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https://extropians.weidai.com/extropians.2Q99/0008.html
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math
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On Mon, Mar 29, 1999 at 05:16:25PM +0000, Nick Bostrom wrote:
> Wei Dai wrote:
> > > And in general when faced with a computational
> > > problem that we can't solve, (1) does it always make sense to reason as if
> > > there is a probability distribution on the answer and (2) how do we come
> > > up with this distribution?
> We don't need to assume an objective chance for these cases if we
> don't want to. You can use a person's subjective probability, which
> you find out about by asking him about what odds he would be willing
> to bet at.
If computational uncertainty is covered under probability theory, maybe it can shed some light on the Self-Indication Axiom (SIA). Suppose you are in a universe with either 1 or 10 people, depending on whether the 100!-th digit of PI is odd or even. (There is a machine that computes the digit and then creates either 1 or 10 people.) Should you believe that the 100!-th digit of PI is more likely to be even than odd? This is similar to the thought experiment in your DA paper where a machine creates 1 or 10 people depending on the outcome of a coin flip, but without the problem of dealing with what it means for the coin flip to be "fair".
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s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104293758.72/warc/CC-MAIN-20220704015700-20220704045700-00484.warc.gz
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CC-MAIN-2022-27
| 1,190 | 11 |
https://www.jiskha.com/display.cgi?id=1171588887
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math
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Physics Electrical help thanks
posted by Jennifer .
Thank you !
At some instant the velocity components of an electron moving between two charged parallel plates are vx = 1.3 105 m/s and vy = 3.6 103 m/s. Suppose that the electric field between the plates is given by E = (120 N/C) j.
(a) What is the electron's acceleration in the field?
(b) What is the electron's velocity when its x coordinate has changed by 4.8 cm?
m/s i + m/s j
(a) The acceleration can only be in the direction between the plates, and equals
a = F/m, where the force is F = e E
e is the electron charge.
a = (e/m) E.
m is the mass of an electron.
Look up m and e and solve for a.
(b) The velocity component parallel to the plates remains constant. You don't say whether the plates are oriented in the x or y direction; that needs to be specified. The velocity component between the plates changes from v1 to v2 according to
(1/2)(v2^2 - v1^2) = e E *(change in x)
In your case the change in x is 0.048 m.
I left out the mass in one equation. it should read:
The velocity component between the plates changes from v1 to v2 according to
(1/2)(v2^2 - v1^2) = a *(change in x)
= (e/m) E *(change in x)
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s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806258.88/warc/CC-MAIN-20171120223020-20171121003020-00083.warc.gz
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CC-MAIN-2017-47
| 1,170 | 20 |
https://www.examexxpert.com/ncert-solutions-class-8-maths-chapter-7
|
math
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NCERT Solution For Class 8 Maths Chapter 7
NCERT Solutions for Class 8 Maths Chapter 7 - Cubes and Cube Roots
NCERT Solutions for Class 8 Mathematics Chapter 7 - Cubes and Cube Roots are provided here. Our expert teachers have solved these according to NCERT (CBSE) book guidelines. NCERT solutions are always beneficial in your test preparation and revision. Download NCERT Solutions for 8 Class maths from ExamExxpert conducted by Master Teachers. Also, you can edit and solve important questions related to Class 8 Maths Exam 2019-2020 using the updated CBSE textbook solution provided by you.
NCERT Solution for class 8 maths Chapter 7 - Cubes and Cube Roots in PDF Download
Chapter 7 : Cubes and Cube Roots
In the chapter Cubes and Cube Roots, students learn about a number of strategies for identifying number cubes and cube roots. The chapter discusses finding different numbers of cubes, some interesting patterns that can be learned using cubes, and cube sources. The chapter contains 2 exercises to help students understand the basics of Cubes and Cube Roots more deeply.
You can download a free pdf of NCERT Solutions for 8 Class maths and use it anywhere without an internet connection at your convenience. With the help of NCERT Maths Solutions for 8th grade covering every chapter on this page. The best way to refer to NCERT Solutions for Class 8 Maths is to quickly and efficiently solve all Class 8 Maths questions. Want to help your friends get good scores? Share the link to this page with them and send them out of NCERT Solutions and excel in 8 Class math. You can view all the chapter-by-chapter details before referring to the Class 8 Maths NCERT solution.
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s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817043.36/warc/CC-MAIN-20240416031446-20240416061446-00031.warc.gz
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CC-MAIN-2024-18
| 1,679 | 7 |
http://mathematica.stackexchange.com/questions/tagged/algebraic-manipulation+geometry
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math
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Plot a cone in spherical co-ordinates
As we all know in spherical coordinates a function
phi = π/3
gives us a cone. The cone makes an angle of
with the imagined ...
Dec 14 '13 at 5:29
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http://softmath.com/math-com-calculator/function-range/fundamentals-of-algebra-solve.html
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CC-MAIN-2018-34
| 145,586 | 1,566 |
https://alwaei.com/modern-physics-problems-and-solutions-pdf/
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math
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Home / physics / modern physics problems and solutions pdf Modern Physics Problems And Solutions Pdf 29/08/2021 Modern Physics ProblemsTwo locations of modern physics are addressed via example troubles on this page. Special Relativity troubles ask you to relate the observations of two observers measuring the exact same thing. In Quantum Mechanics troubles, you might look at wave or pwrite-up behavior of light and subatomic pshort articles. As always, fundamental definitions difficulties are found via various other Definitions examples. How to Solve Special Relativity Problems1.Identify the ProblemAny problem that asks you to relate the monitorings made by two observers measuring the exact same point is a relativity trouble. Keep in mind that sometimes one of the observers is implied—for instance, if you are asked for length of a somepoint “in the structure of the electron” there is an implied observer in the very same recommendation frame as the electron.You watching: Modern physics problems and solutions pdf2. Draw a PictureIn Special Relativity problems, you relate the monitorings made by 2 observers in different referral frames measuring the exact same thing. Therefore, valuable photos are images of the activity being described via the 2 observers and the experiment (the thing that they are measuring) clearly indicated. The family member velocity of the two observers need to also be shown. If the observers are measuring size or a time interval, one of the frames is the appropriate framework and have to be identified as such. If the observers are measuring velocity, your mathematical solution will be simpler if you choose the ‘ frame to be that of the observer whose velocity measurement you already understand.3. Select the RelationTright here are three crucial relationships for Special Relativity. The correct relation to understand also a case is based upon what the observers are measuring. If the 2 observers are measuring the length of something, their dimensions are related by When two observers time the very same event, their measurements are associated byWhen two observers meacertain the velocity of a 3rd object, their measurements are associated by Note that the symbol v in all three equations refers to the loved one velocity in between the two observers (reference frames.) In the instance of the 3rd equation, make sure to asauthorize v the authorize to correctly reexisting the direction of the ‘ observer’s motion according to the other observer.4. Solve the ProblemIf your picture clearly reflects your choice of frames, the experiment, and the family member motion in between frames, fixing the problem is merely a issue of filling values from the image into the equation and doing algebra.Keep in mind that for the velocity equation you have to take into consideration the authorize of u, u’, and also v. Sign is provided by the direction of the velocity. Note that v is the velocity of the observer in the ‘ framework as measured by the other observer.See more: Fossil Black Mechanical Watch Es For Sale, Fossil Automatic, Mechanical & Skeleton Watches 5. Understand the ResultsOnce you have completed the problem, look at it aget. Does your answer make sense? Did it give the habits you intuitively expected to find? (Remember, you suppose objects relocating loved one to you to be shorter, and occasions in frames relocating family member to you to take longer. Relative velocities need to never before be higher than c, and also objects approaching each other should have a greater family member velocity than either of their speeds family member to some other allude.) If your numerical answers carry out not make feeling, the many prevalent errors are incorrect alternative for appropriate frame or incorrect sign of v in the velocity equation. Can you currently do measures that led to you problems earlier? Can you explain in words what is happening? Help! I can’t uncover an example that looks favor the problem I have to work!Yes, my difficulty is absolutely a Modern Physics problem.In that instance, think even more generally around what makes a helpful instance. Remember, you were given your assignment to practice the problem solving strategy, not because the answers to your problems are specifically amazing. An example in which you merely substitute your numbers for those in the difficulty will certainly offer you exercise entering numbers on your calculator however will teach you nopoint about physics, and as soon as you take your exam eextremely difficulty on it will feel brand-new and also different to you. So think around your example as support for helping you to exercise the problem resolving method.In certain, if two troubles attend to the very same key physics they will certainly be addressed in the exact same method regardmuch less of what quantity you are asked to find. If two observers meacertain the size of some object, for example, the difficulty is approached in an the same way regardmuch less of whether you desire to understand the size measured by observer 1, the size measured by observer 2, or the loved one velocity between them.That sassist, tbelow are many type of different locations of contemporary physics and many kind of subtopics within those areas. You will certainly not uncover examples of topics such as cosmology or product scientific research on this web page.
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CC-MAIN-2021-39
| 5,397 | 1 |
http://lib.mexmat.ru/books/33112
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math
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Нашли опечатку? Выделите ее мышкой и нажмите Ctrl+Enter
Название: Asymptotic Formulae in Spectral Geometry
Автор: Gilkey P.B.
Gilkey (mathematics, U. of Oregon) compiles into a single reference the many results that have been found recently in asymptotic formulas in the theory of Dirac and Laplace type operators. He focuses on the functorial and special case methods of computing asymptotic heat trace and heat content coefficients in the heat equation, and introduces results from the Seeley calculus and other methods. The formulas he presents can be applied in such areas as index theory, compactness theorems for moduli spaces of isospectral metrics, and zeta function regularization
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CC-MAIN-2019-18
| 739 | 4 |
https://www.gradesaver.com/textbooks/math/geometry/CLONE-df935a18-ac27-40be-bc9b-9bee017916c2/chapter-7-section-7-3-more-about-regular-polygons-exercises-page-343/15
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math
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r=16 s=16$\sqrt 3$
Work Step by Step
The apothem of an equilateral triangles forms the short leg of a 30 60 90 triangle with a radius for a hypotenuse, and half of a side for a long leg. r=2a r=2(8) r=16 s=2(a$\sqrt 3$) s=16$\sqrt 3$)
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s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104668059.88/warc/CC-MAIN-20220706060502-20220706090502-00081.warc.gz
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CC-MAIN-2022-27
| 483 | 5 |
http://cooking.stackexchange.com/questions/tagged/organization+storage
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math
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https://x-kit.pearson.com/glossary/non-recurring-decimals
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math
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decimal numbers that do not recur in a pattern after the decimal point. Instead, these numbers appear random and may or may not continue to infinity in this manner.
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https://wilkins.math.ksu.edu/ugrad/prospect/overview.html
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math
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The K-State math faculty have a long history of mentoring and supporting undergraduate studies and research by undergraduate math majors who go on to internships, research experiences, high tech jobs, and graduate study in a wide variety of fields. Our award winning math faculty obtained their Ph.D.'s from some of the best Universities in the world, and they conduct cutting-edge mathematical research in many different areas. Our program has granted over 200 bachelor's degrees during the past 10 years. In recent years nearly half of our graduates went on to graduate school, one third went into high tech jobs, ten percent went into high school math teaching, and ten percent went into other jobs. K-State has been a very selective recommended mathematics program for more than twenty five years in Rugg's Recommendations on the Colleges. The Princeton Review has recognized Kansas State University as one of the Best Colleges and Best Value Colleges in the nation. The financial data and technology company SmartAsset found Kansas State University to be The Best Value College in Kansas.
Our students begin their undergraduate studies with courses in calculus and elementary differential equations followed by junior level courses in algebra, analysis, and statistics. Depending on their career interests, students may choose one of four concentrations which are distinguished by their upper level core courses, or students may design their own program. For students interested in the applications of mathematics in business, government, or industry, we offer an applied mathematics concentration which includes courses in applied matrix theory, discrete mathematics, digital image processing, mathematics of data and networks, numerical analysis, ordinary and partial differential equations, and dynamics, chaos, and fractals. For students interested in actuarial mathematics and the insurance profession, we offer an actuarial mathematics concentration which features courses in actuarial science, the theory of interest, and time series analysis as well as courses in applied matrix theory, statistics, economics, and finance. For students interested in graduate studies leading to an academic career or a job in business, government, or industry, we offer a pre-graduate concentration which features courses in linear algebra, number theory, complex analysis, real analysis, abstract algebra, and topology. For students interested in high school math teaching, we offer a mathematics teacher preparation concentration which includes the mathematics courses required for teacher licensure. Our program is very flexible, and many of our students are dual majors in mathematics and another field such as biology, chemistry, computer science, economics, education, engineering, finance, modern language, physics, or statistics.
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CC-MAIN-2018-51
| 3,644 | 4 |
https://www.algebrapracticeproblems.com/diagonal-matrix/
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math
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On this post you will see what a diagonal matrix is and examples of diagonal matrices. Also, you will find how to operate with a diagonal matrix, and how to calculate its determinant and its inverse. In addition, we explain the properties and applications of this type of matrix. And, finally, you will find the explanations of a bidiagonal matrix and a tridiagonal matrix.
Table of Contents
What is a diagonal matrix?
The definition of diagonal matrix is as follows:
Examples of diagonal matrices
Once we know the meaning of diagonal matrix, we are going to see several examples of diagonal matrices tu fully understand the concept:
Example of 2×2 dimension diagonal matrix
Example of 3×3 dimension diagonal matrix
Example of 4×4 dimension diagonal matrix
This type of matrix is usually written indicating the numbers on the diagonal:
Properties of diagonal matrices
- Any diagonal matrix is also a symmetric matrix (see symmetric matrix definition).
- A diagonal matrix is an upper and lower triangular matrix at the same time.
- The identity matrix is a diagonal matrix:
- Similarly, the null matrix is also a diagonal matrix because all its elements that are not on the diagonal are zeros, although the numbers on the diagonal are 0.
- The eigenvalues of a diagonal matrix are the elements of its main diagonal.
- A square matrix is diagonal if and only if it is triangular and normal.
- The adjoint (or adjugate) of a diagonal matrix is another diagonal matrix.
Operations with diagonal matrices
One of the reasons that diagonal matrices are so important to linear algebra is the ease with which they allow you to perform calculations. That is why they are so used in mathematics.
Addition and subtraction of diagonal matrices
The addition (and subtraction) of two diagonal matrices is very simple: you just have to add (or subtract) the numbers of the diagonals.
Multiplication of diagonal matrices
To solve a multiplication or a matrix product of two diagonal matrices we just have to multiply the elements of the diagonals with each other.
Power of a diagonal matrix
To calculate the power of a diagonal matrix we must raise each element of the diagonal to the exponent:
Determinant of a diagonal matrix
The determinant of a diagonal matrix is the product of the elements on the main diagonal.
Look at the following solved exercise in which we find the determinant of a diagonal matrix by multiplying the elements on its main diagonal:
This theorem is easy to prove: we only have to calculate the determinant of a diagonal matrix by cofactors. This demonstration is detailed below using a generic diagonal matrix:
Inverse of a diagonal matrix
A diagonal matrix is invertible if, and only if, all elements on the main diagonal are different from 0.
Also, the inverse of a diagonal matrix will always be another diagonal matrix with the reciprocals of the numbers on the main diagonal:
From the previous characteristic, it can be deduced that the determinant of the inverse of a diagonal matrix is equal to the product of the reciprocals of the entries on the main diagonal:
Applications of the diagonal matrix
As we have seen, solving calculations with diagonal matrices is very simple, since many zeros are involved in the operations. For that reason they are very useful in the field of mathematics.
For this same reason, so many studies have been made of how to diagonalize a matrix and, in fact, a method has even been reached for the diagonalization of matrices. See how to do the diagonalization of a matrix.
Thus, diagonalizable matrices are also quite relevant. Like the spectral decomposition theorem, which states the conditions for a matrix to be diagonalized.
Upper bidiagonal matrix
Lower bidiagonal matrix
Therefore, all diagonal, bidiagonal, and tridiagonal matrices are examples of band matrices. Since a band matrix has all its non-zero elements around the main diagonal.
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https://nrich.maths.org/public/topic.php?code=12&cl=1&cldcmpid=2733
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Can you find the chosen number from the grid using the clues?
Ben and his mum are planting garlic. Use the interactivity to help you find out how many cloves of garlic they might have had.
Can you complete this calculation by filling in the missing numbers? In how many different ways can you do it?
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?
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?
Can you work out some different ways to balance this equation?
What do the numbers shaded in blue on this hundred square have in common? What do you notice about the pink numbers? How about the shaded numbers in the other squares?
Have a go at balancing this equation. Can you find different ways of doing it?
48 is called an abundant number because it is less than the sum of its factors (without itself). Can you find some more abundant numbers?
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?
Complete the magic square using the numbers 1 to 25 once each. Each row, column and diagonal adds up to 65.
When Charlie asked his grandmother how old she is, he didn't get a straightforward reply! Can you work out how old she is?
On the planet Vuv there are two sorts of creatures. The Zios have 3 legs and the Zepts have 7 legs. The great planetary explorer Nico counted 52 legs. How many Zios and how many Zepts were there?
There is a clock-face where the numbers have become all mixed up. Can you find out where all the numbers have got to from these ten statements?
Use this grid to shade the numbers in the way described. Which numbers do you have left? Do you know what they are called?
The discs for this game are kept in a flat square box with a square hole for each. Use the information to find out how many discs of each colour there are in the box.
Pat counts her sweets in different groups and both times she has some left over. How many sweets could she have had?
Number problems at primary level that may require resilience.
Look at the squares in this problem. What does the next square look like? I draw a square with 81 little squares inside it. How long and how wide is my square?
How will you work out which numbers have been used to create this multiplication square?
If you count from 1 to 20 and clap more loudly on the numbers in the two times table, as well as saying those numbers loudly, which numbers will be loud?
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?
"Ip dip sky blue! Who's 'it'? It's you!" Where would you position yourself so that you are 'it' if there are two players? Three players ...?
I throw three dice and get 5, 3 and 2. Add the scores on the three dice. What do you get? Now multiply the scores. What do you notice?
If there is a ring of six chairs and thirty children must either sit on a chair or stand behind one, how many children will be behind each chair?
Follow the clues to find the mystery number.
You can make a calculator count for you by any number you choose. You can count by ones to reach 24. You can count by twos to reach 24. What else can you count by to reach 24?
Find the squares that Froggie skips onto to get to the pumpkin patch. She starts on 3 and finishes on 30, but she lands only on a square that has a number 3 more than the square she skips from.
Can you sort numbers into sets? Can you give each set a name?
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.
Can you place the numbers from 1 to 10 in the grid?
Can you help the children in Mrs Trimmer's class make different shapes out of a loop of string?
Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?
This activity focuses on doubling multiples of five.
How many different sets of numbers with at least four members can you find in the numbers in this box?
Can you make square numbers by adding two prime numbers together?
Mr Gilderdale is playing a game with his class. What rule might he have chosen? How would you test your idea?
Number problems at primary level to work on with others.
How can you use just one weighing to find out which box contains the lighter ten coins out of the ten boxes?
If you have only four weights, where could you place them in order to balance this equaliser?
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s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987836295.98/warc/CC-MAIN-20191023201520-20191023225020-00322.warc.gz
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CC-MAIN-2019-43
| 6,071 | 50 |
http://www.free-jobalert.in/upsc-cds-exam-2015-syllabus-download/
|
math
|
UPSC CDS Syllabus 2018, UPSC CDS Exam Pattern PDF 2018 Download: Union Public Service Commission conduct Combined Defence Services Exam CDS two times in every year. The examination organized by UPSC for appoint of various jobs under Officers Training Academy [OTA], Air Force Academy [IAF], Indian Military Academy [IMA] and Indian Naval Academy[INA].
The test held by UPSC at various centres. UPSC CDS Exam Syllabus 2018 is prefer to help candidates in their preparation. OTA only prefer eligible female candidate. In OTA exam are not allow mathematics paper.
UPSC CDS Syllabus 2018, CDS Exam Pattern 2018:
- General Knowledge
- Mathematics:- Mathematics are not allow for OTA candidate.
General Knowledge Syllabus:-General Knowledge including knowledge of every day science observation and experience, current events news, History of India, Politics related and Geography of a nature.
English Syllabus:-Questions in English are fromReading Comprehension, Sentence Correction, Synonyms,Para Jumbles, Antonyms,Jumbled Sentences, Error Spotting and Fill in the Blanks.
Elementary Mathematics Syllabus:-Maths are not allow in OTA paper.
Elementary Number Theory: – laws of logarithms, use of logarithmic tables, Division algorithm, Prime & composite numbers, Logarithms, Tests of divisibility, Multiples and factors, H.C.F. & L.C.M, Euclidean algorithm, Factorisation Theorem.
Number System: –Square roots,multiplication,Natural numbers, Fundamental operations addition, Division, Integers, Rational & Real numbers, subtraction, Decimal fractions.
Unitary method: –variation, time and distance,percentages, time and work, simple & compound interest,ratio and proportion, profit and loss,
Trigonometry:-cosine x , Sine x, Values of sin x, Tangent x when 0 < x < 90 degrees, Simple trigonometric identities, cos x and tan x, for x = 0, 30, 45, 60 and 90 degrees, simple cases of heights & distances, Use of trigonometric tables.
Algebra:-Remainder Theorem, Basic Operations, H.C.F and L.C.M, simple factors, solutions of quadratic equations, Theory of polynomials, relation from roots & coefficients (Only real roots to be considered), analytical and graphical solutions,Simultaneous linear equations in two variables & their solutions, Practical problems variables or quadratic equations in one variable & their solutions, Set language & set notation,conditional identities& Rational expressions, Laws of indices.
Mensuration:- parallelograms, Areas of squares, triangle and circle, rectangles, Areas of figures split up into these figures (Field Book), lateral surface,Surface area & volume of cuboids, surface area & volume of spheres, cylinders and volume of right circular cones.
