or send me to the forum that I should be at!) Thanks in advance!
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806447.28/warc/CC-MAIN-20171122012409-20171122032409-00492.warc.gz
|
CC-MAIN-2017-47
| 352 | 1 |
https://uat.taylorfrancis.com/chapters/edit/10.1201/9781420007183-21/recent-developments-rubber-research-using-atomic-force-microscopy-ken-nakajima-toshio-nishi
|
math
|
Let us open the first pages of the books on polymer or rubber physics. 1–3 These books usually begin with the explanation of the origin of polymer chains’ elasticity. They do not originate from energetic elasticity mainly possessed by solid-state materials such as a metallic spring but from so-called entropic elasticity. The entropic elasticity is the consequence of an essential property of polymer chains, i.e., a single polymer chain being composed of a large number of unit constituents. Thus, even a single polymer chain can be treated by statistical mechanics. The calculation with a boundary condition that these constituents are bonded to each other to form a chain structure gives the final formula of entropic elasticity. This is the story, developed during the era when a great advocate of polymer science, professor H. Staudinger, proposed that a single polymer takes the form of a linear string or chain molecule.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510734.55/warc/CC-MAIN-20231001005750-20231001035750-00412.warc.gz
|
CC-MAIN-2023-40
| 932 | 1 |
https://www.thestudentroom.co.uk/showthread.php?t=724122
|
math
|
please help me in figuring out how to go about answering this question.
thank you so much.
The question is:
Efforts are being made to increase the efficiency of railway networks. One way of doing this is to reduce the resistive forces experienced by trains. This can be achieved by levitating the train using very large electric currents which pass through superconducting materials to produce strong magnetic fields. It is important that the train remains at a fixed distance above the rail.
As a first-rate investigation of this effect, an alternating current 'I', is passed through a coil placed at the base of a vertically mounted iron rod. An alumininum ring is placed over the rod. When the coil is energised, the ring rises to a stationary position above the coil.
Design an experiment to investigate how the coil current needed to raise the ring to a fixed distance above the coil varies with the load supported by the alumininum ring.
You should pay attention to:
(a) a method of attaching the ring,
(b) the procedure to be followed,
(c) possible difficulties which may be encountered.
Please help me with this.
Turn on thread page Beta
current electricity help. watch
- Thread Starter
- 11-11-2008 14:04
- 14-11-2008 14:52
Base it around
F = Flux Density x Current x Length Of Wire (F=B x I x l)
The force of the magnetic field has got to be equal to the weight of the aluminium ring to get it to hover.
mg = BIl
mg/Bl = I
Basically the current depends on the mg of the mass on the ring divided by the flux density and length of wire.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267156305.13/warc/CC-MAIN-20180919200547-20180919220547-00182.warc.gz
|
CC-MAIN-2018-39
| 1,544 | 22 |
http://thechocolatebelle.com/index.php/ebooks/an-introduction-to-classical-econometric-theory
|
math
|
By Paul A. Ruud
This is often one other solid, glossy textbook on parametric, cross-sectional econometrics (don't search for non/semi-parametric or time-series econometrics in here). it really is, i believe, within the related league as Wooldridge, that is although much less technical and spends extra time describing empirical purposes. i believe Ruud is a really great addition to an econometric shelf. The notation is nice, and the math/stat appendix is likely one of the top i've got ever obvious (the part on multivariate differentiation particularly is phenomenal and extremely useful). total, so that you can have three *relatively* easy books on parametric cross-section econometrics, i believe it is a reliable significant other to Wooldridge and Cameron and Trivedi (a great compendium of utilized instruments, which additionally comprises a few non-parametrics, for which the easiest advent is probably going Pagan and Ullah). If time-series is critical to you, Hayashi is an effective selection. As you have got guessed, it's not that i am a massive fan of Greene, which I do personal yet by no means examine.