Geometry:-Plane and plane figures, Lines and angles, , Theorems on (a)Sides and angles of a triangle(b) Parallel lines, (c)Concurrence of medians & altitudes(d) Congruency of triangles, (e) Properties of angles at a point, (f)Properties of angles (g)Similar triangles, sides &diagonals of a parallelogram, rectangle & square (h) Circles including tangents normal (i) Loci.
Statistics:-Measures of central tendency, histograms, Collection & tabulation of statistical data,Graphical representation frequency, polygons, bar charts, pie charts.
Intelligence and Personality Test:- After the qualify examination in addition to the interview the aspirants will be put to Intelligence Tests both verbal & non-verbal, Group Tests , group discussions , outdoor group tasks ,group planning , mental ability, asked current affairs questions.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00341.warc.gz
|
CC-MAIN-2020-05
| 3,517 | 17 |
https://byjus.com/question-answer/a-body-is-moving-unidirectionally-under-the-influence-of-a-source-of-constant-power-its-displacement-in-time-t-is-proportional-to/
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math
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A body is moving unidirectionally under the influence of a source of constant power. Its displacement in time t is proportional to
Step 1: Given data
A body is moving unidirectionally under the influence of a source of constant power.
Step 2: Formula used
Step 3: Calculating displacement
Now, the total work done by this force is equal to the product of the magnitude of applied force and the distance travelled by the body.
Substituting the value of work done in the power formula
Now as the velocity is given by and the force is given by
The power can be expressed as
Finally, we substitute to obtain
Now Newton’s first equation of motion gives the displacement of the body as
We assume that the body was initially at rest, i.e., .
So equation (ii) becomes
Substituting equation (i) and (iii) we get,
On simplifying we get,
Hence, its displacement is directly proportional to time .
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500251.38/warc/CC-MAIN-20230205094841-20230205124841-00257.warc.gz
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CC-MAIN-2023-06
| 887 | 16 |
https://slashdot.org/~Cito/firehose
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math
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Thank the shitty nutritional documentations courtesy of your local governmental agency for that almost reality.
Assuming you prefer only one gender, you're already down to 50% roughly.
25% of the population is probably kind of old >65, so it would be cruel to expect many them to look too attractive.
So you're at about 37.5%.
Obesity rates are 50% or over so
So 18.75% would be nominally attractive, at least not obese.
I suggest that 1% of people being attractive is a bit low, probably closer to 9% assuming you're not too picky.
Twice as many if you're bi.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560284405.58/warc/CC-MAIN-20170116095124-00500-ip-10-171-10-70.ec2.internal.warc.gz
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CC-MAIN-2017-04
| 560 | 8 |
http://tirupatitechnologies.in/tag/how-to-win-money-betting-baseball.html
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math
|
In order to make money sports betting football and basketball spreads, bettors must win 52.4% of the time (assuming -110 juice) in order to break even. However, if MLB bettors avoid big favorites and consistently take plus-money underdogs (+120, +150, +170) they can win at a sub-50% clip but still finish the year with positive units won.
In moneyline sports, such as baseball and hockey, historical data shows that picking underdogs is the best way to earn profits when investing in the sports marketplace. This may result in winning only 40%-50% of your selections, but the plus-money odds mean you’ll have positive units won despite a losing winning percentage .
The following formula can be used to calculate no margin, or "fair" odds: (Boston Red Sox odds - Tampa Bay Rays odds) / 2 = Boston Red Sox no margin odds. After converting the Boston Red Sox odds into "fair odds," we can work out the percentage chance of a -1.5 Run Line bet on them winning: (105 / 205) x 100 = 51%.
Start by adding the two probabilities together. In our example, we had 43.5% + 60% = 103.5%; 103.5%. From the 103.5%, the 3.5% is the estimated vig on this pair of odds (some books do adjust differently on favorites versus underdogs, but we do not need to go into that in detail at this point).
Getting Started 1. Open a specific bank account. To really make money on sports betting, you have to be dedicated, so it’s a good idea... 2. Create accounts with a few sportsbooks. In order to place bets, you have to have an account with at least one... 3. Learn to make smart bets. There are a ...
You'd have to put up $145 to win $100 if backing Boston, while a $100 bet on Tampa Bay would net you $125 in profits were they to win. Regarding converting it to a likely winning percentage, aka implied probability, a -145 price converts to the suggestion that Boston should win that game about 59% of the time.
Total return of $205. Implied probability: 100/205 = 48.8%. If we add together the implied probability that we found on both sides — 55.5 + 48.8 — we get a total of 104.3. One side is going to win while the other will lose in a coin flip scenario, so that works out to 50/50, or 100%.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585522.78/warc/CC-MAIN-20211022212051-20211023002051-00082.warc.gz
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CC-MAIN-2021-43
| 2,182 | 7 |
https://ininet.org/1-simplify-if-possible-write-your-answer-as-a-power-or-as-a-pr/ininet.org/1-simplify-if-possible-write-your-answer-as-a-power-or-as-a-pr.html?page=19
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math
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15. You deposit $1400 in an account that pays 6% interested compounded yearly. Find the balance of the account in 12 years.
16. How much must you deposit in an account that pays 3.4% interest compounded yearly to have a balance of $400 after 6 years?
17. A business had a $10,000 profit in 1990. Then the profit increased by 25% per year for the next 10 years. Write an exponential growth model for the business.
18. You buy a used truck for $20,000. It depreciates at the rate of 15% per year. Write an exponential decay model to represent this situation. Find the value of the truck in 12 years.
19. A summer youth camp had a declining enrollment from 1995 to 2000. The enrollment in 1995 was 3220 people. Each year for the next five years, the enrollment decreased by 2%. Complete the table below shoeing the enrollment for each year. Sketch a graph of the results.
20. In 1996, you started your own business. In the first year, your sales totaled $88,500. Then each year for the next 4 years, your sales increased by 20%. Write an exponential growth model to represent this situation. Then estimate your sales in 2001.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710869.86/warc/CC-MAIN-20221201185801-20221201215801-00801.warc.gz
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CC-MAIN-2022-49
| 1,122 | 6 |
https://440.gr/product/vizi-beam-12rx/
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math
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ADJ VIZI BEAM 12RX
The Vizi Beam 12RX is high powered beam moving head powered by the brilliant 260W Philips® Platinum 12R LL MSD Discharge Lamp (6,000 hr.).
The Vizi Beam 12RX is high powered beam moving head powered by the brilliant 260W Philips® Platinum 12R LL MSD Discharge Lamp (6,000 hr.). It produces a razor sharp 2-degree beam of light. It comes with 14 colors + open (with color indexing), 16 fixed GOBOs + open, two rotating prisms and a frost filter for wash effects.The Vizi Beam 12RX offers 2 DMX modes (14 or 16 channels) and RDM control options. It has 3-pin and 5-pin DMX In/Out connections and Locking Power In/Out connections to daisy chain the power from one fixture to the next. It has a color display with 4-button internal menu system.Light Source:• 260W Philips® Platinum 12R LL MSD Discharge Lamp (6,000 hr.)• Color temperature: 7800K Features:• Motorized Focus + 16-bit fine focus• 2-degree beam angle• Frost Filter to create wash effect• High quality glass lens• 2 Rotating prisms: 6-facet Linear and 24-facet Circular• 0-100% smooth dimming• Various strobe speeds• USB firmware update port• Fan cooled Color Wheel:• 14 dichroic colors + white (Includes CTO, CTB & UV)• Indexable color wheel for split colorsGOBO Wheel:• 16 static GOBOs + open (including 4 beam reducers)• GOBO Shake EffectPrism Wheel:• Rotating, 6-facet linear and 24-facet circular prismsControl:• 2 DMX Channel Modes: 14 or 16 Channels• Color LCD display with 4-button function menu• Control Mode: DMX512 or internal programs, RDM compatible• 0-100% smooth dimming• Various strobe speeds• USB firmware update port• With Wired Digital Communication NetworkPan/Tilt:• Pan: 540 degrees (16-bit)• Tilt: 270 degrees (16-bit)Connections:• DMX Connections: 3-pin & 5-pin XLR In/Out (Data link max: 32 fixtures)• Power Connections: Locking Power In/Out to daisy chain powerElectrical:• Multi-voltage operation: 100-240V, 50/60Hz • Max power consumption: 384W (@120V), 371W (@230V)Dimensions & Weight:• Dimension: 10” (L) x 13.75” (W) x 22.25” (H) / 253 x 350 x 566mm• Weight: 39.7 lbs. / 18 kg.What’s Included: • Omega Brackets• 1.8m Locking Power cabl
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100327.70/warc/CC-MAIN-20231202042052-20231202072052-00663.warc.gz
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CC-MAIN-2023-50
| 2,219 | 3 |
https://www.adrian.idv.hk/page/108/
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math
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Text, style, and grammar, fonts, figures, spacing, presentations, and other [more]
Use Comic Sans Font in LaTeX
I’ve prepared a presentation for my supervisor using LaTeX. The presentation is to mimic a version created using MS Powerpoint and in LaTeX, I used seminar package for formatting. [more]
What is Sigmoidal function?
Sigmoidal function is any function with the following properties: Monotonically increasing Differentiable Bounded [more]
We may need to calculate factorials \(n!\) from time to time. But we will easily get into a very large number as \(n\) increases. We all know Stirling’s formula for calculating factorials: [more]
The following are list of some tools that might be useful for network management. [more]
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s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141706569.64/warc/CC-MAIN-20201202083021-20201202113021-00125.warc.gz
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CC-MAIN-2020-50
| 736 | 7 |
https://www.tfhdigital.com/tfh/200911/?pg=94
|
math
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Figure 5: A comparison of the amount of accumulated dissolved solids
between a tank that receives 10-percent daily water changes versus one
that receives 70-percent weekly water changes.
10% Daily - 70% Weekly
to endure a third of the pollution the fish in the other tank endure
every single day.
It would take a series of complex and carefully structured
experiments to determine empirically whether fish are more harmed
by a constant level of pollution or by varying pollution levels.
Intuitively, it seems that overall exposure is more significant. After
all, what would be your choice if you could choose between living
in a town with a consistently high level of air pollution and smog
and living in a town where once a week pollution and smog reach
that same high level, but then it drops to one-third that level and
gradually rises back to the maximum over the rest of the week?
Even the deadliest poisons are relatively harmless at a certain
low concentration. As the concentration increases, so does the
11 It is therefore reasonable to conclude that a regimen
which provides pollution concentration levels that are frequently
lower than those with another regimen will be less harmful.
There is nothing to suggest that living things can get used to
poisons in their environment, making a steady concentration of
a toxin preferable to a cyclical concentration that often is below
the steady one. A large weekly change (as against smaller daily
changes) exposes your fish to a considerable amount of time at
lower pollution concentrations and minimizes the time they spend
at the highest concentration.
What about the argument that large water changes
stress fish by changing water chemistry (other than what
pertains to pollution) too quickly? There does seem to
be some evidence that a massive difference between the
parameters of the tank water and of the replacement
water can shock fish. The underlying assumption here is
that metabolic processes and evaporation change the
chemistry of the water so that over time it becomes vastly
different from that of your tap water. A simple solution is
not to let that happen!
Why wait until water quality degrades to do something
about it? If you change water often enough and in
sufficient volumes, there will be no major changes in its
chemistry, and the new water won’t stress your fish at all.
Often the claim is made that small daily changes are preferable to large weekly ones because they provide a consistently higher water quality. This claim is demonstrably false. A regimen of 10 percent daily changes does produce a consistent water quality, but it is a much poorer water quality than a 70 percent weekly change produces after every change and for several days thereafter.
We’ve seen how contrary to much advice large weekly changes
provide a better environment for your fish than do small daily
changes when the total amount of water changed is the same (here
10 percent daily and 70 percent weekly). In Part 2 we will challenge
common wisdom about the benefits of different total percentages
of water change and reveal more startling discoveries of this
1. Removing 20 percent of the water removes 20 percent of the total
dissolved pollution, which total is made up of 80 percent of the first
week’s leftover pollution and 100 percent of the second’s additional
pollution, leaving 0.80( 80) = 64 percent of first week and 0.80( 100)
= 80 percent of the second week. Alternatively, you could say that
of the 180 percent of one week’s pollution still in the tank before
the second water change, 144 percent, or 0.80(180), remains in the
aquarium after the second water change.
2. Appropriately pronounced pee-yoo, pyoo, or even poo.
3. If the biofilter is immature or inadequate, then ammonia and/or
nitrite will also be part of the total dissolved pollution.
4. Or, at the end of the first day there are x pollution units dissolved in
the water. At the end of the second day there are 2x, the third 3x, etc.
If on the seventh day (accumulation 7x) half the water is removed
and replaced, half of the pollution ( 3.5x) is also removed, leaving
3.5x in the tank.
5. Calculations for Figure 1: The data for this graph are generated by
the simple equation y = x + 10 for x > 0. Or using a spreadsheet, the
formula for B1, starting with A1 at a value of 0, is =SUM(A1, 10), and
continuing on across.
6. Evaporation increases the concentration even further, of course,
but to keep things simple we will assume a very tight-fitting
lid and minimal evaporation. In fact, replacing evaporation with
tap water actually increases the concentration of some dissolved
substances—further motivation to change water rather than to top
7. Calculations for Figure 2: With A1 at 0, the formula for B1 is
=SUM(A1, 10), continuing for six cells. The value for G1 is 0, with
the cycle repeating every seven days.
8. Calculations for Figure 3: A1= 10, B1 =(SUM(A1, 10)) *0.9, continuing
9. The exact value at which the graph reaches asymptote depends on
how many decimal places you carry in your calculations. The more
places you use, the more water changes it will take to reach a steady
value for the remaining pollution at a given rate of water changing.
In fact, if you use infinite decimal places, the graph will never reach
asymptote. After each change there will be an infinitesimally greater
amount of pollution remaining. However, the difference between 1.0
x 10-15 pu and 2.0 x 10-15 pu can hardly be of consequence. In fact,
carrying any decimal places at all is certainly inaccurate, since you
will not be changing precisely the same amount of water each time.
Change a few more drops than last time, and the remaining dissolved
pollution will actually be less than it was after the last change. This
is for the most part way beyond our ability to measure and certainly
a fish’s ability to perceive. Buckets, not pipettes!
10. Calculations for Figure 4: The formula for B1 is =SUM(A1, 10),
continuing for six cells. The value for G1 is =(SUM(F1, 10))*0.3, with
the cycle repeating every 7 days.
11. Toxicity is typically defined in terms of the LC50, the concentration
at which 50 percent of victims exposed die. D
Tropical Fish Hobbyist www.tfhmagazine.com
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s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320301737.47/warc/CC-MAIN-20220120100127-20220120130127-00270.warc.gz
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CC-MAIN-2022-05
| 6,228 | 97 |
http://www.stat.ucla.edu/cases/pix/answer1.php
|
math
|
Let S be the sum of the weights of the 100 coins in the sample. The expected value of the sum, E(S), is 100 times the population mean: 12800 gr. The standard error (SE) is given by the SD times the square-root of the sample size: 1*10 = 10 gr. Due to the Central Limit Theorem, the long run histogram of S is normal, centered at 12800 gr with variance equal to 100 (the square of the SE). The Master of the Mint survives the Trial of the Pyx only if the total weight S of the 100 coins in the sample weighs between (12800-32 and 12800+32) gr. We need to calculate P(survive)=P(12768 < S < 12832). Normalize by subtracting the mean (12800) from all three quantities inside the probability and by dividing by the standard error. Using Z = (S - E(S))/SE makes this probability equal to P((12768-12800)/10 < Z < (12832-12800)/10) = P(-3.2 < Z < 3.2) which is approximately 99.9 %.
Therefore, if the Master of the Mint is honest he is virtually certain to survive the Trial.
Return to problem statements
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s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221210559.6/warc/CC-MAIN-20180816074040-20180816094040-00399.warc.gz
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CC-MAIN-2018-34
| 998 | 3 |
https://wilmott.com/valuation-of-american-call-options-wilmott-magazine-article-ralph-villiger/
|
math
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The purpose of this paper is to provide an analytical solution for American call options assuming proportional dividends. Proportional dividends are more realistic for long-term options than absolute dividends and the formula does not have the flaws known from absolute dividend formulae.
The holder of an American call option has the right but not the obligation to buy the underlying share at a fixed price, the strike, any time until expiry of the option. In the case of no dividends it would not make any sense to execute an American call option prematurely because the option could always be sold at a higher price than the inner value of the option, the difference
being the time value. Nevertheless an early execution can be advisable if the share pays dividends. At payment the share price decreases by the dividend. If the dividend is higher than the time value of the option after the payment then the holder should execute the option.
Roll (1977), Geske (1979, 1981), and Whaley (1981) provided an analytical solution for the case of known absolute dividends. As a shortcoming we can only assume the ex-dividend share price (i.e. the share price net of the discounted dividend payment) to follow a geometric Brownian motion. For options with long maturities, and consequently several dividend payments, this corresponds to a considerable reduction of the actual volatility, because only the ex-dividend share price is assumed to fluctuate. Several authors tried to adjust the volatility (Chriss (1997) or Haug and Haug (1998)). In an extreme case, assuming the dividend discount model (i.e. the share price equals the sum of all discounted dividend payments) the share price for a perpetual American call wouldn’t even fluctuate anymore.
Of course this is an inadmissible exaggeration of the Roll-GeskeWhaley model; its authors only assumed the one dividend payment case as a realistic scenario. Nevertheless the example of a perpetual call exhibits the problem of the ex-dividend share price. As a second drawback we repeat Geske’s doubt (1979) that dividends are difficult to forecast in such precise terms.
DOWNLOAD FULL ARTICLE:
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100164.87/warc/CC-MAIN-20231130031610-20231130061610-00409.warc.gz
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CC-MAIN-2023-50
| 2,181 | 7 |
http://mathhelpforum.com/differential-equations/201435-verify-indicated-function-solution-given-differential-equation.html
|
math
|
I see no reason to integrate when you just turn around and differentiate. With by the "Fundamental Theorem of Calculus", that the derivative of is just f(x), we get immediately your . And that does NOT satisfy the differential equation, again as you say.
HOWEVER, I think you have misread the problem. If , so that the denominator is the variable, not a constant, then the function becomes very hard to integrate but it is easy to use the "Fundamental Theorem of Calculus" to get . And that clearly does satisfy the equation.
(By the way, the constant in your integral should be cos(0)= 1, not cos(0)- but that was probably a typo.)
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s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698544140.93/warc/CC-MAIN-20161202170904-00219-ip-10-31-129-80.ec2.internal.warc.gz
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CC-MAIN-2016-50
| 632 | 3 |
https://www.cakecentral.com/forum/t/849244/3-tier-baby-shower-cake-pricing
|
math
|
I have no idea what to charge. I’m doing a 5,7,9 three tiered cake. It’s a buttercream with ombré effect and 2 dozen cupcakes. I was thinking like $180-$200. I’ve never done a theee tier Caleb so not sure how much work will go into this. I’m also doing another cake for the same day on top of making my daughters cake and working.
Its your time that is being spent on making the cake- so the the question really lends its self to how much you value your time. For me, I would not touch this cake for less then 250.00.
I'm charging $190+ change for just a 7" and 9", for a buttercream-finished 2-tier cake. So yes, adding a tier would easily bump it up to $240 or over, for me.
You say you have never done a three tiered cake, but have you done a two tiered cake? If so, what did you charge for those? What would be best is to figure out your per serving cost and then figuring out prices in the future would be a bit easier. So if you have done a two tiered cake take the price you charged and divide it by the number of servings it was. Then take that cost and use it to figure out the cost of the three tiered cake. You should definitely be looking at something over $200.
As an example on what Freckles said - let's say you did make a 2 tier - 9 and 6 rounds if I remember right that would serve about 45 and you charged $150; divide 45 into 150. That give you the 'per serving' price. Then figure out how many servings on the 3 tiers one (about 50) times the per serving price gives you how much to charge.
that's 60 servings give or take on the tier cake and at $4 per that's $240 then decorated cupcakes should be $3 a pop -- that's $70-something -- so that's over $300
I have 6, 8, 10 inch pans, so my calculation is by using what I have, but my cost on that cake, plus the cupcakes is $314.00.
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https://srmap.edu.in/seas/mathematics/
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From Aryabhata to Srinivasa Ramanujan, Mathematics is a field where Indians have always been considered trailblazers. The Department of Mathematics strives to create future powerhouses, through pure and applied mathematics learning as well as cutting-edge interdisciplinary scientific research.
Welcome to Department of Mathematics. It is no wonder that there exists any branch of science which is devoid of Mathematics. That is why Carl Friedrich Gauss rightly said, “Mathematics is the queen of all sciences.”
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http://selever.freeshell.org/projects/engineering/aerospace/airfoilHP6.shtml
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Although the data shown in figure 6 is quite wild, it is clear that there exists a strong adverse pressure gradient, meaning that it is likely the flow will detach in the manner desired. This, then, will be the selected airfoil for the tunnel design for this honors project.
Numerically designing a completely new airfoil would be too haphazard since the program is quite sensitive and needs occasional human interaction on the airfoil data to get results.
Challenges in numerical programs such as these can be hard to overcome. The data size of the airfoil is unknown, so dynamic memory must be allocated and carefully kept track of or a memory leak will occur. The data size cannot be simply guessed, because if the guess is too small, the program will crash and if the guess is too large extra memory is wasted.
The file structure of the airfoil is also a challenge. This honors project program used data points representing boundary points on the airfoil. Control points were then found by taking the midpoint between the boundary points.
Equation 1. The main equation that must be solved for lambda (source strength).
Applying the equation doesn't look too difficult, however when generating the matrix, a single piece of "bad luck" data will corrupt the entire matrix with no chance of recovery.
Since there exists an equation for every panel, and ever equation has a term for every panel, the matrix size is quite large and could not be solved by hand. The numerical method chosen for this program was that of a Gaussian elimination method. The matrix was first put into row echelon form and then the source strengths are found through back substitution.
The most challenging part of the project, however, was finding a way to have the computer measure angles from the x-axis to the inside of the body.
Figure 7. An arbitrary body has angles ascribed to it. Note that the angles are always measured in the counter-clockwise direction and go to the inside of the body.
Getting the computer to recognize inside vs. outside panels was accomplished by averaging other data points from the body and comparing those with the normal.
© 2006 Nic Reveles
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https://www.physicsforums.com/threads/expected-value-probability.578047/
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1. The problem statement, all variables and given/known data A computer code consists of two blocks written independently by two programmers. Each block contains no errors with probability 0.6, one error with probability 0.3, and two errors with probability 0.1. a. What is the probability that there are more errors in the first block than in the second block? b. What is the probability that two blocks have an equal number of errors? c. Compute the expected number of errors in the 1st block. d. Let Z be the total number of errors in the code. Use your answer in (c) to find E(Z). 2. Relevant equations For A-.27 B- .46 C- .5 All of which were correct 3. The attempt at a solution I just don't understand what part d is asking am I supposed to compute the expected number of errors in the 2nd block (.5) and then add it with the first block getting .10 or is there another approach?
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http://ca.jetradar.com/routes/opo/dub?dont_redirect_please=true&marker=direct
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Best airfares from Porto to DublinJetradar compares airfares from Porto to Dublin with hundreds of airlines (including American Airlines, Lufthansa, British Airways) and dozens of online travel agencies in one single place. We provide you with all the options to find the cheapest flights to Dublin, you choose where to book. Also there you can find airlines special offers from Porto to Dublin. The cheapest round-trip price found within the last week was C$182. The cheapest oneway price found within the last week was C$42.
Cheapest Flights from Porto to Dublin
Airline One Way One Way / Round-Trip Round-Trip American Airlines C$777 Find Lufthansa C$213 C$200 British Airways C$135 C$214 Air France C$298 C$361 KLM C$233 C$263
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Airline One Way One Way / Round-Trip Round-Trip Aer Lingus C$117 C$171 Alitalia C$1,367 C$5,977 TAP Portugal C$108 C$202 Air Transat C$6,818 C$8,610 Air Berlin C$401 C$1,000
Airline One Way One Way / Round-Trip Round-Trip Scandinavian Airlines C$278 C$460 SATA International C$2,175 C$1,744 EasyJet C$73 C$159 TAM Linhas Aereas C$1,678 Find Lan Airlines C$2,427 Find
Flights from Porto to Dublin
Travelling from Porto to Dublin advices and facts
- The distance between Porto and Dublin is 855 miles (or 1376 kilometers).
- The shortest flight time is 2h 44m
- There is no time difference between Porto and Dublin. Check this again shortly before your flight.
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https://www.gerad.ca/fr/papers/G-89-20
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math
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The problem we consider is that of preparing a minimum cost transportation plan by simultaneously solving the following two sub-problems: first the assignment of units available at a series of origins to satisfy demand at a series of destinations and second, the design of vehicle tours to transport these units, when the vehicles have to be brought back to their departure point. We present a solution method for this problem using a minimum cost flow model followed by heuristic tour construction and improvement procedures. This approach allows large problems to be solved quickly, and solutions to large test problems have shown to be 1% or 2% from the optimum. Results are presented for a problem involving the transport of 24000 students working on an environmental cleanup project.
Paru en juin 1989 , 27 pages
Ce cahier a été révisé en avril 1990
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https://projecteuclid.org/journals/electronic-communications-in-probability/volume-15/issue-none/Moment-estimates-for-solutions-of-linear-stochastic-differential-equations-driven/10.1214/ECP.v15-1574.full
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As a general rule, differential equations driven by a multi-dimensional irregular path $\Gamma$ are solved by constructing a rough path over $\Gamma$. The domain of definition - and also estimates - of the solutions depend on upper bounds for the rough path; these general, deterministic estimates are too crude to apply e.g. to the solutions of stochastic differential equations with linear coefficients driven by a Gaussian process with Holder regularity $\alpha<1/2$. We prove here (by showing convergence of Chen's series) that linear stochastic differential equations driven by analytic fractional Brownian motion [6,7] with arbitrary Hurst index $\alpha\in(0,1)$ may be solved on the closed upper half-plane, and that the solutions have finite variance.
Jeremie Unterberger. "Moment estimates for solutions of linear stochastic differential equations driven by analytic fractional Brownian motion." Electron. Commun. Probab. 15 411 - 417, 2010. https://doi.org/10.1214/ECP.v15-1574
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https://oneclass.com/class-notes/ca/western/psyc/psychology-1000/97907-learningodt.en.html
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What are the factors that influence conditioning?
What is the difference between classical conditioning and instrumental conditioning
How is behaviour maintained by its consequences?
• Factors affecting conditioning
• Instrumental model
• Law of effect
Drug effects---> major categories, hypnosis theories
Classical conditioning of “Love”?
• Don Byrne: reinforcement-affect model
• Ex. arousing stimulus--->positive feelings--->positive evaluation--->pair neutral
stimulus(stranger) with arousing stimulus(music)--->positive evaluation of stranger
• May and Hamilton (1990):
-Female students rate photos with music playing in the background
-Positive music increases attraction, negative music decreases attraction
• Acquisition curves: response strength
• Temporal contiguity
• Simultaneous pairing
• Forward pairing- works best
• Backward pairing
Higher Order Conditioning
• Pair primary CS with another neutral stimulus (secondary stimulus)
• Not very effective...CS-UCS bond is no longer enforced
• The CR extinguishes
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https://relativitydigest.com/tag/science/page/2/
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In this article, I will use Data Science / Machine Learning methodologies to break down the real factors separating the playoff from non-playoff teams. In particular, I used the data from Basketball-Reference.com to associate 44 predictor variables which each team: “FG” “FGA” “FG.” “X3P” “X3PA” “X3P.” “X2P” “X2PA” “X2P.” “FT” “FTA” “FT.” “ORB” “DRB” “TRB” […]
I have a talk today at Perimeter Institute: here are the slides. I basically showed that even a stochastic multiverse must be generated by precise initial conditions!
I was thinking about how one can use the NBA’s new SportVU system to figure out optimal positions for players on the court. One of the interesting things about the SportVU system is that it tracks player coordinates on the court. Presumably, it also keeps track of whether or not a player located at makes […]
In a previous post, I showed how given random positions of 5 players on the court that they could “fill” the triangle. The main geometric constraint is that 5 players can form 3 triangles on the court, and that due to spacing requirements, these triangles are “optimal” if they are equilateral triangles. Given that we […]
Most people when talking about cosmology typically talk about the universe in one context, that is, as a particular solution to the Einstein field equations. Part of my research in mathematical cosmology is to try to determine whether the present-day universe which we observe to be very close to spatially flat and homogeneous, and very […]
There is no excerpt because this is a protected post.
I tried to derive a general Einstein field equation for an arbitrary FLRW cosmology. That is, one that can handle any of the possible spatial curvatures: hyperbolic, spherical, or flat. Deriving the equation was easy, solving it was not! It ends up being a nonlinear, second-order ODE, with singularities at a=0, which turns out to […]
As usual, here is the post-game breakdown of Game 2 of the NBA Finals between Cleveland and Golden State. Using my live-tracking app to track the relevant factors (as explained in previous posts) here are the live-captured time series: Computing the correlations between each time series above and the Golden State Warriors point difference, we […]
My new paper has now been published in Annalen der Physik, which is a great honour, because 100 years ago, Einstein’s General Theory of Relativity was also published in the same journal. This paper describes a method by which one is able to determine whether a given spatially flat cosmological model produces finite-time singularities, and […]
What goes into making a cosmological model? Here is a presentation (that was part of my Ph.D. dissertation) that I have reproduced and embedded here to describe what actually goes into the making of a cosmological model. After describing some general properties, I describe specifically a early-universe model that contains a viscous fluid and a […]
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https://www.whsmith.co.uk/products/lecture-notes-on-mathematical-olympiad-courses-for-senior-section-volume-2-mathematical-olympiad-series-8/9789814368964
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Olympiad mathematics is not a collection of techniques of solving mathematical problems but a system for advancing mathematical education. This book is based on the lecture notes of the mathematical Olympiad training courses conducted by the author in Singapore. Its scope and depth not only covers and beyond the usual syllabus, but introduces a variety of concepts and methods in modern mathematics as well.In each lecture, the concepts, theories and methods are taken as the core. The examples serve to explain and enrich their intentions and to indicate their applications. Besides, appropriate number of test questions is available for the readers' practice and testing purpose. Their detailed solutions are also conveniently provided.The examples are not very complicated so readers can easily understand. There are many real competition questions included which students can use to verify their abilities. These test questions originate from many countries all over the world. This book will serve as a useful textbook of mathematical Olympiad courses, a self-study lecture notes for students, or as a reference book for related teachers and researchers.
Volume 1: Fractional Equations; Higher Degree Polynomial Equations; Irrational Equations; Indicial Functions and Logarithmic Functions; Trigonometric Functions; Law of Sines and Law of Cosines; Manipulations of Trigonometric Expressions; Extreme Values of Functions and Mean Inequality; Extreme Value Problems in Trigonometry; Fundamental Properties of Circles; Relation of Line and Circle and Relation of Circles; Cyclic Polygons; Power of a Point with Respect to a Circle; Some Important Theorems in Geometry; Five Centers of a Triangle; Volume 2: Mathematical Induction; Arithmetic Progression and Geometric Progression; Recursive Sequence; Summation of Series; Some Fundamental Theorems on Congruence; Chinese Remainder Theorem and Order of Integer; Diophantine Equation (III); Cauchy - Schwartz Inequality; Rearrangement Inequality and Jensen' Inequality; Schur Inequality; Fractional Inequality; Variable - Freezing Method; Some Methods in Counting Numbers (I); Some Methods in Counting Numbers (II); Introduction to Functional Equations.
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http://www.thedistrictsleepsdc.com/2011/06/make-your-own-rug.html
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Also, please let me remind you that I do not have any 'systems' to win at roulette every time you play or tricks to beat the sport. What you are able to to} do} is to increases your profitable probabilities avoiding all the mistaken bets and focusing solely on people who offer you the most effective odds to win. This information has every thing want to|you should|you have to} know on means to|tips on how to} get better at roulette and get better odds when you play this exciting on line casino recreation. For instance, a single number on the table has odds of 35 to 1. If you had been to wager $1 원엑스벳 and win the guess, you’d obtain your stake again nicely as|in addition to} $35 in winnings.
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https://admin.clutchprep.com/physics/intro-to-torque
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|Ch 01: Units & Vectors||2hrs & 22mins||0% complete||WorksheetStart|
|Ch 02: 1D Motion (Kinematics)||3hrs & 11mins||0% complete||WorksheetStart|
|Ch 03: 2D Motion (Projectile Motion)||3hrs & 8mins||0% complete||WorksheetStart|
|Ch 04: Intro to Forces (Dynamics)||3hrs & 42mins||0% complete||WorksheetStart|
|Ch 05: Friction, Inclines, Systems||4hrs & 32mins||0% complete||WorksheetStart|
|Ch 06: Centripetal Forces & Gravitation||3hrs & 51mins||0% complete||WorksheetStart|
|Ch 07: Work & Energy||3hrs & 55mins||0% complete||WorksheetStart|
|Ch 08: Conservation of Energy||6hrs & 54mins||0% complete||WorksheetStart|
|Ch 09: Momentum & Impulse||5hrs & 35mins||0% complete||WorksheetStart|
|Ch 10: Rotational Kinematics||3hrs & 4mins||0% complete||WorksheetStart|
|Ch 11: Rotational Inertia & Energy||7hrs & 7mins||0% complete||WorksheetStart|
|Ch 12: Torque & Rotational Dynamics||2hrs & 9mins||0% complete||WorksheetStart|
|Ch 13: Rotational Equilibrium||4hrs & 10mins||0% complete||WorksheetStart|
|Ch 14: Angular Momentum||3hrs & 6mins||0% complete||WorksheetStart|
|Ch 15: Periodic Motion (NEW)||2hrs & 17mins||0% complete||WorksheetStart|
|Ch 15: Periodic Motion (Oscillations)||3hrs & 16mins||0% complete||WorksheetStart|
|Ch 16: Waves & Sound||3hrs & 25mins||0% complete||WorksheetStart|
|Ch 17: Fluid Mechanics||4hrs & 39mins||0% complete||WorksheetStart|
|Ch 18: Heat and Temperature||4hrs & 9mins||0% complete||WorksheetStart|
|Ch 19: Kinetic Theory of Ideal Gasses||1hr & 40mins||0% complete||WorksheetStart|
|Ch 20: The First Law of Thermodynamics||1hr & 49mins||0% complete||WorksheetStart|
|Ch 21: The Second Law of Thermodynamics||4hrs & 56mins||0% complete||WorksheetStart|
|Ch 22: Electric Force & Field; Gauss' Law||3hrs & 32mins||0% complete||WorksheetStart|
|Ch 23: Electric Potential||1hr & 55mins||0% complete||WorksheetStart|
|Ch 24: Capacitors & Dielectrics||2hrs & 2mins||0% complete||WorksheetStart|
|Ch 25: Resistors & DC Circuits||3hrs & 20mins||0% complete||WorksheetStart|
|Ch 26: Magnetic Fields and Forces||2hrs & 25mins||0% complete||WorksheetStart|
|Ch 27: Sources of Magnetic Field||2hrs & 30mins||0% complete||WorksheetStart|
|Ch 28: Induction and Inductance||3hrs & 38mins||0% complete||WorksheetStart|
|Ch 29: Alternating Current||2hrs & 37mins||0% complete||WorksheetStart|
|Ch 30: Electromagnetic Waves||1hr & 12mins||0% complete||WorksheetStart|
|Ch 31: Geometric Optics||3hrs||0% complete||WorksheetStart|
|Ch 32: Wave Optics||1hr & 15mins||0% complete||WorksheetStart|
|Ch 34: Special Relativity||2hrs & 10mins||0% complete||WorksheetStart|
|Ch 35: Particle-Wave Duality||Not available yet|
|Ch 36: Atomic Structure||Not available yet|
|Ch 37: Nuclear Physics||Not available yet|
|Ch 38: Quantum Mechanics||Not available yet|
|Intro to Moment of Inertia||30 mins||0 completed|
|Moment of Inertia via Integration||19 mins||0 completed|
|More Conservation of Energy Problems||55 mins||0 completed|
|Moment of Inertia of Systems||23 mins||0 completed|
|Conservation of Energy in Rolling Motion||45 mins||0 completed|
|Moment of Inertia & Mass Distribution||10 mins||0 completed|
|Intro to Rotational Kinetic Energy||17 mins||0 completed|
|Energy of Rolling Motion||18 mins||0 completed|
|Types of Motion & Energy||24 mins||0 completed|
|Parallel Axis Theorem||14 mins||0 completed|
|Conservation of Energy with Rotation||36 mins||0 completed|
|Torque with Kinematic Equations||59 mins||0 completed|
|Rotational Dynamics with Two Motions||51 mins||0 completed|
|Rotational Dynamics of Rolling Motion||27 mins||0 completed|
Concept #1: Intro to Moment of Inertia
Hey guys so in this video we're going to talk about the moment of inertia which is really just the rotational equivalent of mass, so in linear motion you have mass in rotational motion you have moment of inertia, you can think of moment of inertia as rotational mass or rotational inertia, the name is tricky moment of inertia sort it's sort of a name from Engineering but don't get confused its just rotational mass let's check it out. So, you might remember that when we solve the motion problems which were those problems we solved with the 3 to 4 motion equations or kinematic equations those equations didn't have a mass in it, right? So they did not depend on mass but once you moved into energy problems or force problems dynamics problems mass was important so here is kinetic energy is 1/2MV squared, gravitational potential energy has a mass, force F=MA that has a mass as well so before we can talk about energy in rotation in forces in rotation we have to talk about mass in rotation because it's a little different, again linear motion mass and rotational motion we have this new thing that we're going to talk about, I want to quickly remind you that mass is the amount of resistance to linear acceleration, linear acceleration is A, mass is resistance to A and we call that inertia when you resist acceleration you're resisting change in velocity resisting change is inertia, inertia means you want things to keep going the way they're gone you want to resist change, I can show real quick how this looks like sum of all force = MA, I can rewrite this as A equals sum of all forces over M, so notice that the greater my mass the smaller my A, right? So, the more mass I have the more resistance and remember resistance is inertia the more mass the more inertia so we say that mass is the quantity of inertia this is old stuff, mass is the quantity of inertia. Well it's going to the same thing in rotation, in rotation the only difference is that in rotation the amount of resistance depends on mass and depends on something else, in linear motion depends only on mass but in rotation it depends on mass and it also depends on distance to axis so if an object spins at a distance of 10 it's going to have a different resistance than if it spins at a distance of 20 from its axis of rotation, OK? So, if you go like this you have less inertia than if you're going like this, OK? So, this combination of mass and distance to axis is what we call moment of inertia and it's the amount of rotational inertia that you have, moment of inertia takes the letter I you can think of this as just inertia, right? And it's the rotational equivalent of mass, cool? And again, you can think of it as rotational inertia or rotational mass, cool? So, depending on the kind of problem you have if you have motion, linear motion or any kind of linear problem you use mass if you have any kind of rotational problem you're going to use rotational mass which is called moment of inertia, cool. There's two types of objects and two types of problems you can see, you can have point masses again a point mass is a tiny little objects that goes around the circle of radius R and we're going to say that the mass itself has no radius, OK? So remember this distance here is little r, little r is distance big R is the radius so it's a tiny object that doesn't really have a radius it doesn't have a volume, usually you hear something like a small objects and then the other type is when we have a shape or a rigid body these are like a cylinder with a radius or something so the radius here is not 0 and the reason I put shape is because it's usually going to the problems usually that tell you what kind of shape this is, it's a solid cylinder if it says it's a solid cylinder you know it's one of these guys and not a point mass, cool? Now if you have a point mass, the moment of inertia is given by an equation which MR squared and M is the mass of that object and R again is the distance to the axis of rotation, OK? Distance to axis, alright? And if it's a rigid body, I will be given by a table look up what I mean by that? Well your textbook has a table of moments of inertia and it's going to say for a solid cylinder the moment of inertia for example is let me write it here for a solid cylinder the moment of inertia is 1/2 MR squared so this will be given to you most professors don't require you to memorize this they'll give this to you in some way, alright? So, look through your book find a table it's got some pretty shapes, something like this I pulled this from Wikipedia it shows you the shape and it shows where it's rotating, OK? I want to point out that if you spin here if you spin this object at the end of the object so imagine that you're spinning sort of like here, right? At this edge right here so it's doing this it's different than if you're spinning it in the middle like this, notice how these equations are different this is 1/3ML squared and this is 1/12ML squared it's because for moment of inertia where you spin matters, OK? One last point here is that the most moments of inertia will follow this general form here it will be some fraction like 1/2 or 2/3 or 2/5 or whatever MR squared, in this case this is a thin rod so what matters in the rod is not the R not the radius of the rod because it's very thin so it's small it's negligible but it's the length of the rod but even then you see that it's instead of MR squared it's ML squared so you should expect to see something like that, OK? So, we're going to do this quick example here so you see how this works and then we'll do a practice problem.
It's says system is made of two small masses the one of the left right here it's this guy has a mass of M let's call it M left= 3 and then mass on the right M right=4 and they are attached to the ends of a 2 meter long thin rod so it's this guy right here, I'm going to write it like this length = 2 meters that is massless so it's a thin rod that has no mass at all and we want to calculate the moment of inertia of the system if it spins about a perpendicular axis through the center of the rod there's a lot of words here and you're going to get used to this but I'm going to start slowly here, OK? So, I want to in the moment of inertia I=? of the system let me put a little system here moment of inertia of the whole system if it spins so it's spinning about a perpendicular axis you're going to see this all the time perpendicular axis, perpendicular means 90 degrees, Perp=90 degrees this is a remember the symbol for perpendicular, cool? So, what does it mean it's a perpendicular axis? Well here's the rod, right? Perpendicular axis means it's making 90 degrees with the rod so it looks like this, cool? Like that, now this is also perpendicular because it's also making 90 degrees so sometimes it's hard to tell which one so you have to be careful so it says perpendicular axis through the center of the rod so it means it's perpendicular makes 90 degrees and it goes like this, you can have a perpendicular axis or you can have a parallel axis, parallel axis would look like this it would go with the rod but then the rod is just spinning around itself and that doesn't do anything, OK? So, the axis will be like this through the middle which means the rod is spinning around itself like this, OK? So, it's a very visual chapter a very visual topic so I'm going to draw it like this and the idea is that this guy is spinning around itself like this, OK? The moment of inertia of a system is the sum of the individual moments of inertia, OK? So we have 3 objects but the rod has no mass and look at the moment of inertia, moment of inertia is either 1/2MR squared or if you are shape it looks like this, both of these guys have masses what it means is that if both of the them require mass so if you have no mass you have no moment of inertia, moment of inertia is rotational mass if you have no regular you have no rotational mass either so what that means is that we're only going to really have two guys, I left + I right, OK? So now we're going to expand this, what goes here and what goes here so what goes here and what goes here? Now you have to decide or you have to figure out are these masses a tiny point mass or are they sort of a bigger shape and here it says two small masses, small is a hint that these are point mass PM points masses which means the equation is an MR squared, OK? So, there's two clues here one it says small that's a dead giveaway and the other one isn't it didn't indicate a shape so if I tell you a small solid cylinder it's still a rigid body because I said that it was a solid cylinder I gave you the shape here I tell you it's small and I don't give you a shape it's a point mass, OK? So, what we're going to write here is M of the left R left squared because that's the equation MR squared, same thing here MR squared but this is for the right, OK? So, the masses are a 3 and a 4, 3 and a 4 so I like to set up.... Whoops This is a 2 right there I like to set up this way what I've done is I've written the mass here, mass here, this mass this mass and I've left the space for us to plug in the Rs, OK? I left a space for us to plug in the R this is where you have to slow down make sure you find the right number, R is the distance between the object and its axis of rotation so it's not the two R is this so this is R for the right ball or right object and this is R for the left object the distances are one for both because it sits right down the middle so it's going to be 1 and 1, OK? 1 squared is just one so the answer here is simply 7, now let's talk about units because we haven't done that yet if you look at I=MR squared which is the I for a point mass the units are going to be kilograms because of the mass and meter squared because of the distance squared, distances is in meters so it's going to be 7 kilograms meter squared, alright? That's it for this one I want to point out that we actually didn't use this table, right? We had a rod here we didn't use this table because this rod didn't have a mass, if it had a mass you would have used this equation right here, OK? You would have used this equation here and I'm going to write here but no mass sad face so we didn't get to use it but you would have used this one because it's spinning around its middle point, cool? That's it for this one let's keep going.