Read Online or Download An Introduction to Classical Econometric Theory PDF
Similar econometrics books
This article offers a unified remedy of recent econometric idea and sensible econometric tools. The geometrical method of least squares is emphasised, as is the tactic of moments, that's used to encourage a wide selection of estimators and exams. Simulation equipment, together with the bootstrap, are brought early and used greatly.
Crucial data, Regression, and Econometrics presents scholars with a readable, deep realizing of the most important statistical themes they should comprehend in an econometrics direction. it really is leading edge in its concentration, together with actual info, pitfalls in facts research, and modeling concerns (including useful kinds, causality, and instrumental variables).
For someday now, I felt that the evolution of the literature of econo metrics had mandated the next point of mathematical talent. this is often fairly obtrusive past the extent of the overall linear version (GLM) and the overall linear structural econometric version (GLSEM). the issues one encounters in nonlinear econometrics should not simply amenable to remedy through the analytical equipment one in general acquires, whilst one learns approximately likelihood and inference by using den sity services.
Structural Macroeconometrics offers an intensive evaluate and in-depth exploration of methodologies, versions, and strategies used to research forces shaping nationwide economies. during this completely revised moment variation, David DeJong and Chetan Dave emphasize time sequence econometrics and unite theoretical and empirical study, whereas considering very important new advances within the box.
- Advances in Markov-Switching Models: Applications in Business Cycle Research and Finance
- Ifo Survey Data in Business Cycle and Monetary Policy Analysis (Contributions to Economics)
- Games and Information
- The Reciprocal Modular Brain in Economics and Politics: Shaping the Rational and Moral Basis of Organization, Exchange, and Choice
- Analysis of Economic Data (4th Edition)
- Topics in Dynamic Model Analysis Advanced Matrix Methods and Unit Root Econometrics Representation Theorems
Extra info for An Introduction to Classical Econometric Theory
Rudin, W. (1964), Principles of mathematical analysis, 2nd ed. New York : McGraw-Hill. Scarf, H. (1973), The computation of economic equilibria. New Haven, CT: Yale University Press. Si=ons, G. F. (1963), Introduction to topology and modern analysis. New York: McGraw-Hill. Smart, D. (1974), Fixed point theorems. Cambridge: Cambridge University Press. Starr, R. M. (1969), "Quasi-equilibria in markets with non-convex preferences", Econometrica, 37:25-38. Takayama, A. (1974), Mathematical economics.
Green and W. P. Heller 24 One of the basic properties of R n is that it is a complete metric space. This feature is "built into" the structure of the set R n in a certain sense, rather than being a "derived" property. The set R is constructed from the natural numbers by first forming the rational numbers and then taking their "completion". Different axiomatizations perform this procedure in slightly different ways, but the result in each case is a complete space. Then Rn is constructed as the n-fold product of R, and it is easy to see that it is complete.
Arrow-Hahn, Hildenbrand, Klein, Rockafeller, Smart, and Takayama). Sections 1 --6. Good intermediate-level sources are Rudin (1964) and Simmons (1963). Section 7. A good source is Dieudonne (1960, ch. 3). Section 8. Arrow-Hahn (1971, app. B), Hildenbrand-Kirman (1976, app. II), Karlin (1959, app. B), Klein (1973, pp. 72-76, 323-341), and Nikaido (1968, pp. 15-44) contain proofs of most of the results of this section. Excellent advanced treatments of convex sets are in Berge (1963, ch. 7 and pp.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583705737.21/warc/CC-MAIN-20190120102853-20190120124853-00030.warc.gz
|
CC-MAIN-2019-04
| 4,967 | 18 |
https://dsplog.com/2008/09/28/maximal-ratio-combining/
|
math
|
This is the third post in the series discussing receiver diversity in a wireless link. Receiver diversity is a form of space diversity, where there are multiple antennas at the receiver. The presence of receiver diversity poses an interesting problem – how do we use ‘effectively‘ the information from all the antennas to demodulate the data. In the previous posts, we discussed selection diversity and equal gain combining (EGC).