Practice: A system is made of two small masses (MLEFT = 3 kg, MRIGHT = 4 kg) attached to the ends of a 5 kg, 2-m long thin rod, as shown. Calculate the moment of inertia of the system if it spins about a perpendicular axis through the mass on the left.
Example #1: Moment of inertia of Earth
Hey guys so as you know the Earth is rotating therefore it has a moment of inertia and if we make some assumptions about the shape of the Earth we can actually calculate the moment of inertia of the earth let's check it out, so it says here Earth has a mass and radius given by these big numbers and they also tell you that the radial distance between the Earth and the sun is this, what I mean by a radial distance is that if the Sun is here the Earth spins around the sun and this distance here little r is 1.5x 10(11) squeeze it in there, that's what I mean by that and then I gave you the mass of the Earth and the radius of the Earth as well I want to know the moment of inertia of the earth as it spins around itself and as it spins around the Sun, as you know the Earth has 2 motions and we can calculate a moment of inertia about or relative to those two motions or for those two motions, remember moment of inertia depend on the axis of rotation that's why these numbers will be different so if you want a moment of inertia of the Earth around itself you would have to treat the earth as an object with a significant size you can't treat it as a tiny object so what we do here is we're going to treat the earth as a solid sphere So the Earth is a big ball that spins around itself. Now technically it's at an angle like that but it doesn't really matter you can just do this, OK? So, it's spinning around itself and your book would show you that solids sphere have a moment of inertia given by this equation right here so when I tell you solid sphere I'm indirectly telling you hey use this equation for I, OK? So, for A part we're going to do part A is over here, we're going to say I= 2/5 MR squared and all we're going to do is plug in the numbers here so M is the mass of the earth which is 5.97x10(24) and R is the radius of the earth which is this and not the radial distance, it's the earth going around itself so it's the radius of the actual object or the sphere, 6.37x10(6) squared, OK? If you look at this number I got a 24 and then I got a 6 squared so you should imagine that this is going to be a gigantic number and it is I multiplied everything I get 9.7x10(37) kilograms meter square, the Earth has a lot of inertia and what that means is that we're being incredibly hard to make the earth stop spinning, OK? Now if you were to google this number you would see that it's actually a little bit off the actual moment of inertia is a little bit off and that's because the earth is not a perfect sphere it's got different layers it's not even a sphere so but this number is a pretty good approximation.
For Part B we want to find out what is the moment of inertia of the earth as it spins around the sun, now in this case relative to the Sun the Earth is tiny so we're going to treat it as a point mass which is crazy the earth is huge thing and you're going to just treat it as a little point mass of negligible radius and that's because relative to the Sun the Earth is negligible in size, OK? So, I'm going to put the earth here as a tiny M earth and it's going around the sun and the distance here the radial distance which is little r, big R is radius of an object and little r is distance to the center is 1.5x10(11) meters in this case we're going to use instead of 2/5 MR we're going to use MR squared because the Earth is being treated as a point mass here, M is the mass of the object itself, right? It's the object that spinning it's not Sun so it's going to be 5.97x10(24) same thing but r is going to be the distance to the center which is 1.5 so 1.5x10(11) squared I got a 24, I got an 11 squared this going to be again a gigantic number, 1.34x10(47), this number is like a billion times bigger than the other number, right? So as hard as it would be to get the earth to stop spinning it would be way harder, right? It would be 10 to 10 times harder to make the earth stops going around the sun, and that's it so that's very typical classic problem hopefully it makes sense you should try this out on your own and let's keep going.
Practice: A solid disc 4 m in diameter has a moment of inertia equal to 30 kg m2 about an axis through the disc, perpendicular to its face. The disc spins at a constant 120 RPM. Calculate the mass of the disc.
Example #2: Inertia of planet of known density
Calculation error. Should be 5.49x1043 kgm2.
Hey guys, so here's another pretty straightforward moment of inertia question the only difference here is that we're going to have density to deal with so let's do this real quick. So, it says we have a planet that is nearly spherical, nearly spherical means that it's a sphere, OK? So you can basically ignore the word nearly It means we're going to approximate it as a sphere with nearly continuous mass distribution, again you can ignore the word nearly and assume that it has continuous mass distribution, continuous mass distribution we'll talk more about this later but it basically means that a sphere has the mass evenly distributed throughout the sphere so you sometimes you see drawn like something like this, this is a solid sphere and this is opposed to a hollow sphere which is a sphere that has nothing inside, it's not continuously or evenly distributed all the mass is concentrated on the edges this is not what we have here this is what we have here the reason why that's important is because you're going to get a different I equation a different moment of inertia equation depending on what kind of sphere you have and the moment of inertia equation for this guy here is 2/5MR squared, the question didn't give you this but you would look this up in your book or in a test he would have to give you this somehow unless your professor requires you to memorize these and then you have to do that but most of them don't, alright? So that's the equation you're supposed to use I give you the radius right here radius is 8x10(7) meters and I give you the density, density you can use D but the official variable if you will is row, right? It's 10000 Kilograms per cubic meter, I want to remind you that if you have a volume the density of a volume is mass over volume and you could have seen this from the units kilograms cubic meter, cube right so it's a volume it's a three dimensional object, and that's it that's all we're given I also give you here the equation for volume of a sphere, volume right here of a sphere, now if you were looking for I and if you start plugging stuff in here you would realize you don't have M but you have R, OK? So we don't have M we got to figure this out and if you look around you, you realize well we have another piece of information that has some connection to M so maybe I can use this to solve for M and that's exactly what we're supposed to do so I want to find M I have 10000 but I don't have a V but once again I have another piece of information here that allows me to find the V, V= the volume of a sphere= pie r cubed and I know, I know r so I can get V I'm going to V so I'm going to be able to get M I'm going to know M o I'm going to be able to get I, OK? That's how it's going to flow. Alright so what I'm going to do is right here I'm going to solve for M in other words I'm going to move V over here so M=10000V and V is according to this equation right here 4/3 pie r cubed so I'm going to get this whole thing which is M and I'm going to stick it in here, OK? So, 2/5 x 10000 x 4/3 pie r cubed, this is just M and then I also have the R squared here, tons of Rs, OK?
And if you multiply this whole crap you're going to end up with let's see this is 18...I'm sorry this is 8 so this is going to be 80000/15 so it's 80000 pie, did I get that right? Yep, divided by 15 times r to the fifth, these two guys combined R to the fifth so it's going to be 8x10(7) this thing to the fifth, OK? So, you should expect a pretty big number and I get 3.15x10(45). Now how exactly do you arrive at this number doesn't really matter it's I so it's kilograms meter square you could have you know gotten a number here plugged it in here it really doesn't matter as long as you're right here it's a bunch of multiplication, cool? So that's it for this let me know if you have any questions.
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CC-MAIN-2019-51
| 22,567 | 65 |
https://widequestion.com/is-49-a-prime-number-or-a-composite-number/
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math
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Why 49 is a composite number?
Does it mean that 49 is not a composite number? Since 1 and 7 both factor into 49, the answer is yes. Since 49 contains more than 2 components, it is classified as a composite number.
What are the factor of 49?
The number 49 has the components 1, 7, and 49.
What is the prime composite of 49?
Therefore, 49 may be broken down into its prime factors as 7 ù 7.
Is 49 a prime member?
This is correct since 49 7 and 7 is a prime number. Is 49 a square prime number?
Is 71 composite or prime?
primary integer The answer is yes; 71 is a prime.
Is 50 composite or prime?
combined digits Since there are more than two variables in the number 50 (1, 2, 5, 10, 25, 50), the answer is yes. As it turns out, 50 has more than just two elements, making it a composite number.
What kind of number is 49?
It’s number 49, not 50. ΓåÆ Factoring the cardinal number 49 as the ordinal number 49 involves 72 divisors (1, 7, 49).
Is 49 a perfect square?
Informally, the product of multiplying any integer (positive, negative, or zero) by itself is known as a square number, perfect square, or just a square.
Numbers like 0 and 1 and 4 and 9 and 16 and 25 and 36 and 49 and 64 and 100 and 121 and 144 and so on are all squares.
What table does 49 come in?
The number 49 has three factors: 1 and 7. Thus, 49 is included in the set of 1, 7, and 49 in the table.
Why 49 is not a prime number?
49 prime factors In the first place, 49 may be divided evenly by 7. Accordingly, 7 is the lowest prime factor of 49. The second step is that 7 itself is a prime number, making it divisible only by itself or by 1. We can’t split any further since we’ve already got a dividend of 1.
Is 48 a composite number?
The factors of 48 are the multipliers that produce the original number when two of them are multiplied together. Since 48 is an even composite number, it may be divided into other elements than itself and 48. As a result, 1, 2, 3, 4, 6, 8, 12, 16, 24, and 48 are all factors of 48. The numbers 1, 2, 3, 4, 6, 8, 12, 16, 24, and 48 all factor into 48.
Is is a composite number?
Since no natural number can be split into less than two digits, all non-prime numbers are classified as composites. Composite numbers include those that may be divided by both 1 and itself, such as 6. Synonyms: Prime Factorization, Composite Numbers. Multiples That Can Be Broken Down Into Smaller Parts Number of Primes Greater than 50 2 × 5 × 5
How do you find a prime number?
If you divide a number by 2 and receive a whole number, then it is likely not a prime. If you do, the result cannot be a prime. If you still have an incomplete number, divide it by prime numbers such as 3, 5, 7, 11 (9 is divisible by 3), etc., until you reach a full number (see table below).
What is prime and composite number?
What is the difference between prime numbers and composite numbers? A prime number is a positive integer that can be divided into just two smaller integers, one and itself. Because it may be divided not only by 1 and the number itself, but also by at least one positive integer, a composite number contains more than two elements.
Is 73 prime or composite?
Prime Number (73rd) (number) ← 72 73 74 → The prime number 73 is the first divisor of the prime number 21 in the ordinal system.
Is 97 a prime or composite?
primary integer Does anyone know whether 97 is a prime number? Sure enough, 97 is a prime. Because of this, it will only contain the factor 1 and the actual number. If there are just two numbers in play here, 1 and 97, then 97 will show up in a 197 table of multiplication.
Is 91 composite or prime?
An Arithmetic Combination Then the number 91 must be a composite, right? Factoring 91 into its prime components 1–7–13–91 is a well-established practice. 91 is a composite number since its total number of elements is more than 2. This means that 91 is a multi-digit number.
Is 89 a prime or composite number?
primary integer It is true that 89 is a prime number since it is divisible by just 1 and itself.
Is 95 composite or prime?
combined digits Since 95 is divisible by more than 2 (see 1, 5, 19, 95), the answer is yes. To put it another way, 95 is not a prime number since it contains more than 2 components.
Is 43 composite or prime?
The number 43 is prime because it has exactly two divisors, and those are 1 and itself.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030338280.51/warc/CC-MAIN-20221007210452-20221008000452-00604.warc.gz
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CC-MAIN-2022-40
| 4,364 | 41 |
http://grcourseworkholt.bethanyspringretreats.us/cat-2005-paper-with-answers.html
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math
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Cat 2011 previous year question paper with answer key pdf cat 2005 exam solved paper set 2pdf (size: 22204 kb / downloads: 8,934. Cat 2005 was a compact paper, but a drastic reduction in the number of were close you should have taken care while marking the answers. Logic and reasoning questions that follow will provide you with lots of practice as you work answering the 501 logic and reasoning questions in this book will. Also get solutions and answer keys of these question papers for the preparation of aieee every year cbse aieee question paper with solution 2005.
Previous cat and omet papers with solutions cat papers, snap papers, xat papers, iift papers cat 2005 xat 2013 print iift 2012 cat 2006 xat. Cat 2004 solved paper - free download as pdf file (pdf), text file (txt) or read di r ect i ons f or quest i ons 1 t o 4: answer t he quest i ons on t he basi s of t. Cat 2017 answer key & question paper released - click here cat cutoff cat paper 2005, download here download here cat paper. Cat 2005 solutions page 1 of 30 if this equation has a unique solution for x, then discriminant = 0 since k is positive the other solution is ruled out hence.
So how many should one attempt in cat 2015 although there is no quick-fix answer to these questions, cat 2005, 23%, 23%, 53. So find past 10 year cat 2018 sample papers from here which are helpful to you cat 2005 paper, download here multiple choice questions and non- multiple choice questions for every correct answer +3 marks will be. Attempt official cat question papers for 2005 - 2017 for free in a real, exam- like interface | cat preparation.
Download the pdf of previous years cat papers and answers cat question papers cat paper solutions here are cat 2005 questions. After attemting all cat sample questions, aspirants can match their answers with the solutions cat 2005 test paper cat 2009 paper with answer keyspdf. Download cat 2005 for practicing and analyzing the kind of questions directions for questions 1 to 6 : answer the questions independently of each other. Detailed evaluation of answers and justifications will help you better appreciate your weak areas, section based distribution of previous years' cat questions : section, cat 2003, cat 2004, cat 2005, cat 2006, cat 2007, cat 2008. Cat 2005 question paper , this cat 2005 question will help all the students for their exam preparation, here the question type is mcq ie.
Hi everyone, here is the analysis of 2005 cat exam held on 20/11/2005 while questions have been heading southward, no one expected a sub-100 but the answer options in rc were very close and some of the verbal. Amazonin - buy previous years' solved cat papers (old edition) book online at best prices in india on amazonin previous years' cat solved papers, as the name suggests, is a compliation of solved papers of answers are very brief. This is a short sequence of 15 sample numerical reasoning questions b 2004 c 2005 d 2006 e cannot say answer in this question one should make an. Questions (and answers) on the semantic web munchen, germany, 7 october 2005 ivan herman, w3c conference logo slides of the presentation held at the .
Nimcet 2018 solution with nimcet 2018 answerkey set a, set b, set c, set d & question paper nimcet 2018, detailed analysis key of nimcet 2015. Download paper here: cat 2005 paper with solution cat 2005 paper questions (click here ) cetking-cat-2005-paper-questions cat 2005. Abstract lecturers who use the 'one-minute paper' generally praise it as a learning tool, for the copyright © 2005 the higher education academy and student to briefly write down answers to two questions, generally: (1) what was the most learning assessment guide: minutepapers.
Approximat ~ homu 'h directions for questions 1 to 5: answer the questions independently of each other faster than a does b h( 5ve o m,. [APSNIP--] [APSNIP--]
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CC-MAIN-2018-47
| 3,862 | 7 |
https://acnpsearch.unibo.it/singlejournalindex/8217884
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math
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Using 13.7 fb(-1) of data recorded by the CLEO detector at Cornell Electron
Storage Ring, we report evidence of two new charmed baryons: one decaying
into Xi (0 ')(c)pi (+) with the subsequent decay Xi (0)(c)' --> Xi (0)(c)ga
mma, and its isospin partner decaying into Xi (+)(c)' pi (-) followed by Xi
(+)(c)' --> Xi (+)(c)gamma. We measure the following mass differences for
the two states: M(Xi (0)(c)gamma pi (+)) - M(Xi (0)(c)) = 318.2 +/- 1.3 +/-
2.9 MeV and M(Xi (+)(c)gamma pi (-)) - M(Xi (+)(c)) = 324.0 +/- 1.3 +/- 3.
0 MeV. We interpret these new states as the J(P) = 1/2(-) Xi (c1) particles
, the charmed-strange analogs of the Lambda (+)(c1)(2593).
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CC-MAIN-2022-40
| 661 | 9 |
http://bunsofstrudel.blogspot.com/2006/06/dead-word-of-day_21.html
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math
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alectromantia: divination by a cock. Draw a circle, and write in succession round it the letters of the alphabet; on each side of it lay a grain of corn. Then put a cock in the center of the circle, and watch the grains he eats. The letters will prognosticate the answer.
(from The Word Museum by Jeffrey Kacirk)
Note: Wonder if this would work with parrots?
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| 358 | 3 |
https://www.english-hindi.net/?q=parabola
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math
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Noun(1) a plane curve formed by the intersection of a right circular cone and a plane parallel to an element of the curve
(1) There are three non-degenerate conics: the ellipse, the parabola , and the hyperbola.(2) Menaechmus is famed for his discovery of the conic sections and he was the first to show that ellipses, parabolas , and hyperbolas are obtained by cutting a cone in a plane not parallel to the base.(3) Long-period comets can have orbits ranging from eccentric ellipses to parabolas to even modest hyperbolas.(4) The solutions to the equations describing the motions produced by this law are called conic sections - ellipses, hyperbolae and parabolae - which you get by intersecting a plane and a cone.(5) Newton and Kepler left behind the tools for constructing flight paths from simple conic sections - bits of parabolas , hyperbolas, ellipses, and the ubiquitous circle - and their use is now a highly developed art.
1. parabola ::
English to Hindi Dictionary: parabola
Meaning and definitions of parabola, translation in Hindi language for parabola with similar and opposite words. Also find spoken pronunciation of parabola in Hindi and in English language.
Tags for the entry "parabola"
What parabola means in Hindi, parabola meaning in Hindi, parabola definition, examples and pronunciation of parabola in Hindi language.
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CC-MAIN-2020-45
| 1,342 | 7 |
http://perplexus.info/show.php?pid=5254&cid=35429
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math
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How many coins are needed to make as many rows of one coin as there are coins? The answer is 1: you make 1
row of one coin using that 1
How many coins are needed for rows of two coins? The answer is 3: put the coins in a triangle and you make 3 rows of two coins using 3 coins.
Now, how many coins are needed to make as many rows of 3 as there are coins?
If that was easy, how many for 4?
Note: if you are making rows of 4, any line drawn can intersect with a maximum of 4 coins. (you cannot place 5 coins in row and count it as two rows of 4) And no stacking coins.
(In reply to First Part
I count two more diagonals in your diagram, for a total of 13, but you
can certainly rearrange it so that those two diagonals are not linear,
giving the 11.
There is an question of whether o o o o is zero or two or four rows of
three. You apparently counted contiguous linear coins, but not
non-contiguous linear coins, resulting in two. This is
reasonable, but not the only way to count.
If we count this way, though, then I come up with 8 as a minimum. My Layout:
1 2 3
Where 4 is at the intersection of the lines joining 2 to 7 and 3 to 5.
The 8 rows are 123, 157, 168, 345, 456, 378, 258, and 247.
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CC-MAIN-2019-26
| 1,192 | 18 |
http://www.cadcamnews.in/2011/09/beijing-normal-university-school-of.html
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math
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MATLAB Supports Teaching Curriculum and Student Teams in National Mathematical Modeling Contest.
MathWorks today announced that Beijing Normal University (BNU) College of Mathematical Sciences has adopted the MATLAB product family for its course curriculum. BNU was recently cited in the Quacquarelli Symonds (QS) World University Rankings as being among the world’s premier educational institutions. BNU’s College of Mathematical Sciences is China’s first math school to provide faculty, staff, and students with school-wide access to the MATLAB product family.
The school-wide license includes MATLAB plus 20 additional products for parallel computing, test and measurement, data analysis, signal and image processing, symbolic math, and optimization. To support the adoption of MATLAB in the curriculum, the BNU faculty has developed a range of courses that incorporate MATLAB, including Math Modeling, Wavelet Analysis, and Image Processing with Computers. The math modeling course, for example, teaches students to solve practical problems using mathematical models and MATLAB.
“As part of our mission to deliver an internationally reputable mathematical program, we seek to include current technologies and industry best practices in our curriculum,” said Dean Bao Jiguang, BNU. “MATLAB based courses combined with easy access to MATLAB will strengthen our students’ abilities to solve real-world problems. Our curriculum will ensure our students are well-prepared in these tools upon graduation.”
The school-wide adoption of MATLAB also supports BNU’s participation in the Contemporary Undergraduate Mathematical Contest in Modeling (CUMCM), a national mathematical challenge held annually. CUMCM engages students in the study of mathematics as they solve problems and experiments with mathematical modeling. BNU is part of CUMCM’s organizing committee and sends 40 teams to the national competition. All BNU teams use MATLAB to improve their practical knowledge of mathematics, mathematical modeling, and math software used by mathematicians in academia and industry. Two BNU teams placed second nationally in 2010.
“Today’s job market in mathematics and engineering is highly competitive, and employers seek out job candidates who understand how to problem-solve using mathematical modeling tools and approaches,” said Jim Tung, MathWorks Fellow. “By adopting MATLAB into its curriculum and providing school-wide access to the MATLAB product family, BNU is empowering students with a significant advantage as they enter the job market after graduation.”
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- SigmaNEST Delivers Results to Tampa Bay Steel
- GE Scientists Decorate the Christmas Tree With 3-D Printed Ornaments
- Panso Solutions of India Joins the Aras Partner Program
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| 3,243 | 16 |
https://www.enotes.com/homework-help/line-point-not-line-sometimes-always-coplanar-275519
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math
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Are a line and a point not on the line sometimes or always coplanar?
A line and a point not on the line are always coplanar. This follows from the fact that to define a plane we need three distinct points.
Or putting it in another way, it is always possible to draw a plane through any three points. Though if we have four points one of them may not lie on the plane that is drawn using the other three points.
To define a line we only need two distinct points. In your problem, we have two points that lie on the given line and another point not lying on the line. These three points always define a unique plane.
Therefore, a line and a point not lying on the line are always coplanar.
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| 687 | 5 |
http://skillgun.com/question/2440/analytical-reasoning/seating-arrangement/in-a-school-day-event-there-are-five-students-participating-in-a-dance--paul-is-between-bryan-and-ravi--linda-is-not-in-the-extreme-left-of-extreme-right--paul-is-the-only-student-between-bryan-and-ravi--identify-lindas-possi
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math
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In a school day event there are five students participating in a dance . Paul is between Bryan and Ravi . Linda is not in the extreme left of extreme right . Paul is the only student between Bryan and Ravi . Identify Linda's possible positions .
3rd from Right or 2nd from left .
2nd from left or 2nd from right .
3rd from left or 2nd from right .
None of the above
Since Bryan , Paul and Ravi are in sequence . Hence Linda must be in 2nd position from left or second position from right since one of the statement is saying that Linda is not in extreme left or extreme right .
Back To Top
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| 589 | 7 |
https://www.i-paceforum.com/forum/546-2018-i-pace-ev-range-mpge-economy/2633-reported-energy-consumption-%5Bkwh-100miles%5D-utterly-completely-totally-wrong-3.html
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math
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Join Date: Jan 2019
Location: San Francisco, CA
I did a similar analysis comparing Journey's miles/kWh to my calculations using the I-Pace's onboard SOC reading. I only did it for only one charge cycle. For 6 trips (power on-off cycle) totaling 112 miles in distance, with trips ranging from 61 miles to less than 3 miles, Journey's weighted average energy consumption (weighted by miles traveled per trip) was 2.88 m/kWh. My calculation, based on the I-Pace's SOC % reading and assuming a battery capacity of 84.7 kWh, was 2.49 m/kWh. So, Journey overstates efficiency by about 15%.
If you prefer kwh/100mi, Journey: 2.88 m/kWh = 34.68 kWh/100 m and My calculations: 2.49 m/kWh = 40.08 kWh/100 m.
Unfortunately, I can't use sciencegeek's suggestion of comparing the results to the amount of kWh supplied from my ChargePoint EVSE, because I rarely charge to 100%. So, I can't determine how much charge was consumed per charge cycle, only how much was supplied.
I-Pace FE, Corris Gray, 20" rims
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| 993 | 6 |
https://db0nus869y26v.cloudfront.net/en/U-quadratic_distribution
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math
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Probability density function
In probability theory and statistics, the U-quadratic distribution is a continuous probability distribution defined by a unique convex quadratic function with lower limit a and upper limit b.
This distribution has effectively only two parameters a, b, as the other two are explicit functions of the support defined by the former two parameters:
(gravitational balance center, offset), and
One can introduce a vertically inverted ()-quadratic distribution in analogous fashion.
This distribution is a useful model for symmetric bimodal processes. Other continuous distributions allow more flexibility, in terms of relaxing the symmetry and the quadratic shape of the density function, which are enforced in the U-quadratic distribution – e.g., beta distribution and gamma distribution.
The quadratic U and inverted quadratic U distribution has an application to beamforming and pattern synthesis.
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https://math.answers.com/Q/What_is_the_reciprocal_of_one_and_one_third
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math
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negative one third
1/3, or one third.
The reciprocal is a flipped fraction, 3 is 3 over 1, so, The reciprocal of 3 is 1 over 3, which is one third.
The reciprocal of 3/10 is 10/3 or 3 1/3 (that is, three and one third).
3+1/3 = 10/3. The reciprocal of 10/3 is 3/10.
1 over three, which is one third -- 1/3
1/2 + 1/3 = 5/6 The reciprocal of this is 6/5 or 1 1/5.
Since the reciprocal of a fraction is its numerator and denominator reversed, that would make 1/3 into 3/1, which is just 3.
To divide by a fraction, you multiply by the reciprocal - in this case, you multiply by 3.
The reciprocal of one is one.
To find how many third cups in a half cup, you would divide one third into one half. To do this, you will have to multiply one half with the reciprocal of one third, which is three over one (3). This equals three halves, which equals one and one half third cups in a half cup.
The reciprocal of any number is one over that number. Here's some examples and their reciprocals: 3 : 1/3 5 : 1/5 1/2 : 1/ (1/2) = 2 The reciprocal of 3 is 1/3 (one third).
The reciprocal of 7 1/3 is 3/22 or three twenty-secondths.
24.Dividing by a fraction is the same as multiplying by its reciprocal.The reciprocal of 1/3 is 3/1, or just 3.8 x 3 = 24
Expressed as a top-heavy vulgar fraction, 2 1/3 is equal to 7/3, or seven thirds.The reciprocal of this is 3/7, or three sevenths.
The reciprocal of one fourth is four.
The reciprocal of one eleventh is 11/1
The product of a number and its reciprocal is always one. That's what reciprocal means.
The Law Of Reciprocal Actions
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https://www.thenakedscientists.com/forum/index.php?topic=9349.0
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math
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0 Members and 1 Guest are viewing this topic.
I'm curious to know: If the whole of Earth were compressed as tightly as possible (i.e., no spacing between molecules), how big would it be? Assume that we exclude all living things on earth, but include water.Anyone can offer a reasonable guesstimate? Thanks.
http://xaonon.dyndns.org/hawking/gives the radius of an earth mass black hole as about 9 mm
My arithmetic makes the diameter of the compressed Earth as 180 meters.
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http://mathforum.org/orlando/abstract16.html
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math
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This is an abstract from a Minicourse conducted at the Joint Mathematics
Meetings, January 10-13, 1996, Orlando, Florida.
Minicourse #16: "Contemporary calculus through applications using the TI-82"
Organized by Kevin Bartkovich and Daniel J. Teague, North Carolina School of Science and Mathematics.
This minicourse will highlight the NCSSM calculus course, an applications-oriented, investigative calculus course centered around lab projects using graphing calculators. It will involve participants in activities that investigate graphical and numerical approaches to differential equations, the significance of local linearity in l'Hopital's rule and the product and chain rules for differentiation, curve fitting with unknown parameters, and analysis of income distribution using integral calculus. Additionally, open-ended group projects appropriate for calculus students will be discussed.
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https://www.studypool.com/discuss/472094/how-long-is-the-diagonal-of-a-9-in-by-40-in-rectangle?free
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math
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The diagonal is the hypotenuse of a right triangle so the diagonal would be the result of using the Pythagorean theorem
c^2 = 9^2 + 40^2
c^2 = 81 + 1600
c^2 = 1681
c = 41 inches
So the diagonal (hypotenuse) of a 9 in x 40 in rectangle is 41 inches (remember a rectangle has right angles like a square does, the only difference between a rectangle and a square is that the length and height of the square are the same, whereas the length and height of a rectangle are different)
Apr 13th, 2015
Studypool's Notebank makes it easy to buy and sell old notes, study guides, reviews, etc.
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http://www.findtramadol.com/
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math
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Your shopping cart is empty!
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http://sites.math.rutgers.edu/courses/436/Honors02/leibnize.html
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math
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Leibniz is generally recognized as a master of notation, but is not so easy to substantiate this impression without getting lost in the labyrinthine technicalities of the development of the differential and integral calculus. Joseph Hoffmann and A. Rupert Hall, supplied a good basis for a convincing account of the story. In spite of our shared misgivings early on, we saw that the story of the priority conflict between Newton and Leibniz, though forbidding both in terms of the quantity of ink spilled on it, the animosities it once engendered, and its apparent triviality, actually deserves some attention for the light it casts, if approached judiciously, on scientific matters. Fortunately both Hoffmann and Hall, though not quite taking the same side, approach it in this spirit. As Hall points out, prior to his own work it had not actually been dealt with as a subject in its own right; we noticed that Hofmann's intention to set out his own views in a monograph on the subject was thwarted by his death in an accident.
Early on you make the following claim about Leibniz: "And yet although he became acquainted quite late in his life with the mathematical achievements of his generation, it will always be his innovations in this field that put him to the forefront of the enlightened thinkers of his era." I had my doubts about this, but they are diminishing. It's a bit difficult for me to see a talented mathematician in the man who was so callow on his arrival in Paris, but he really does seem to have accomplished a great deal by systematizing the calculus. This seems to be a case where good methods and a sound intelligence produced results that would otherwise have required genius.
Leibniz certainly had a good instinct for arranging mathematics so that demanding calculations could be carried out by men of only moderate gifts. Newton professed, late in life and in the midst of polemics (about 1712), not to see the utility of this, and perhaps he could not envision the day when hordes of engineers would routinely carry out calculations of the sort that he had himself devised. But I suspect Newton was not entirely sincere at this point.
"It was precisely for this reason that Leibniz had so much success in the field, in that he was unhampered by much of the dogma that might have hindered its progress." I'll part company with you about the "dogma", but it does seem that after devising methods that suited himself, he found as he expected that they would suit others very well indeed. The next question would be what exactly the Bernoulli's learned from him - one imagines it is exactly this "calculus" as an algorithm that impressed them.
"... through his own lens" ( or possibly the lens of Cavalieri, which in spite of its logical inadequacies had much to recommend it as the basis of an algorithmic formalism.
It seems to me at the moment that Leibniz was drastically ahead of his time in at least one respect: his unbridled optimism regarding the potential power of formal systems, an optimism which seems more reasonable, though still somewhat problematic, to our own age. Ultimately what interested him, it seems to me, is what we now refer to as artificial intelligence. Though he didn't phrase it in those terms, the result of combining his characteristica universalis with existing computers would be something very like artificial intelligence.
On the other hand, one can also relate the ideas of Leibniz to the work of the philosopher Frege, who in the late 19th century began to devise formal systems for reasoning that correspond quite well to some of Leibniz' ideas; though still restricted to t he field of mathematics, they encompass the whole of that field, rather than limited areas. There may yet be applications of these ideas to law and other aspects of civil society, though it will take at least one more crusader with the spirit, and abilities, of Leibniz to bring it about.
In any case, under the impact of your essay and some of your references, I find my picture of Leibniz evolving.
The Hofmann and the two books by A. Rupert Hall (one found by Anand, the other suggested by Professor Kosinski) are enormously helpful. The Hofmann is something I'd always meant to read, and was even better than I anticipated. Philosophers at War on the other hand was wholly unknown to me, and gives a very clear account of the whole controversy, with a useful chronology at the outset. As Hall tells the story, it casts considerable light on the history of the subject as well (at least until 1710, when it heats up: at that point my first impression is that it just becomes depressing).
Newton always attached great weight to his method of infinite series, and Leibniz was obsessed by Cavalieri's infinitesimals, which go back to the ancient Greeks (Democritos). Then as Hall stresses, Newton moved away from infinitesimals and in the direct ion of "flows" (fluxions), which amounts to replacing a rather primitive "atomic" theory of geometry by a more sophisticated physical theory of velocity, slightly closer to the rigorous theory of limites. Hall makes it plain that Newton claimed that the theory of infinite series is a central feature of the calculus. I hadn't realized he took that point of view, and again I wonder if it was really sincere. If so, he could have laid out that claim earlier, and more explicitly, since it ought to have been clear that the Continentals didn't see things that way.
These are interesting and subtle issues, and frequently the arguments associated with the priority fight touch on serious matters.
Back to the paper or the index
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https://mathematica.meta.stackexchange.com/questions/1630/wouldnt-it-be-nice-if-the-question-form-accorded-with-the-forum-scope
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math
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Mathematica Stack Exchange is for users of the software Mathematica developed by Wolfram Research, as well as related products like gridMathematica, Wolfram Workbench, Player (Pro), and the CDF Player.
EDIT: and https://mathematica.stackexchange.com/tour says
Mathematica® Stack Exchange is a question and answer site for users of Wolfram Mathematica and the Wolfram Language.
What's your Mathematica question? Be specific. Is your question about Mathematica?
EDIT: screenshot http://i.imgur.com/EDWWOUk.png
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CC-MAIN-2021-04
| 508 | 5 |
https://www.jenniferfoor.com/national-mathematics-manipulatives.html
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math
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Research on the Benefits of ManipulativesShare on:
the National Council of Teachers of Mathematics. (NCTM) has recommended the use of manipulatives in teaching mathematical concepts at all grade levels.
Why Teach Mathematics with Manipulatives? - ETA hand2mind
Manipulatives not only allow students to construct their own cognitive models for ... In 2013, the National Council of Supervisors of Mathematics (NCSM) issued a ...
Manipulatives Enhance the Learning of Mathematics
i n s t ructional materials to continue including manipulatives. The National. Council of Teachers of Mathematics (N C T M) Principles and Standards for.
Improving Student Achievement in Mathematics by Using
The National Council of Supervisors of Mathematics Improving Student Achievement Series. No. ... manipulatives into classroom instruction at all grade levels.
Research on the Benefits of Manipulatives - Learning Resources
... self-confidence. The National Center for Accessing the ... mathematics achievement increases when manipulatives are used (Suydam & Higgins,. 1977) . Plus ...
Math Manipulatives: Making the Abstract Tangible - Delta State
math manipulatives to model multiple representations of math concepts. ... Moreover, The National Council of Teachers of Mathematics (NCTM, 2000). Principles ...
Using manipulatives to teach elementary mathematics
For decades, the National Council of Teachers of Mathematics has encouraged school districts nationwide to use manipulatives in mathematical instruction.
supporting students in mathematics through the use of manipulatives
The National Council of Teachers of Mathematics' (NCTM) Curriculum ... manipulatives) and other technological resources that can build conceptual knowledge ...
Supporting Students in Mathematics Through the Use of Manipulatives.pdf
How Manipulatives Affect the Mathematics Achievement of Students
instructed with manipulatives. Introduction. Federal Republic of Nigeria (2004) National Policy on Education made mathematics compulsory in all classes in ...
National Library of Virtual Manipulatives - Journal of Educational
Shirvani, H. (2008). Website review: National Library of Virtual Manipulatives. ... teachers mathematical concepts by using interactive manipulatives. Domain ...
Math Manipulatives for VI Students - ksde.org
Definition of a Mathematical Manipulative. • National Council of Teachers of Mathematics. (NCTM) Standards Overview. • Basics on Teaching Math to a Student ...
Concrete'' computer manipulatives in mathematics education. Child
Early research on mathematics learning with manipulatives sup- ported the notion ... This paper was based on work supported in part by the National. Science ...
The National Library of Virtual Manipulatives - Mathematics
The National Library of Virtual Manipulatives nlvm.usu.edu. This is a very useful collection of virtual activities indexed to content areas and grade levels.
Teacher Learning and Mathematics Manipulatives: A Collective
ing of mathematics (National Council of Teachers of ... This collective case study analyzes the use of manipulatives in math lessons developed and taught by 4 ...
Using Manipulatives in Solving and Posing Mathematical Problems
Sep 16, 2015 ... The National Council of Teacher of Mathematics' [NCTM] Principles ... classroom teachers use concrete models and virtual manipulatives as ...
Are We Having Fun Yet? How Teachers use Manipulatives to Teach
Teachers often comment that using manipulatives to teach mathematics is. 'fun! ...... and Learning of Mathematics, National Council of Teachers of Mathematics, ...
What Makes Mathematics Manipulatives Effective - SAGE Open
... mathematics knowledge necessary for success, as described in National ... manipulatives, Montessori, mathematics, materials, cognitive science by guest on ...
Using Virtual Manipulatives to Support Teaching - geogebraithaca
Abstract — The National Library of Virtual Manipulatives (NLVM) is a free website ... tools (virtual manipulatives) and activities for K-12 mathematics such as ...
Third Graders' Mathematics Achievement and Representation - Gmu
and Physical Manipulatives for Adding Fractions and Balancing Equations ...... The National Council of Teachers of Mathematics (NCTM) encourages the use of.
introduction to mathematics manipulatives - Math Archives
Because of this, the National Council of Teachers of Mathematics (NCTM) has ... designed to familiarize teacher candidates with mathematics manipulatives.
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https://www.helpwithassignment.com/Solution-Library/calculate-the-probability-of-a-system-using-matlab2
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math
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Consider the operation of a router where packets arrive based on a Poisson process. Packets arrive at an average rate of 2 per second.
a) What is the probability that exactly 3 messages will arrive in 1 second?
b) What is the probability that 4 or more messages will arrive in 1 second?
This question belongs to MATLAB software and discusses about application of MATLAB in operations management to find out the probability of an operation router.
Download Full Solution
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https://graduatecourseshelp.com/let-the-inverse-demand-curve-be-given-by-p-60-minus-4q-q-q1-q2-costs-for-each-firm-a-630441/
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math
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let the inverse demand curve be given by p 60 minus 4q q q1 q2 costs for each firm a 630441
Let the inverse demand curve be given by P = 60 − 4Q, Q = q1 + q2. Costs for each firm are a constant variable cost of 6, a unit capacity charge of 6, and setup costs of f . The incumbent and the entrant play the game of Dixit.
(a) What is the incumbent’s marginal cost function for a given capacity? Derive the incumbent’s marginal revenue function.
(b) For k1 = 5, what is the incumbent’s best-response function? Why? Derive the entrant’s best-response function.
(c) What are the Nash equilibrium quantities in the quantity subgame when k1 = 5? Characterize the equilibrium to the quantity subgame for any k1.
(d) For fixed costs of 25 and 64 find the subgame perfect equilibrium to the game of Dixit.
(e) Why is it that the equilibrium is not the same as if the two firms had just played the simple Cournot game. Explain by showing that one firm would want to deviate from the simple Cournot equilibrium in the quantity subgame. What is the strategic move made by firm 1? Is it important that the costs of capacity be sunk?
(f) Suppose that firm 1 built capacity equal to 7. Its motivation for building this is that 7 is the limit output. Would the entrant be deterred from entry by this limit output? Why?
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https://mikesmathpage.wordpress.com/2016/11/
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math
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I happened to see this old tweet from Steven Strogatz today:
Here’s a direct link to the video:
I was super excited to see this new work from Kelsey Houston-Edwards since, for one(!), I was really hoping that mathematicians would publicize the sphere packing result and find ways to make it accessible to the general public:
A challenge for professional mathematicians
I was fortunate to be able to attend Maryna Viazovska’s talk at Harvard and Henry Cohn’s talk about BU about the new sphere packing results. Although I don’t have nearly the mathematical sophistication to be able to write about the result in any detail, both talks were great. There’s also a link in the post below to a nice talk from Henry Cohn about the history of the sphere packing problem, but I think that’s as close as you can get to the problem without diving into very heavy math:
Maryna Viazovska’s Sphere Packing talk at Harvard
Because of the difficulty of the problem I haven’t been able to figure out to much to do with kids – but I did try two projects in 2 dimensions:
The 2-dimensional version of the sphere packing problem is a fun problem to explore with kids:
Sphere packing – well . . . Circle packing with kids
Using a Natalie Wolchover article to talk about hyperuniform distributions kids
The two higher dimensional sphere problems that Houston-Edwards discusses in the 2nd part of the video are ideas that are accessible to kids.
An old tweet from Steven Strogatz had inspired me to try to talk to kids about the area and volume of circles in different dimensions:
Showing the kids about the area of a circle
We’ll try a new project tomorrow to understand some of the volume properties mention in Houston-Edwards’s video.
I learned the problem about the central spheres from Bjorn Poonen earlier this year and wrote about it here:
A Strange Problem I overheard Bjorn Poonen discussing
Bjorn Poonen’s n-dimensional sphere problem with kids
A fun surprise in Bjorn Poonen’s n-dimensional sphere problem
I called the problem “Bjorn Poonen’s n-dimensional sphere problem” because I learned about it from him. So, to be 100% clear, he wasn’t taking credit for the problem. I learned later from Alexander Bogomolny that at least the two parts of the problem discussed in the video were attributed to Leo Moser
I don’t know the origin of the 3rd part of Poonen’s problem.
The “fun surprise” in the last post discusses an unexpected relationship between and $\latex e$ that makes the 3rd part of Poonen’s problem work.
Anyway, I’m really excited for this new video series – can’t wait to see what comes next!
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https://soek.be/cambridge-mathematics/article_852542.asp
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math
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Orbifolds and Stringy Topology (Cambridge Tracts in Mathematics) by Alejandro Adem (Repost)
Publisher: Cambridge University Press (June 25, 2007) | ISBN: 0521870046 | Pages: 164 | PDF | 1.1 MB
An introduction to the theory of orbifolds from a modern perspective, combining techniques from geometry, algebraic topology and algebraic geometry. One of the main motivations, and a major source of examples, is string theory, where orbifolds play an important role. The subject is first developed following the classical description analogous to manifold theory, after which the book branches out to include the useful description of orbifolds provided by groupoids, as well as many examples in the context of algebraic geometry.
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| 724 | 3 |
https://swmath.org/software/33578
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math
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R package binr: Cut Numeric Values into Evenly Distributed Groups. Implementation of algorithms for cutting numerical values exhibiting a potentially highly skewed distribution into evenly distributed groups (bins). This functionality can be applied for binning discrete values, such as counts, as well as for discretization of continuous values, for example, during generation of features used in machine learning algorithms.
Keywords for this software
References in zbMATH (referenced in 1 article )
Showing result 1 of 1.
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http://www.docstoc.com/docs/126197586/Subtracting-Whole-Numbers
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math
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Subtracting Whole Numbers
Subtracting Whole Numbers
Subtracting whole numbers is the inverse operation of adding whole numbers. Instead of adding two
numbers to get a sum, you are removing one number from another to get a difference First, look at the
following simple simple subtraction problems. The first is 8 − 4 = 4. Thinking about money, you have
8 dollars and you spend 4, you are left with 4. Subtractions with one digit are usually fairly easy.