In this post, we will discuss Maximal Ratio Combining (MRC). For the discussion, we will assume that the channel is a flat fading Rayleigh multipath channel and the modulation is BPSK.
1. We have N receive antennas and one transmit antenna.
2. The channel is flat fading – In simple terms, it means that the multipath channel has only one tap. So, the convolution operation reduces to a simple multiplication. For a more rigorous discussion on flat fading and frequency selective fading, may I urge you to review Chapter 15.3 Signal Time-Spreading from [DIGITAL COMMUNICATIONS: SKLAR]
3. The channel experienced by each receive antenna is randomly varying in time. For the receive antenna, each transmitted symbol gets multiplied by a randomly varying complex number . As the channel under consideration is a Rayleigh channel, the real and imaginary parts of are Gaussian distributed having mean and variance .
4. The channel experience by each receive antenna is independent from the channel experienced by other receive antennas.
5. On each receive antenna, the noise has the Gaussian probability density function with
with and .
The noise on each receive antenna is independent from the noise on the other receive antennas.
6. At each receive antenna, the channel is known at the receiver.
7. In the presence of channel , the instantaneous bit energy to noise ratio at receive antenna is . For notational convenience, let us define,
Maximal Ratio Combining (MRC)
On the receive antenna, the received signal is,
is the received symbol on the receive antenna,
is the channel on the receive antenna,
is the transmitted symbol and
is the noise on receive antenna.
Expressing it in matrix form, the received signal is,
is the received symbol from all the receive antenna
is the channel on all the receive antenna
is the transmitted symbol and
is the noise on all the receive antenna.
The equalized symbol is,
It is intuitive to note that the term,
i.e sum of the channel powers across all the receive antennas.
Note: The equations in the post refers the note on Receive diversity by Prof. RaviRaj Adve.
Effective Eb/No with Maximal Ratio Combining (MRC)
Earlier, we noted that in the presence of channel , the instantaneous bit energy to noise ratio at receive antenna is
Given that we are equalizing the channel with , with the receive antenna case, the effective bit energy to noise ratio is,
Effective bit energy to noise ratio in a N receive antenna case is N times the bit energy to noise ratio for single antenna case. Recall, this gain is same as the improvement which we got in Receive diversity for AWGN case 🙂
Figure: Effective SNR with Maximal Ratio Combining in Rayleigh fading channel
Error rate with Maximal Ratio Combining (MRC)
From the discussion on chi-square random variable, we know that, if is a Rayleigh distributed random variable, then is a chi-squared random variable with two degrees of freedom. The pdf of is
Since the effective bit energy to noise ratio is the sum of such random variables, the pdf of is a chi-square random variable with degrees of freedom. The pdf of is,
If you recall, in the post on BER computation in AWGN, with bit energy to noise ratio of , the bit error rate for BPSK in AWGN is derived as
Given that the effective bit energy to noise ratio with maximal ratio combining is, the total bit error rate is the integral of the conditional BER integrated over all possible values of .
This equation reduces to
Refer Equation 11.12 and Equation 11.13 in Section 11.3.1 Performance with Maximal Ratio Combining in [DIG-COMM-BARRY-LEE-MESSERSCHMITT]. Again, I do not know the proof 🙁
BER Simulation Model
The Matlab/Octave script performs the following
(a) Generate random binary sequence of +1’s and -1’s.
(b) Multiply the symbols with the channel and then add white Gaussian noise.
(c) Chose that receive path, equalize the received symbols per maximal ratio combining
(d) Perform hard decision decoding and count the bit errors
(e) Repeat for multiple values of and plot the simulation and theoretical results.
Figure: BER plot for BPSK in Rayleigh channel with Maximal Ratio Combining
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100381.14/warc/CC-MAIN-20231202073445-20231202103445-00826.warc.gz
|
CC-MAIN-2023-50
| 4,579 | 46 |
http://fancyfrindle.com/understanding-quantum-mechanics/
|
math
|
Understanding Quantum Mechanics
For hundreds of years classical physics were taken for granted as the inalienable rules of the universe. Every visible current could be explained using the laws of gravity, kinetic velocity and more. And four-time classical physics explained everything we knew about the universe but as our technology advanced would be in a notice thing that cannot be explained using classical physics.