Things start getting complicated when you have more than one digit and you cannot remove the
number at the bottom from the number on top such as when doing 85 − 8. Study the following
example carefully because the concept of borrowing a ten is illustrated here. Since you could not
remove 8 from 5, you borrowed a ten from 8 tens and add that to 5 to make it 15.
In arithmetic, subtraction is one of the four basic binary operations; it is the inverse of addition,
meaning that if we start with any number and add any number and then subtract the same number we
added, we return to the number we started with. Subtraction is denoted by a minus sign in infix
notation, in contrast to the use of the plus sign for addition. Since subtraction is not a commutative
operator, the two operands are named. are minuend (c) − subtrahend (b) = difference (a). subtraction =
value1 – value2 Subtraction is used to model four related processes. From a given collection, take
away (subtract) a given number of objects. For example, 5 apples minus 2 apples leaves 3 apples.
From a given measurement, take away a quantity measured in the same units.
Know More About :- A Rectangle
Math.Edurite.com Page : 1/3
Compare two like quantities to find the difference between them. For example, the difference between
$800 and $600 is $800 − $600 = $200. Also known as comparative subtraction. To find the distance
between two locations at a fixed distance from starting point.Improper fractions and the whole numbers
are the sub-types of number system. Improper fractions numbers are the type of fractional numbers in
number system.In the above example we can see that the value of numerator is greater then the value of
denominator. This makes it improper fractions. In the fraction there are types of fractions are define......
a) Proper fractions: 5 / 6 in this example we can see that the 5 is a numerator value which is lesser then
the denominator value 6. So this is proper fraction.
b) Improper fractions: 4 / 3 in this example we can see that the value of 4 is a numerator value which is
greater then the value of denominator that is 3. So this can be known as Improper fractions.
c) Mixed fractions: in this type of fractions the whole values are added with the fraction numbers like 2
Now we define the whole numbers. Whole numbers are the most basic type of numbers system. In the
type of number system we generally include the number that has the range from 0, 1, 2, 3, 4……and so
on. These are the numbers that are used to form the other types of numbers in the number system. As
like whole number we can also perform the various operations between the whole numbers and
improper fractions. In the case of subtracting the improper fractions with the whole numbers, we need
to follow the some steps:
a) First convert the whole numbers into the fractions.
b) After determining the fraction numbers, calculate the LCM.
c) Then equalize the denominators of both numbers.
d) At last perform the subtraction between the given fractional numbers.
e) In the end there is a any need then simplify the obtained fraction.
Read More About :- Definition of Real Number
Math.Edurite.com Page : 2/3
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https://en.wikipedia.org/wiki/Surface_subgroup_conjecture
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math
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Surface subgroup conjecture
In mathematics, the surface subgroup conjecture of Friedhelm Waldhausen states that the fundamental group of every closed, irreducible 3-manifold with infinite fundamental group has a surface subgroup. By "surface subgroup" we mean the fundamental group of a closed surface not the 2-sphere. This problem is listed as Problem 3.75 in Robion Kirby's problem list.
Assuming the geometrization conjecture, the only open case was that of closed hyperbolic 3-manifolds. A proof of this case was announced in the summer of 2009 by Jeremy Kahn and Vladimir Markovic and outlined in a talk August 4, 2009 at the FRG (Focused Research Group) Conference hosted by the University of Utah. A preprint appeared in the arxiv.org server in October 2009. Their paper was published in the Annals of Mathematics in 2012 . In June 2012, Kahn and Markovic were given the Clay Research Awards by the Clay Mathematics Institute at a ceremony in Oxford.
|This topology-related article is a stub. You can help Wikipedia by expanding it.|
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CC-MAIN-2017-17
| 1,041 | 4 |
https://www.ghdownload.com/camera-calculator-5-2-0-b4000395-apk-mod-android-is-here/
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math
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|Package||Installer + Crack|
|Added Date||July, 2019|
PhotoMath The world's smartest camera calculator! Just point the camera at the Math expression, and PhotoMath instantly displays the answer.
Join millions of users around the world and make learning faster and more enjoyable.
Use it to get help when you are stuck with a problem. Click the "steps" and see the step by step solution! Check below to see the full list of supported math problems.
Students can use it as a tool for learning math, while parents can use it to quickly check their child's homework. With PhotoMath, you can have a math teacher in your pocket!
Currently PhotoMath supports basic arithmetic, fractions, decimal numbers, linear equations and several functions, such as logarithms. Support for new maths is constantly being added in new releases, as we strive to make everything math easy to learn.
Handwriting is not supported, only printed problems from math textbooks.
PhotoMath is not completely magical (yet), and it is possible to find a Math problem that our application does not recognize. If this happens, please send us feedback. With your help, our wizard team will add new spells to PhotoMath and make it even more magical in the future. 🙂
Keywords: PhotoMath, Photo Math, PhotoMath application
We regularly provide updates to make learning math and problem solving even easier for you!
• We updated the design of the application so that you can learn math much easier
• Fixed some bugs that could cause the application to crash.
• Recently redesigned calculator
• General improvements made around the app to make it even smoother.
• Improved customer support experience and updated contact information
Languages: English, Russian, Ukrainian
Does not require GP services. / Analytics disabled
No scan sound
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http://japanese.stackexchange.com/questions/tagged/translation+questions
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math
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I recently started talking with a Japanese "pen friend" on Skype, and I'd like to ask her "Should we speak in Japanese or English?" If I said: わたしたちは 日本語を はなしますか。 英語を はなしますか。 does that convey ...
I've searched around and I've only found the usage of へ as being a particle meaning "in the direction of..." I'm not sure what it means as an interjectional question. Context: Girl: ねえ 三島さんが ...
After reading the 2 threads: How to use へ (-e), に (-ni), まで (made) and の方 (no-hō) with destination and direction? and When going somewhere, is there any difference between e (へ) and ni (に)? I would ...
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| 679 | 3 |
https://www.mathworks.com/matlabcentral/fileexchange/6837-nan-suite
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math
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The collection of functions in the NaN Suite enhances the functionality of the original 'nan'-functions in the Statistics Toolbox for N-D matrices. In addition, the new function nansem.m calculates the standard error of the mean ignoring NaNs.
The NaN Suite functions are used similar to the original functions (e.g. mean, std, var), that is they take a matrix as the first input, and the dimension along which the operation should be computed as the second input. For example, nanmean(A,4) calculates the mean of A along the 4th dimension of A ignoring NaNs.
Jan Gläscher (2024). NaN Suite (https://www.mathworks.com/matlabcentral/fileexchange/6837-nan-suite), MATLAB Central File Exchange. Retrieved .
MATLAB Release Compatibility
Platform CompatibilityWindows macOS Linux
Community Treasure Hunt
Find the treasures in MATLAB Central and discover how the community can help you!Start Hunting!
This update does not contain any new or updated files. It's sole purpose is to add the BSD license to the submission
included an additional function nanvar.m which computes the variance for N-D matrices. It is very similar to nanstd.m without taking the square root.
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| 1,162 | 9 |
https://math.stackexchange.com/questions/1130002/newton-optimization-algorithm-with-non-positive-definite-hessian/1132912
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math
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In the newton optimization algorithm to find the local minimum $x^*$ of a non-linear function $f(x)$ with iteration sequence of $x_0 \rightarrow x_1 \rightarrow x_2 ... \rightarrow x^*$ all $\nabla ^2 f(x_k)$ should be pos. definite otherwise search direction might not be a descent direction. The solution to this problem is to use Hessian modification techniques.
I am looking for a simple function that has local minimum at $x^*$, but $\nabla ^2 f(x_k)$ is not positive definite, and hence the Newton algorithm fails. Then after using one of the Hessian modification techniques, Newton algorithm converges to $x^*$
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| 617 | 2 |
https://subject.news/article/solving-packing-coloring-with-15-numbers---bernardo-subercaseauxs-quest-for-the-perfect-equation
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math
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Solving 'Packing Coloring' with 15 Numbers - Bernardo Subercaseaux's quest for the perfect equation
Category Science Sunday - April 30 2023, 17:39 UTC - 10 months ago Bernardo Subercaseaux, an undergraduate student at the University of Chile, ventured off to graduate school in Carnegie Mellon University to explore a combinatorics problem posed by Wayne Goddard and his collaborators in 2008. With the help of Marijn Heule, a computer scientist, their collaboration culminated in a proof that the problem can be solved with 15 numbers.
Sunday - April 30 2023, 17:39 UTC - 10 months ago
Bernardo Subercaseaux, an undergraduate student at the University of Chile, ventured off to graduate school in Carnegie Mellon University to explore a combinatorics problem posed by Wayne Goddard and his collaborators in 2008. With the help of Marijn Heule, a computer scientist, their collaboration culminated in a proof that the problem can be solved with 15 numbers.
As an undergraduate at the University of Chile, Bernardo Subercaseaux took a dim view of using computers to do math. It seemed antithetical to real intellectual discovery.
"There’s some instinct or gut reaction against using computers to solve your problems, like it goes against the ideal beauty or elegance of a fantastic argument," he said.
But then in 2020 Subercaseaux fell in love, and as often happens, his priorities changed. The object of his obsession was a question he saw on an online forum. Most problems he scanned and forgot, but this one caught his eye. He swiped right.
"The first thing I did was to like the post in the Facebook group, hoping to get a notification later when somebody else posted a solution," he said.
The question was about filling an infinite grid with numbers. It was not, as it turned out, the kind of problem one solves on a lark. In order to do it, Subercaseaux had to leave Chile for graduate school at Carnegie Mellon University.
There, in August 2021, he had a fortuitous encounter with Marijn Heule, a computer scientist who uses massive computing power to solve hard math questions. Subercaseaux asked Heule if he wanted to attempt the problem, kicking off a collaboration that culminated this January in a proof that can be summed up with a single number: 15.
Every Possible Way .
In 2002, Wayne Goddard of Clemson University and some like-minded mathematicians were spitballing problems in combinatorics, trying to come up with new twists on the field’s mainstay questions about coloring maps given certain constraints.
Eventually they landed on a problem that starts with a grid, like a sheet of graph paper that goes on forever. The goal is to fill it with numbers. There’s just one constraint: The distance between each occurrence of the same number must be greater than the number itself. (Distance is measured by adding together the vertical and horizontal separation, a metric known as "taxicab" distance for the way it resembles moving on gridded urban streets.) A pair of 1s cannot occupy adjoining cells, which have a taxicab distance of 1, but they can be placed in directly diagonal cells, which have a distance of 2.
Initially, Goddard and his collaborators wanted to know whether it was even possible to fill an infinite grid with a finite set of numbers. But by the time he and his four collaborators published this "packing coloring" problem in the journal Ars Combinatoria in 2008, they had proved that it can be solved using 22 numbers. They also knew that there was no way it could be solved with only five numbers. That meant the actual answer to the problem — the minimum number of numbers needed — lay somewhere in between.
The researchers didn’t actually fill an infinite grid. They didn’t have to. Instead, it’s enough to take a small subset of the grid — say a 10-by-10 square — fill that with numbers, then show that copies of the filled subset can be placed next to each other, the way you’d cover a floor with copies of a tile.
When Subercaseaux first learned of the problem, he started looking for tiles using pen and paper. He would sketch grids of numbers, cross them out, try again. He soon tired of that approach, and he asked a friend to design a web-based tool that resembled the game Minesweeper and allowed him to test combinations fast. He found a few solutions with 16 numbers but none with 15.
In order to find the magic number, Subercaseaux and Heule developed a computer program that demonstrates different versions of the puzzle. The program was an "oracles"; it checks whether a grid with a certain configuration of numbers can be solved, but it offers no advice on how to arrive at the optimal solution. It’s only by trial and error that the correct number of numbers can be found.
It took the pair eight months to come up with the magic combination of 15 numbers and to prove that it was the answer. Subercaseaux was without a doubt the instigator of the project, but Heule said that without his help, the program the duo used would have been far less efficient.
"I had honed my skills to solve structured tasks like this one, but I had never experienced a student who was so ambitious and willing to take risks," Heule said.
The proof Subercaseaux and Heule wrote up was published in January in the journal Journal of Combinatorial Theory, Series A. They hope it will spark interest from mathematicians, as well as inspire future generations to have the same faith in computers that Suberycaseaux had.
"I think having a computer as an assistant is essential to doing these kinds of problems," he said. "Some people are skeptical of it, so it did not come easily to me. But it is something that I am absolutely sure we should embrace." .
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https://www.arxiv-vanity.com/papers/hep-ph/0004213/
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math
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Branching Ratio and CP Violation of
in Perturbative QCD Approach
We calculate the branching ratios and CP asymmetries for , and decays, in a perturbative QCD approach. In this approach, we calculate non-factorizable and annihilation type contributions, in addition to the usual factorizable contributions. We found that the annihilation diagram contributions are not very small as previous argument. Our result is in agreement with the measured branching ratio of by CLEO collaboration. With a non-negligible contribution from annihilation diagrams and a large strong phase, we predict a large direct CP asymmetry in , and , which can be tested by the current running B factories.
PACS: 13.25.Hw, 11,10.Hi, 12,38.Bx,
The charmless decays arouse more and more interests recently, since it is a good place for study of CP violation and it is also sensitive to new physics . Factorization approach (FA) is applied to hadronic decays and is generalized to decay modes that are classified in the spin of final states [2, 3, 4]. FA gives predictions in terms of form factors and decay constants. Although the predictions of branching ratios agree well with experiments in most cases, there are still some theoretical points unclear. First, it relies strongly on the form factors, which cannot be calculated by FA itself. Secondly, the generalized FA shows that the non-factorizable contributions are important in a group of channels [3, 4]. The reason of this large non-factorizable contribution needs more theoretical studies. Thirdly, the strong phase, which is important for the CP violation prediction, is quite sensitive to the internal gluon momentum . This gluon momentum is the sum of momenta of two quarks, which go into two different mesons. It is difficult to define exactly in the FA approach. To improve the theoretical predictions of the non-leptonic decays, we try to improve the factorization approach, and explain the size of the non-factorizable contributions in a new approach.
We shall take a specific channel as an example. The decays are responsible for the determination of the angle in the unitarity triangle which have been studied in the factorization approach in detail [2, 3, 4]. The recent measurements of by CLEO Collaboration attracted much attention for these kind of decays . The most recent theoretical study attempted to compute the non-factorizable diagrams directly. But it could not also predict the transition form factors of .
In this paper, we would like to study the decays in the perturbative QCD approach (PQCD) . In the decays, the meson is heavy, sitting at rest. It decays into two light mesons with large momenta. Therefore the light mesons are moving very fast in the rest frame of meson. In this case, the short distance hard process dominates the decay amplitude. We shall demonstrate that the soft final state interaction is not important, since there is not enough time for the pions to exchange soft gluons. This makes the perturbative QCD approach applicable. With the final pions moving very fast, there must be a hard gluon to kick the light spectator quark or (almost at rest) in the meson to form a fast moving pion (see Figure 1). So the dominant diagram in this theoretical picture is that one hard gluon from the spectator quark connecting with the other quarks in the four quark operator of the weak interaction. Unlike the usual FA, where the spectator quark does not participate in the decay process in a major way, the hard part of the PQCD approach consists of six quarks rather than four. We thus call it six-quark operators or six-quark effective theory. Applying the six-quark effective theory to meson exclusive decays, we need meson wave functions for the hadronization of quarks into mesons. Separating that nonperturbative dynamics from the hard one, the decay amplitudes can be calculated in PQCD easily. Most of the nonperturbative dynamics are included in the meson wave functions, but in the correction that soft gluon straddle the six-quark operators, there are some nonfactorizable soft gluon effects not to be absorbed into the meson wave functions. Such effects can be safely neglected in the meson decays .
Li performed the calculation of in ref. using the PQCD formalism, where the factorizable tree diagrams were calculated and the branching ratios were predicted. In another paper , Dahm, Jakob and Kroll performed a more complete calculation, including the non-factorizable annihilation topology and the three decay channels of decays. However, the predicted branching ratios are about one order smaller than the current experiments by CLEO . In connection with this, Feldmann and Kroll concluded that perturbative contributions to the transition form factor were much smaller than nonperturbative ones . As we shall show later, the pion wave function must be consistent with chiral symmetry relation
This introduces terms that were not considered in above calculations. In this paper, considering the terms needed from chiral symmetry, we calculate the transition form factors and also the non-factorizable contributions in PQCD approach. We then show that our result for the branching ratio agree with the measurement. Among the new terms, it is worthwhile emphasizing the presence of annihilation diagrams which are ignored in FA. We find that these diagrams can not be ignored, and furthermore they contribute to large final state interaction phase.
2 The Frame Work
The three scale PQCD factorization theorem has been developed for non-leptonic heavy meson decays , based on the formalism by Brodsky and Lepage , and Botts and Sterman . The QCD corrections to the four quark operators are usually summed by the renormalization group equation . This has already been done to the leading logarithm and next-to-leading order for years. Since the quark decay scale is much smaller than the electroweak scale , the QCD corrections are non-negligible. The third scale involved in the meson exclusive decays is usually called the factorization scale, with the conjugate variable of parton transverse momenta. The dynamics below scale is regarded as being completely nonperturbative, and can be parametrized into meson wave functions. The meson wave functions are not calculable in PQCD. But they are universal, channel independent. We can determine it from experiments, and it is constrained by QCD sum rules and Lattice QCD calculations. Above the scale , the physics is channel dependent. We can use perturbation theory to calculate channel by channel.
Besides the hard gluon exchange with the spectator quark, the soft gluon exchanges between quark lines give out the double logarithms from the overlap of collinear and soft divergences, being the dominant light-cone component of a meson momentum. The resummation of these double logarithms leads to a Sudakov form factor , which suppresses the long distance contributions in the large region, and vanishes as . This form factor is given to sum the leading order soft gluon exchanges between the hard part and the wave functions of mesons. So this term includes the double infrared logarithms. The expression of is concretely given in appendix B. Figure 2 shows that falls off quickly in the large , or long-distance, region, giving so-called Sudakov suppression. This Sudakov factor practically makes PQCD approach applicable. For the detailed derivation of the Sudakov form factors, see ref.[8, 17].
With all the large logarithms resummed, the remaining finite contributions are absorbed into a perturbative b quark decay subamplitude . Therefore the three scale factorization formula is given by the typical expression,
where are the corresponding Wilson coefficients, are the meson wave functions and the variable denotes the largest mass scale of hard process , that is, six-quark effective theory. The quark anomalous dimension describes the evolution from scale to . Since logarithm corrections have been summed by renormalization group equations, the above factorization formula does not depend on the renormalization scale explicitly.
The three scale factorization theorem in eq.(2) is discussed by Li et al. in detail . Below section 3, we shall give the factorization formulae for decay amplitudes by calculating the hard part , channel dependent in PQCD. We shall also approximate there by the expression, which makes sense if perturbative contributions indeed dominate.
In the resummation procedures, the meson is treated as a heavy-light system. The wave function is defined as
where is color’s degree of freedom and is the distribution function of the 4-momenta of the light quark () and quark ()
Note that we use the same distribution function for the term and the term from heavy quark effective theory. For the hard part calculations in the next section, we use the approximation , which is the same order approximation neglecting higher twist of . To form a bound state of meson, the condition is required. So is actually a function of only. Through out this paper, we take , as the light-cone coordinates to write the four momentum. We consider the meson at rest, then that momentum is . The momentum of the light valence quark is written as (), where the is a small transverse momentum. It is difficult to define the function . However, in the next section, we will see that the hard part is always independent of , if we make some approximations. This means that can be integrated out in eq.(4), the function can be simplified to
where is the momentum fraction. Therefore, in the perturbative calculations, we do not need the information of all four momentum . The above integration can be done only when the hard part of the subprocess is independent of the variable .
The meson is treated as a light-light system. At the meson rest frame, pion is moving very fast. We define the momentum of the pion which contain the spectator light quark as . The other pion which moving to the inverse direction, then has momentum . The light spectator quark moving with the pion (with momentum ), has a momentum . The momentum of the other valence quark in this pion is then . If we define the momentum fraction as , then the wave function of pion can be written as
Note that as you shall see below, given as
in eq.(6) is not the pion mass. Since this is estimated around GeV using the quark masses predicted from lattice simulations, one may guess contributions of term cannot be neglected because of . In fact, we will show this plays important roles to predict the branching ratios in section 4.
The normalization of wave functions is determined by meson’s decay constant
Using this relation, the normalization of is defined as
Moreover, from eq.(9) you can readily derive
The transverse momentum is usually conveniently converted to the parameter by Fourier transformation. The initial conditions of , , , are of nonperturbative origin, satisfying the normalization
with the meson decay constants.
3 Perturbative Calculations
With the above brief discussion, the only thing left is to compute for each diagram. There are altogether 8 diagrams contributing to the decays, which are shown in Figure 3. They are the lowest order diagrams. In fact the diagrams without hard gluon exchange between the spectator quark and other quarks are suppressed by the wave functions. The reason is that the light quark in meson is almost at rest. If there is no large momentum exchange with other quarks, it carries almost zero momentum in the fast moving , that is the end point of pion wave function. In the next section, we will see that the pion wave function at the zero point is always zero. The Sudakov form factor suppresses the large number of soft gluons exchange to transfer large momentum. It is already shown that the hard gluon is really hard in the numerical calculations of . The value of is peaked below . And in our following calculation of decays this is also proved.
Let’s first calculate the usual factorizable diagrams (a) and (b). The four quark operators indicated by a cross in the diagrams, are shown in the appendix A. There are two kinds of operators. Operators , , , , , and are currents, the sum of their amplitudes is given as
where . is a color factor. The function and the Sudakov form factors and are given in the appendix B. The operators , , , and have a structure of . The sum of their amplitudes is
They are proportional to the factor . There are also factorizable annihilation diagrams (g) and (h), where the meson can be factored out. For the operators, their contributions always cancel between diagram (g) and (h). But for the operators, their contributions are sum of diagram (g) and (h).
These two diagrams can be cut in the middle of the diagrams. They provide the main strong phase for non-leptonic decays. Note that vanishes in the limit of . So the term in the pion wave function does not only have much effect on the branching ratios, but also the CP asymmetries. Besides the factorizable diagrams, we can also calculate the non-factorizable diagrams (c) and (d) and also the non-factorizable annihilation diagrams (e) and (f). In this case, the amplitudes involve all the three meson wave functions. The integration over can be performed easily using function in diagram (c,d) and for diagram (e,f).
Note that when doing the above integrations over and , we have to include the corresponding Wilson coefficients evaluated at the corresponding scale . The expression of Wilson coefficients are channel dependent which are shown later in this section. The functions , coming from the Fourier transform of , are given in Appendix B. In the above equations, we have used the assumption that . Since the light quark momentum fraction in meson is peaked at the small region, while quark momentum fraction of pion is peaked at , this is not a bad approximation. After using this approximation, all the diagrams are functions of of meson only, independent of the variable of . For example, by calculating the diagrams (b) we shall demonstrate it.
where the momenta are assigned in Figure 3. The calculation from second formula to last one is approximated as . This approximation is equal to take the momenta of spectator quark in the meson as . We neglect the last term which is higher order one in terms of expansion. Therefore the integration of eq.(5) is performed safely. Though we calculated the above factorization formulae by one order in terms of , the radiative corrections at the next order would emerge in forms of , where ’s denote some scales, i.e. , , in the hard part . Selecting as the largest scale in ’s, the largest logarithm in the next order corrections is killed. Accordingly, the scale ’s in the above equations are chosen as
They are given the maximum values of the scales appeared in each diagram.
where , . The decay width is expressed as
The should be calculated at the appropriate scale using eq.(61,62) in the appendices. The decay amplitude of the charge conjugate decay channel is the same as eq.(22) except replacing the CKM matrix elements to and to under the phase convention .
The decay amplitude for can be written as
4 Numerical calculations and discussions of Results
In the numerical calculations we use
which is relevant to taking GeV. For the wave function, we neglect the dependence part, which is not important in numerical analysis. We use
with , which is close to the Chernyak-Zhitnitsky (CZ) wave function . For this axial vector wave function the asymptotic wave function , , is suggested from QCD sum rules , diffractive dissociation of high momentum pions , the instanton model , and pion distribution functions , etc., but we adopt according to the discussion in ref. . is chosen as asymptotic wave function
with . For meson, the wave function is chosen as
with GeV , and GeV is the normalization constant. In this work, we set for simplicity. We would like to point out that the choice of the meson wave functions as in eqs. (29-31) and the above parameters can not only explain the experimental data of , but also [18, 26], etc., which is the result of a global fitting. However, since the predicted branching ratio of is sensitive to the input parameters , , , and , we will at first give the numerical results with the above parameters, then we give the allowed parameter regions of , , , and constrained by the experimental data of presented by CLEO.
The diagrams (a) and (b) in Fig.3, calculated in eq.(13) correspond to the transition form factor , where . Our result is to be consistent with QCD sum rule one. This implies that PQCD can explain the transition form factor in the meson decays, which is different with the conclusion in ref.. In that paper, because was not considered, perturbative contributions to were predicted to be much smaller than nonperturbative ones.
Although we take the CZ like wave function () for , one finds that the above parameters give the pion electromagnetic form factor to be consistent with the experimental data. The pion electromagnetic form factor in PQCD is given as [28, 29]
where is the momentum transfer in this system, the scale is chosen as , and ’s are replaced by in the and . One may suspect that around , the gluon and virtual quark propagators give rise to IR divergences which can not be canceled by the wave functions. However, in PQCD, the transverse momenta save perturbative calculations from the singularities around . There are still IR divergences around , but the Sudakov factor which can be calculated from QCD corrections does suppress such a region, i.e., non-perturbative contributions, sufficiently. We show the dependence of (eq.(32)) in Figure 4 with the experimental data . This figure shows that the parameters we used don’t conflict with the data. We also show for and . It indicates that is fairly insensitive to .
The CKM parameters we used here are
We leave the CKM angle as a free parameter. ’s definition is
In this parameterization, the decay amplitude of can be written as
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| 18,001 | 51 |
https://cmup.fc.up.pt/main/all-publications/filter?s=author&o=asc
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math
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Found 2268 results[ Author] Title Type Year
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On the quenched central limit theorem for random dynamical systems. J. Phys. A. 2016;49:244002, 13.Edit
Symmetry and order parameter dynamics of the human odometer. Biological Cybernetics. 2014.Edit
Hopf Bifurcation on Hemispheres. Nonlinearity. 2005;19:553-574.
[2006-34] Functions orthogonal with respect to their own zeros:Hardy's theorem with Jacobi weights I .Edit
Toric constructions of monotone Lagrangian submanifolds in CP^2 and CP^1 x CP^1. Journal of Symplectic Geometry. In Press.Edit
Hardy-type theorem for orthogonal functions with respect to their zeros. The Jacobi weight case. J. Math. Anal. Appl.. 2008;341:803-812.Edit
Flowers or weeds? Bol. Soc. Port. Mat.. 2005:23-34.
[2006-16] Construction of Symmetric Heteroclinic Cycles .
[2006-45] Hardy-type theorem for orthogonal functions with respect to their zeros. The Jacobi weight case .Edit
On Topological Lattices and their Applications to Module Theory. Journal of Algebra and its Applications. 2016;15(3):1650046.Edit
On the notion of strong irreducibility and its dual. J. Algebra Appl.. 2013;12:1350012.Edit
Feedback control of chromosome separation by a midzone Aurora B gradient. Science. 2014;345:332-336.Edit
Settling velocity of quasi-neutrally-buoyant inertial particles. Comptes Rendus Mécanique. 2018;346(2):121-131.Edit
Eddy diffusivity of short-correlated random flows: effects of helicity, molecular diffusion and mean streaming In Press.Edit
Eddy diffusivity of quasi neutrally-buoyant inertial particles. Physical Review Fluids. 2018;3(4):044501: 1-21.Edit
Combined role of molecular diffusion, mean streaming and helicity in the eddy diffusivity of short-correlated random flows. Journal of Statistical Mechanics. 2016;2016(10):103205: 1-17.Edit
On the damped oscillations of an elastic quasi-circular membrane in a two-dimensional incompressible fluid. Journal of Fluid Mechanics. 2014;746:300-331.Edit
Anomalous diffusion for inertial particles under gravity in parallel flows. Physical Review E. 2014;89(6):063021: 1-8.Edit
Versatile morphometric analysis and visualization of the three-dimensional structure of neurons. Neuroinformatics. 2013;11:393-403.Edit
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CC-MAIN-2023-06
| 2,234 | 21 |
https://qrpdxpropagationantennas.com/38598/51582/change-53507.hee
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math
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10 Wrong Answers to Common Associative Property Of Multiplication Of Rational Numbers Questions: Do You Know the Right Ones?
Share out what is not be used to be represented using the property of multiplication
Applying the Properties of Operations to Multiply and Divide. Using Number Properties to inspire teaching and NSUWorks. Verify the associative property for addition and multiplication. Review the Different Properties of Multiplication Elementary. 11 The Distributive Property of Multiplication in Algebra. Associative & Commutative Property of Addition & Multiplication. Use the commutative and associative properties Use the properties of identity. Rational Numbers. The distributive property of multiplication states that when a number is multiplied by the sum of two numbers the first number can be distributed to both of those numbers and multiplied by each of them separately then adding the two products together for the same result as multiplying the first number by the sum. Distributive property explains that the operation performed on numbers available in brackets that can be distributed for each number outside the bracket It is one of the most frequently used properties in Maths The other two major properties are commutative and associative property. The properties of multiplication are distributive commutative associative removing a common factor and the neutral element. I can define and use Associative Property of Addition I can define and use. Rational numbers negative number positive number additive inverse commutative property of additionmultiplication associative property of addition. They are at a series of addition and associative property of multiplication rational numbers? This is the distributive property of multiplication over addition. Any rational number qQ0 can be written as xy for some xyZ0 Thus we can write rs. The Identity Property of Multiplication that states that for any real number aa1a.
Did you of numbers
Name the multiplication property of rational numbers shown. Is subtraction associative in rational numbers explain with an. How do you use the distributive property of rational numbers? Distributive Property of Multiplication Examples Smartick. Associative property of rational numbers under multiplication. Rational numbers follow the associative property for the mathematical operations of addition and multiplication Let us say that we have three numbers 'a' 'b'. What is distributive property The distributive property of multiplication states that a b c a b a c It's often used for equations when the terms within the parentheses can't be simplified because they contain one or more variables. M x n n x m Commutative property of multiplication m x n x p m x n x p Associative property of multiplication m x n p m x n. Commutative Property Multiplication of rational numbers is commutative. Keywords MFAS fractions rational numbers properties distributive commutative associative. Multiplication of 3 or more Rational Numbers and the. Rational numbers follow the associative property for addition and. Summary Real Numbers College Algebra Lumen Learning. 3 1 2 3 The Associative Property of Multiplication Same 3 numbers in the same.
Students to evaluate the game from this presentation on users to enjoy lunch with negative numbers associative property of multiplication rational numbers and integers are not rational numbers are two negative number of multiplication topics to be very much easier. How do you need to save it mean very important math facts in pairs of operations of numbers written by checking whether to? 4 Basic Properties of Numbers Commutative Associative. Therefore Associative property is not true for subtraction Multiplication i Closure Property The product of two rational numbers is always a rational number. Looks like it have come the rational numbers associative property of multiplication these two defined rational numbers? Multiplying Larger Numbers Using the Distributive Property Level 1. Out in the distributive, multiplication of rational numbers are reviewed as well. Properties of multiplication Elementary Math Smartick. Draft Unit Plan Grade 6 Understand Ratio Concepts and.
When adding integers
Study Properties of Rational Numbers Flashcards Quizlet. 9 Find the product and verify the associative property for. What does distributive property of multiplication look like? Is the associative law for division true for rational numbers. Dec 222020 The multiplication of rational numbers is closure commutative and EduRev Class Question is disucussed on EduRev Study Group by 116. Four in a Row KP Mathematics KP Mathematics. Hence whole numbers under multiplication are associative 5 x 3 x 6 5 x 3 x 6 2 x 0x 9 2 x 0. Learn Properties of Multiplication of Rational Numbers Get Closure Commutative Associative Distributive Properties etc applicable for. Closure property For two rational numbers say x and y the results of addition subtraction and multiplication operations give a rational number We can say that rational numbers are closed under addition subtraction and multiplication For example 7625 4730. The associative property of multiplication states that when multiplying three or more real numbers the product is always the same regardless of their regrouping. You can i have different order, rule states that are not getting delivered to reinsert the property of rational numbers gives you entered during discourse. Multiply rational numbers by using the commutative property and associative.
Using Properties of Operations to Multiply and Divide Rational. Seventh grade Lesson Using the Properties of Multiplication. This is the associative property under addition ii 2 2. Distributive property of rational numbers formula TennVac. Distributive property of rational numbers Single Story Inc. Are rational numbers associative under multiplication? Rationalth SSA Punjab. Some students separate themselves into this solves some parenthesis off of rational numbers are these two rational numbers or not fully compatible with cooperative learning this section could do you want. 1 Commutative Property of Multiplication and Addition Associative Property of Multiplication and. CBSE CLASS TH CHAPTER 1RATIONAL NUMBERS. Erin did this technology across the power point remote employees and students, removing a guide the numbers associative property that multiplying a valid image link. Multiplicative inverse of multiplication rational numbers associative property allows us motivate every unit tests ans work in culpa qui officia deserunt mollit anim id. 7 The set of rational numbers which contains 0 under multiplication is not a group. Associative Property of Multiplication 6 0 0 The sum of any number. Circle the equation below that illustrates the Associative Property of Addition. Is also a commutative property of multiplication which is written as a b b a.
But scores are three numbers are as possible try reconnecting your property of multiplication rational numbers associative
I a b c a b c Associative property of addition ii a b c. Properties of Rational Numbers Concepts Videos and Solved. Properties of subtraction of rational numbers freeguruhelpline. Multiplying and Dividing Real Numbers Properties of Real. This proves associativity of multiplication in the rationals. Commutative property the order of the rational numbers doesn't. The distributive property says that when you multiply a factor by two addends you can first multiply the factor with each addend and then add the sum. Common Core Lesson 7pdf. Also applies to advance ten in associative property of multiplication of the act target score should this property below or act target score should you enjoy lunch with. Using different number of subtraction of subtraction and images collection to improve your property of multiplication rational numbers associative property of commutative property, subtraction and rote learning. Distributive Property of Multiplication 3rd Grade Math Class Ace. Q1 Name the property under multiplication used in151213151213 Multiplicative identity None of these Associative property Associative. Let a 1011 b 56 and c 43 be the given rational numbers a b c 10099 From 1 and 2 a b c a b c is true for. When adding or standards were found at their own words, divide one of rational number? Associative Commutative and Distributive Properties. Apply the properties in performing operations on rational numbers. Properties of Rational Numbers ABHYAS Academy.
Using the Distributive Property to Simplify Expressions YouTube. Algebra Intro 9 Fractions Reciprocals and Properties of. Associative property of rational numbers under multiplication. Property Associative Properties of Addition and Multiplication. Math QuizProperties of Rational Numbers Quia. Commutative property first to the amounts to subtraction is not the properties of the one correct errors before the multiplication of rational numbers associative property? Chapter 6 Rational Number Operations and Properties. What is the formula of distributive property? Associativity- Rational numbers are associative under addition and multiplication If a b c are rational numbers then Associative property under addition p q. Basic Number Properties Associative Commutative and Distributive. There are some properties of multiplying rational numbers like closure commutative associative identity and distributive The product of two rational numbers is. Property Example Word Form Symbolic Form Properties of Multiplication. Can i support this situation with parentheses and of multiplication. -The rules for multiplying integers and rational numbers are related to the.
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| 9,660 | 12 |
http://www.solutioninn.com/bates-inc-pays-a-dividend-of-1-and-is
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math
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Question: Bates Inc pays a dividend of 1 and is
Bates Inc. pays a dividend of $ 1 and is currently selling for $ 32.50. If investors require a 12 percent return on their investment from buying Bates stock, what growth rate would Bates Inc. have to provide the investors?
Answer to relevant QuestionsYou intend to purchase Marigo common stock at $ 50 per share, hold it 1 year, and then sell it after a dividend of $ 6 is paid. How much will the stock price have to appreciate for you to satisfy your required rate of return ...Schlumberger is selling for $ 64.91 per share and paid a dividend of $ 1.10 last year. The dividend is expected to grow at 4 percent indefinitely. What is the stock’s expected rate of return? You are considering the purchase of 150 shares of preferred stock. Your required return is 11 percent. If the stock is currently selling for $ 40 and pays a dividend of $ 5.25, should you purchase the stock? Pioneer preferred stock is selling for $ 33 per share in the market and pays a $ 3.60 annual dividend. a. What is the expected rate of return on the stock? b. If an investor’s required rate of return is 10 percent, what is ...a. Distinguish between internal common equity and new common stock. b. Why is there a cost associated with internal common equity? c. Describe two approaches that could be used in computing the cost of common equity.
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CC-MAIN-2017-34
| 1,392 | 4 |
http://fitness.stackexchange.com/questions/tagged/power?sort=unanswered&pageSize=15
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math
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s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609523265.25/warc/CC-MAIN-20140416005203-00261-ip-10-147-4-33.ec2.internal.warc.gz
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| 2,285 | 55 |
https://math.yale.edu/calendar/grid/day/2021-11-15?field_calendar_tags_tid_selective=%5Btid%5D
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math
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Monday, November 15, 2021
11/15/2021 - 4:00pm
Discrete subgroups of semisimple Lie groups arise in a variety of contexts, sometimes “in nature” as monodromy groups of families of manifolds, and other times in relation to geometric structures and associated dynamical systems. I will discuss a class of such discrete subgroups that come from certain variations of Hodge structure and give rise to Anosov representations. Among many consequences, this leads to uniformization results for certain domains of discontinuity of the discrete group, and also yields a proof of a conjecture of Eskin, Kontsevich, Moller, and Zorich on Lyapunov exponents. The necessary background will be explained.
11/15/2021 - 4:30pm
Abstract: Kazhdan-Lusztig polynomials are fascinating! In the 80s Lusztig and Dyer independently noticed that the Kazhdan-Lusztig polynomial for a pair x,y of elements in a Coxeter group appears to only depend on the isomorphism type of the interval [x,y] in Bruhat order. This statement became known as the combinatorial invariance conjecture. I will review this conjecture, and discuss what is known. I will present a conjecture which should lead to a proof when W is the symmetric group.
Zoom link: https://yale.zoom.us/j/99305994163, contact the organizers (Gurbir Dhillon and Junliang Shen) for the passcode.
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https://lambdageeks.com/shear-modulus-modulus-of-rigidity/
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math
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What is Shear modulus ?
Modulus of Rigidity definition
Shear modulus is the ratio of the shear stress to the shear strain.
Shear modulus is defined as the measure of the elastic shear stiffness of the material and it is also acknowledged as ‘modulus of rigidity’. So, this parameter answers the question of how rigid a body is?
Shear modulus is the material response to a deformation of body because of the shearing stress and this work as ‘the resistant of the material to shearing deformation’.
In the above figure, Side lengths of this element will not change, though the element experiences a distortion and shape of element is changing from the rectangle to a parallelogram.
Why do we calculate the modulus of rigidity of the material ?
Shear modulus equation | Modulus of Rigidity equation
Shear modulus is the ratio of the shear stress to the shear strain, which is measures the amount of distortion, is the angle (lower case Greek gamma), always ex-pressed in radians and shear stress measured in force acting on an area.
Shear modulus represented as,
G= shear modulus
τ=shear stress = F/A
ϒ = shear strain=Δx/l
modulus of rigidity symbol
G or S or μ
What is the SI unit of rigidity modulus ?
Shear modulus units | Unit of modulus of rigidity
Pascal or usually denoted by Giga-pascal. Shear modulus is always positive.
What is the dimensional formula of modulus of rigidity ?
Shear modulus dimensions:
Shear modulus of materials:
Shear modulus of steel | Modulus of rigidity of steel
Modulus of rigidity of stainless steel:77.2Gpa
Modulus of rigidity of carbon steel: 77Gpa
Nickel steel: 76Gpa
Modulus of rigidity of mild steel: 77 Gpa
What is the Rigidity modulus of copper in N/m2 ?
Modulus of rigidity of copper wire:45Gpa
Shear modulus of Aluminum alloy: 27Gpa
A992 Steel: 200Gpa
Shear modulus of concrete | Modulus of rigidity of concrete: 21Gpa
Silicon shear modulus: 60Gpa
Poly ether ether ketone (PEEK):1.425Gpa
Fiberglass shear modulus: 30Gpa
Polypropylene shear modulus: 400Mpa
Polycarbonate shear modulus: 5.03Gpa
Polystyrene shear modulus:750Mpa
Shear modulus derivation | Modulus of rigidity derivation
If the co-ordinate axes (x, y, z) coincides with principle axes and intended for an isotropic element, the principal strain axes at (0x,0y,0z ) point, and considering alternative frame of reference directed at (nx1, ny1, nz1) (nx2, ny2, nz2) point and in the meantime, Ox and Oy are at 90 degree to each other.
So we can write that,
nx1nx2 + ny1ny2 + nz1nz2 = 0
Here Normal stress (σx’) and the shear-stress ( τx’y’) has been computed utilizing Cauchy’s formulation.
The resultant stress vector on the plane will have components in (x-y-z) as
The normal stress on this x-y plane has been computed as the summation of the component’s projections along the normal directions and we can elaborate as
σn= σx=nx^2 σ1+nx^2 σ2+nx^2 σ3.
Similarly, the shear stress component in x and y plane nx2, ny2, nz2.
Considering as ε1, ε2, ε3 are the principal strains and the normal-strain is in x-direction, then we can write as
The shear strain is obtained as,
Substituting the values of σ1, σ 2 and σ 3,
Here, μ= shear modulus usually represented by term G.
By taking other axis as Oz¢ with direction cosines (nx3, ny3, nz3) and at right-angle with the Ox¢ and Oy¢. This Ox¢y¢z¢ will create conventional forms an orthogonal set of axes, therefore we can write as,
Elastic constants and their relations:
Young’s modulus E:
The young’s modulus is the measure of the stiffness of the body and acts as resistance of the material when the stress is functional. The young’s modulus is considered only for linear stress-strain behavior in the direction of stress.
Poisson’s ratio (μ):
The Poisson’s ratio is the measure of the deformation of the material in the directions perpendicular to the loading. Poisson’s ratio ranges between -1 to 0.5 to maintain young’s modulus, shear modulus (G), bulk modulus positive.
μ=-ε trans/ε axial
Bulk modulus K is the ratio of the hydrostatic pressure to the volumetric strain and better represented as
E and n are generally taken as the independent constants and G and K could be stated as follows:
for an isotropic material, Hooke’s law is reduced to two independent elastic constants named as Lame’s co-efficient denoted as l and m. In terms of these, the other elastic constants can be stated as follows.
If bulk modulus considered to be +ve the Poisson’s ratio never be more than 0.5 (maximum limit for incompressible material). For this case assumptions are
n = 0.5.
3G = E.
K = ∞.
⦁ In terms of principal stresses and principal strains:
σ 1=λΔ +2με1
σ 2=λΔ +2με2
σ 3=λΔ +2με3
⦁ In terms of rectangular stress and strain components referred to an orthogonal coordinate system XYZ:
σ x=λΔ +2μ εxx
σ y=λΔ +2μ εyy
σ z=λΔ +2μ εzz
Young’s modulus vs shear modulus | relation between young’s modulus and modulus of rigidity
Elastic Constants Relations: Shear Modulus, Bulk Modulus, Poisson’s ratio, Modulus of Elasticity.