Quantum Physics puts everything into question. It defies every intuition we have about the natural world. It is the theory of the universe!
The observation a scientist made on the really small particles like electrons and photons. For surely different from the classical physics predicted that they would be. So the classical physics cannot explain the behavior extremely small particle.
What is Quantum?
Quantum is a Latin word for amount but in modern understanding it means the smallest possible discrete unit of any physical property, such as energy or matter.
Biggest encyclopedia on Earth Wikipedia defines Quantum as “the minimum amount of any physical entity involved in an interaction.”
What is Quantum Mechanics?
Quantum Mechanics is the branch of the physics relating to very small. But it is one of the biggest branch of the Physics.
Basically this branch deals with wave–particle duality, the mathematical description of the motion and interaction of subatomic particles, incorporating the concepts of quantization of energy, the uncertainty principle, and the correspondence principle.
Quantum mechanics is a theory that allows us to make predictions about what happens to tiny physics systems.
The wave-particle durability is the core concept of the Quantum Mechanics.
The position and momentum of a particle cannot be known to a high precision simultaneously. Consider a sine wave. In sine wave the momentum of the particle is equal to the wave length. The position of the particle is anywhere on the with a non-zero value. When you know the momentum of the particle there is only one possible wavelength for that sine wave. But that means the particle’s position cannot be known on the wave.
Measuring the position of the particle as effective superimposing many sine waves of different wavelength or each other but not with the prevision the position of the particle. It means that momentum can be wavelength any of those sine wave.
Quantum mechanics is a theoretical framework which specifies the kind of forms that physical laws must take.
In classical mechanics objects exist in a specific place at a time. But in a Quantum Mechanics objects instead exist in a haze of probability; they have a certain chance of being at point A, another chance of being at point B and so on.
The Revolutionary Principles
The quantum theory is the theoretical basis of modern physics that explains the natural and behavior of matter and energy on atomic and subatomic level.
Consciousness, intelligence, free will, determinism, black hole, protecting the planet from asteroids, Heisenberg uncertainty principle, Adams, ion traps, nuclear magnetic resident, superconductors, photons, Artificial intelligence, machine learning, past and future, classical physics, Time Travel. All these field include the Quantum physics!
The nature and behavior of matter and energy at that level is sometimes referred as a quantum physics and quantum mechanics. Quantum mechanics is that it is very successful as a theory, in that it is born out by experiment. But it is also responsible for the technological advances that make modern life possible. Without quantum mechanics there would be no transistor, and hence no personal computer; no laser, and hence no Blu-ray players.
(I am writing many article on Quantum Mechanics. I will publish all of them as soon as possible. You can post the question related to the post in a comment below (however you can Google it!) and I will give my answer as soon as possible!)
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371861991.79/warc/CC-MAIN-20200409154025-20200409184525-00547.warc.gz
|
CC-MAIN-2020-16
| 3,932 | 21 |
https://bebamart.co.ke/product/helix-oxford-school-mathematical-set-geometrical-set/
|
math
|
About Helix Oxford School Mathematical Set/Geometrical Set
Get this quality geometric set today. It is ideal for the lovers of mathematics / learners of mathematics.It is very vital in mathematical exercises.This Helix Oxford set of Mathematical Mathematical Instruments includes all pieces needed for a Mathematics Geometry class.It comes with 4″ compass, 4″ dividers,6″ Ruler,2 Degree Set Square,Protractor,wooden pencil, sharpener,eraser and lettering guide.
WHAT’S IN THE BOX
1 x Helix Oxford mathematical set
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571987.60/warc/CC-MAIN-20220813202507-20220813232507-00454.warc.gz
|
CC-MAIN-2022-33
| 521 | 4 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.