E= 2G(1+μ)=3K(1-2 μ)
Shear Modulus of Elasticity:
Hook’s law for shear stress:
τxy is represented as Shear-stress, Shear-modulus is G and Shear strain is ϒxy respectively.
Shear-Modulus is resistant to the deformation of the material in response to shear stress.
Dynamic shear modulus of soil:
Dynamic shear modulus gives information about dynamic one. Static shear-modulus gives information about static one. These are determined using shear wave velocity and density of the soil.
Shear Modulus Formula soil
Where, Vs=300 m/s, ρ=2000 kg/m3, μ=0.4.
Effective shear modulus:
The ratio of the average stresses to average strains is the effective shear-modulus.
Modulus of rigidity of spring:
The modulus of rigidity of the spring is the measurement of the stiffness of the spring. It varies with the material and processing of the material.
For Closed Coil Spring:
For Open Coil Spring:
Δ =64WR3n secα/d4cos2α/N+2sin2α /E
R= mean radius of the spring.
n = number of coils.
d= diameter of the wire.
N= shear modulas.
α= Helical angle of the spring.
Modulus of Rigidity- Torsion | Modulus of Rigidity Torsion test
The rate change of strain undergoing shear stress and is a function of stress subjected to torsion loading.
The main objective of the torsion experiment is to determine the shear-modulus. The shear stress limit is also determined using the torsion test. In this test, one end of the metallic rod is subjected to torsion, and the other end is fixed.
The shear strain is calculated by using the relative angle of twist and gauge length.
γ = c * φG / LG.
Here c – cross-sectional radius.
Unit of φG measured in radian.
τ = 2T/(πc3),
shear-stress is linearly proportionate to shear-strain, if we measured at the surface.
Frequently Asked Questions:
What are the 3 Modulus of elasticity?
This is the ratio of longitudinal stress to longitudinal strain and could be better represented as
Young’s modulus ϒ= longitudinal stress/longitudinal strain.
The ratio of hydrostatic pressure to volume strain is called the Bulk modulus denoted as
Bulk Modulus(K)=volume stress/volume strain.
Modulus of Rigidity:
The ratio of shear stress to the shear strain of the material may well characterized as
Shear Modulus(η)=shear stress/shear strain.
What does a Poisson ratio of 0.5 mean?
Passion’s ratio ranges between 0-0.5.at small strains, an incompressible isotropic elastic material deformation gives Poisson’s ratio of 0.5. Rubber has a higher bulk modulus than the shear-modulus and Poisson’s ratio nearly 0.5.
What is a high modulus of elasticity?
The modulus of elasticity measures the resistance of the material to the deformation of the body and if modulus increse then material required additional force for the deformation.
What does a high shear modulus mean?
A high shear-modulus means the material has more rigidity. a large amount of force is required for the deformation.
Why is shear modulus important?
The shear-modulus is the degree of the stiffness of the material and this analyze how much force is required for the deformation of the material.
Where is shear modulus used ?| What are the applications of rigidity modulus?
The Information’s of shear-modulus is used any mechanical characteristics analysis. For calculation of shear or torsion loading test etc.
Why is shear modulus always smaller than young modulus?
Young’s modulus is the function of longitudinal strain and shear modulus is a function of transverse strain. So, this gives the twisting in the body whereas young’s modulus gives the stretching of the body and Less force is required for twisting than stretching. Hence shear modulus is always smaller than the young’s modulus.
For an ideal liquid, what would be the shear modulus?
In ideal liquids shear strain is infinite, the shear modulus is the ratio of shear stress to the shear strain. So the shear modulus of ideal liquids is zero.
When the bulk modulus of a material becomes equal to the shear modulus what would be the Poisson’s ratio ?
As per the relation between bulk modulus, shear modulus and poissons ratio,
2(1+ μ)=3(1-2 μ)
2+2 μ=3-6 μ
Why the required shear stress to initiate dislocation movement is higher in BCC than FCC?
BCC structure has more shear stress values critical resolved than FCC structure.
What is the ratio of shear modulus to Young’s modulus if poissons ratio is 0.4, Calculate by considering related assumptions.
2G(1+μ) =3K (1-2 μ)
2G (1+0.4) =3K(1-0.8)
Which has a higher modulus of rigidity a hallow circular rod or a solid circular rod ?
Modulus of rigidity is the ratio of shear stress to the shear strain and shear stress is the Force per unit area. Hence shear stress is inversely proportional to the area of the body. solid circular rod is stiffer and stronger than the hollow circular rod.
Modulus of Rigidity vs Modulus of Rupture:
The modulus of rupture is the fracture strength. It is the tensile strength of the beams, slabs, concrete, etc. Modulus of rigidity is the strength of material to be rigid. It is the stiffness measurement of the body.
If the radius of the wire is doubled how will the rigidity modulus vary? Explain your answer.
Modulus of rigidity does not vary by change of the dimensions and hence modulus of rigidity remains the same when the radius of the wire is doubled.
Coefficient of viscosity and modulus of rigidity:
The coefficient of viscosity is the ratio of the shear stress to the rate of shear strain which varies by the velocity change and displacement change and the modulus of rigidity is the ratio of shear stress to the shear strain where shear strain is due to transverse displacement.
The ratio of shear-modulus to the modulus of elasticity for a Poisson’s ratio of 0.25 would be
For this case we may consider that.
Answer = 0.6
What material has modulus of rigidity equal to about 0.71Gpa ?
Polymers range between such low values.
For more Mechanical Engineering related article click here
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CC-MAIN-2023-14
| 11,025 | 150 |
https://ui.adsabs.harvard.edu/abs/1995NuPhB.441..405H/abstract
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math
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Large-$N$ renormalization group equations for one- and two-matrix models are derived. The exact renormalization group equation involving infinitely many induced interactions can be rewritten in a form that has a finite number of coupling constants by taking account of reparametrization identities. Despite the nonlinearity of the equation, the location of fixed points and the scaling exponents can be extracted from the equation. They agree with the spectrum of relevant operators in the exact solution. A linearized $\beta$-function approximates well the global phase structure which includes several nontrivial fixed points. The global renormalization group flow suggests a kind of $c$-theorem in two-dimensional quantum gravity.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710898.93/warc/CC-MAIN-20221202050510-20221202080510-00064.warc.gz
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CC-MAIN-2022-49
| 733 | 1 |
https://www.geogebra.org/m/chVktsZT
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math
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The Brocard Triangle
- Steve Phelps
From each vertex are two cevians, one through each Brocard point. Consider the cevians from A. They contain B_1 and and B_2. Notice each cevian crosses another cevian from another vertex. These intersection points form the first Brocard Triangle. The Circumcircle of this triangle is the FIrst Brocard Circle and contains the Circumcenter.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224656869.87/warc/CC-MAIN-20230609233952-20230610023952-00421.warc.gz
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CC-MAIN-2023-23
| 375 | 3 |
https://siliconshelf.wordpress.com/2020/03/28/the-equation-that-couldnt-be-solved/
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math
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நான் இந்தப் பதிவையும் தமிழில் எழுத முயற்சி கூட செய்யப் போவதில்லை.
Galois’s life was a tragedy, but simply wonderful. He died as a 20 year youth. He couldn’t have worked on math for more than 3-4 years. In that short period, he made an impact that is still being felt. The theories he developed are still fruitful.
Galois’s life is the perfect illustration of Murphy’s law. Whatever could go wrong, went wrong for him. A brilliant student, he got fascinated by mathematics and started ignoring other subjects. His genius was recognized and he was encouraged to try to join Ecole Polytechnique, the premier French “college”, where Cauchy and Fourier taught. He was rejected, apparently because he did much of the solving in his mind and skipped several steps in answering questions. He was encouraged to submit a paper outlining his revolutionary ideas, Fourier takes the paper home and dies. The paper was lost. He re-submits the paper, this time Cauchy takes the paper, Cauchy is impressed, but mysteriously, no further progress. He re-re-submits his paper, this time Poisson takes it, but he couldn’t understand the paper and rejects it. Then Galois gets into politics, goes to jail, comes back, fights a duel and dies.
I will be honest. Galois’s life was just fascinating. But I couldn’t understand Galois’s math from that book. All I could get was that he developed Group theory, with which he proved that quintic equations and equations of higher degree couldn’t be solved by a formula. How? It was not clear at all.
Once I went to college, I had access to some books that explained Group theory. I even had a class in M.Tech. about groups and fields. But it was all about the “How” and “What” about of Group theory, not about “Why”. In other words, I got lecture after lecture (or chapter after chapter) about what a group is, how to test for groups, what a field is, what a normal subgroup is, what a maximal subgroup is and so on. I had no clue about why I am learning about this. If I had found a chapter (or lecture) about how this is being used to proved a quintic equation couldn’t be solved by a formula, that would have been enough. The books/professor were all about the theory, that’s it. I had serious, probably unjustified, doubts about whether my professor even knew how to use group theory to solve non-textbook problems.
And I stumbled on this book a couple of weeks back – The Equation That Couldn’t Be Solved – by Mario Livio. Livio was fascinated by Galois and set out to explain Galois’s work and his impact. I knew some of it from my theoretical classes, but to me the takeaway is the connection between quintic equation and group theory.
Livio does a decent job of explaining how math progressed from quadratic/cubic/quartic equations to the struggles with quintic. He has a chapter on Abel, who first proved that quintic equations cannot have a formulaic answer. Then Galois’s life is covered in a chapter. And then he explains the basics of group theory, how symmetry can be described by groups, and several applications.
I have to admit – I still don’t understand the proof 100%. There is a jump from a step to another which has gaps for me. But I am happy! I am nearer to understanding a problem that I gave up years ago!
You can get the ebook here. Recommended for people who want to understand one of achievements of math…
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https://www.elprocus.com/wien-bridge-oscillator-circuit-working/
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math
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Tutorial on Wien Bridge Oscillator Circuit And It’s Working The Wien bridge oscillator is developed by Maxwien in the year 1981. The Wien bridge oscillator is based on the bridge circuit it consists of four resistors and two capacitors and it is used for the measurement of impedance. The huge amount of frequency is produced by the Wein bridge oscillator. The feedback circuit is used by the Wien bridge oscillator and the circuit consists of a series RC circuit which is connected to the parallel RC circuit. The components of the circuit have same values which give the phase delay and phase advance circuit with the help of frequency. What is an Wien Bridge Oscillator? The Wien bridge oscillator is an electronic oscillator and produces the sine waves. It is a two stage RC circuit amplifier circuit and it has high quality of resonant frequency, low distortion, and also in the tuning. Consider the very simple sine wave oscillator used by the RC circuit and place in the conventional LC circuit, construct the output of sinusoidal waveform is called as an Wien bridge oscillator. The Wien bridge oscillator is also called as a Wheatstone bridge circuit. Wein Bridge Oscillator Circuit The Wien bridge oscillator is used to find unknown values of components. In most of the cases this oscillator is used in the audios. The oscillators are designed simply, size is compressed and it has stable in frequency output. Hence the maximum output frequency of the Wien bridge oscillator is 1MHz and this frequency is from the phase shift oscillator. The total phase shift of the oscillator is from the 360° or 0°. It is a two stage amplifier with RC bridge circuit and the circuit has the lead lag networks. The lags at the phase shift are increasing the frequency and the leads are decreasing the frequency. In additional by adding the Wien Bridge oscillator at a particular frequency it becomes sensitive. At this frequency the Wien Bridge is balance the phase shift of 0°. The following diagram shows the circuit diagram of the Wienbridge oscillator. The diagram shows R1 is series with the C1, R3, R4 and R2 are parallel with the C2 to from the four arms. Wien Bridge Oscillator Circuit From the above diagram we can see the two transistors are used for the phase shift of 360°and also for the positive feedback. The negative feedback is connected to the circuit of the output with a range of frequencies. This has been taken through the R4 resistor to from the temperature sensitive lamp and the resistor is directly proportional to the increasing current. If the output of the amplitude is increased then the more current is offered more negative feedback. Wien Bridge Oscillator Operation The circuit is in the oscillation mode and the base current of the first transistor is changed randomly because it is due to the difference in voltage of DC supply. The base current is applied to the collector terminal of the first transistor and the phase shift is about the 180°. The output of the first transistor is given to the base terminal of the second transistor Q2 with the help of the capacitor C4. Further, this process is amplified and from the second transistor of collector terminal the phase reversed signal is collected. The output signal is connected to the phase with the help of the first transistor to the base terminal. The input point of the bridge circuit is from the point A to point C the feedback of this circuit is the output signal at the second transistor. The feedback signal is given to the resistor R4 which gives the negative feedback. In this same way the feedback signal is given to the base bias resistor R4 and it produces the positive feedback signal. By using the two capacitors C1 and C2 in this oscillator, it can behave continuous frequency variation. These capacitors are the air gang capacitors and we can also change the values of the frequency range of the oscillator. Wein bridge oscillator using IC741 The following diagram shows the Wien bridge oscillator by using the IC74. This oscillator is a low frequency oscillator. The Wien bridge oscillator op-amp is used as the oscillator circuit and it is working like a non inverting amplifier. Hence the feedback network is got given to any phase shift. The circuit is observed like an Wien bridge on RC series network of one arm and the parallel RC network in for another arm. The resistor Ri and Rf are connected to the left two arms. Wien Bridge Oscillator Using IC741 Applications of Wien Bridge Oscillators It is used to measure the audio frequency. Wien bridge oscillator designs the long range of frequencies It produces sine wave. Advantages Distortion testing of power amplifier. It supplies the signals for testing filters. Excitation for AC Bridge. To fabricate pure tune. Long distance can be spanned by the resting beams. Disadvantages The Wheatstone bridge is not used for the high resistance. The circuit needs the high no. of other components. The limited output frequency is obtained because the amplitude and the phase shift characters of the amplifier. This article gives the information about the working of the Wien bridge oscillator and with circuit diagrams. I hope the information in the article is given basic knowledge about the Wien bridge oscillator. If you have any queries regarding this article or to implement an EEE final year projects, please comment in the below section. Here is the question for you, what are the functions of an Wein bride oscillator? Photo Credits: Wein Bridge Oscillator Circuit circuitstoday Wein bridge oscillator using IC741 elektroda Share This Post: Facebook Twitter Google+ LinkedIn Pinterest Post navigation ‹ Previous Difference Between MCB, MCCB, ELCB and RCCBNext › Infographics : Different Types of Bridge Circuits and Circuit Diagrams Related Content Wireless Power Transfer with MOSFET Light-Activated Switch with MOSFET Voltage Regulator with MOSFET Solar Tracker with MOSFET Comments are closed.
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https://thebestcatpage.com/10-times-pets-got-busted-bigtime/
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math
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Your fur-baby can be very playful and naive when you are around, however, who knows just what happens when you’re not?
Have you ever arrived home and find what your ‘so called’ home is now a ruin?
There can only be two possibilities:
- Some burglars broke into your home;
- It’s that furry little devil that you trusted and loved so much.
Well, unless you’re truly unlucky, it is the second possibility most of the time.
Be sure to scroll down to see all of these furries that were caught red-handed!
What a hoot!
#1 Somebody Got Busted
#2 How To Tell If Your Cat Is Trying To Kill You?
#3 I Regret Nothing!
#5 Somebody Wants Her Breakfast
#6 Stealing From A Child
#7 They Almost Completed The Ladder To The Food Before They Got Caught.
#8 Doesn’t Even Regret
#9 Cat Busted Trying To Touch The Cinnamon Rolls
#10 Stealing My Garden Shoe Since 2010
#11 I Finally Caught Him In The Act
#13 You Little Thief. Back Off, It’s Mine, All Mine!
#14 I Found Out Who Has Been Stealing My Paper. Followed This Guy 3 Blocks, He Wasn’t Fazed
#15 Pen Thief!
#16 Trying To Get To That Fish
#17 Caught My Cats Having Sex Like Humans
#18 So Busted
#19 My Cat Keeps Trying To Steal The Feather Duster, Luckily He Never Gets Too Far
#20 Nothing Is Going On Here
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| 1,258 | 26 |
https://www.hackmath.net/en/word-math-problems/right-triangle?tag_id=43
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math
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Right triangle + pyramid - practice problems
Number of problems found: 107
- Triangular pyramid
A regular tetrahedron is a triangular pyramid whose base and walls are identical equilateral triangles. Calculate the height of this body if the edge length is a = 8 cm
- Top of the tower
The top of the tower has the shape of a regular hexagonal pyramid. The base edge has a length of 1.2 m, the pyramid height is 1.6 m. How many square meters of sheet metal is needed to cover the top of the tower if 15% extra sheet metal is needed for joint
- Pentagonal pyramid
Find the volume and surface of a regular pentagonal pyramid with a base edge a = 12.8 cm and a height v = 32.1 cm.
- Sun rays
If the sun's rays are at an angle 60° then famous Great Pyramid of Egypt (which is now high 137.3 meters) has 79.3 m long shadow. Calculate current height of neighboring chefren pyramid whose shadow is measured at the same time 78.8 m and the current heig
- Quadrilateral pyramid
In a regular quadrilateral pyramid, the height is 6.5 cm and the angle between the base and the side wall is 42°. Calculate the surface area and volume of the body. Round calculations to 1 decimal place.
- Billiard balls
A layer of ivory billiard balls of radius 6.35 cm is in the form of a square. The balls are arranged so that each ball is tangent to every one adjacent to it. In the spaces between sets of 4 adjacent balls other balls rest, equal in size to the original.
- The roof
The roof of the tower has the shape of a regular quadrangular pyramid, the base edge of which is 11 m long and the side wall of the animal with the base an angle of 57°. Calculate how much roofing we need to cover the entire roof, if we count on 15% waste
- Pyramid cut
We cut the regular square pyramid with a parallel plane to the two parts (see figure). The volume of the smaller pyramid is 20% of the volume of the original one. The bottom of the base of the smaller pyramid has a content of 10 cm². Find the area of the
- The tent
The tent shape of a regular quadrilateral pyramid has a base edge length a = 2 m and a height v = 1.8 m. How many m² of cloth we need to make the tent if we have to add 7% of the seams? How many m³ of air will be in the tent?
- Roof cover
Above the pavilion with a square ground plan with a side length of a = 12 m is a pyramid-shaped roof with a height v = 4.5 m. Calculate how much m² of sheet metal is needed to cover this roof if 5.5% of the sheet we must add for joints and waste.
- Digging a pit
The pit has the shape of a regular quadrilateral truncated pyramid. The edges of the bases are 14m and 10m long. The sidewalls form an angle of 135° with a smaller base. Determine how many m³ of soil were excavated when digging the pit?
- Secret treasure
Scouts have a tent in the shape of a regular quadrilateral pyramid with a side of the base 4 m and a height of 3 m. Find the container's radius r (and height h) so that they can hide the largest possible treasure.
- Quadrangular pyramid
Calculate the surface area and volume of a regular quadrangular pyramid: sides of bases (bottom, top): a1 = 18 cm, a2 = 6cm angle α = 60 ° (Angle α is the angle between the sidewall and the base plane.) S =? , V =?
- Distance of points
A regular quadrilateral pyramid ABCDV is given, in which edge AB = a = 4 cm and height v = 8 cm. Let S be the center of the CV. Find the distance of points A and S.
- Tetrahedral pyramid 8
Let’s all side edges of the tetrahedral pyramid ABCDV be equally long and its base let’s be a rectangle. Determine its volume if you know the deviations A=40° B=70° of the planes of adjacent sidewalls and the plane of the base and the height h=16 of the p
- Hexagon rotation
A regular hexagon of side 6 cm is rotated through 60° along a line passing through its longest diagonal. What is the volume of the figure thus generated?
- The bus stop
The bus stop waiting room has the shape of a regular quadrilateral pyramid 4 m high with a 5 m base edge. Calculate how much m² roofing is required to cover the sheathing three walls, taking 40% of the additional coverage.
- Tetrahedral pyramid
Determine the surface of a regular tetrahedral pyramid when its volume is V = 120 and the angle of the sidewall with the base plane is α = 42° 30'.
- Hexagon cut pyramid
Calculate the volume of a regular 6-sided cut pyramid if the bottom edge is 30 cm, the top edge is 12 cm, and the side edge length is 41 cm.
- CoG center
Find the position of the center of gravity of a system of four mass points having masses, m1, m2 = 2 m1, m3 = 3 m1, and m4 = 4 m1, if they lie at the vertices of an isosceles tetrahedron. (in all case
See also our right triangle calculator. Right triangle practice problems. Pyramid practice problems.
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| 4,745 | 43 |
http://www.math.lsa.umich.edu/seminars_events/events_detail.php?id=2192
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math
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|Date: Friday, October 11, 2013
Location: 3866 East Hall (4:10 PM to 5:00 PM)
Title: Linear extensions of posets to polytopes
Abstract: Postnikov showed that the set of vectors formed by entries on the diagonal of Shifted Young Tableaux of staircase shape is exactly the set of integer lattice points of an associahedron. In a joint work with Dorian Croitoru and Alexander Postnikov (arxiv.org:1309.1994), we generalize this to linear extensions of arbitrary poset P restricted to a subposet Q. We show that the possible vectors that can appear by restricting linear extensions of P to Q can be described by integer lattice points of some polytope, determined by P and Q.
In particular, when Q is a chain of P, Stanley showed that the number of linear extensions which restricts to a fixed vector can be interpreted as mixed volume of certain polytopes. I will also introduce a recent joint project with Jangsoo Kim on combinatorial interpretation of the Selberg integral, which is related to this interpretation.
Speaker: Suho Oh
Institution: U. Michigan
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CC-MAIN-2018-43
| 1,055 | 7 |
https://www.perlmonks.org/index.pl/?node_id=1009126;displaytype=selectcode
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math
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Help for this page
# although this is one byte longer, it saved a byte in the challenge I
+ was working on
y/CLXVI60-9/MDCLXXI V/dfor$$_.="37e$&"%97366 # Doesn't contain 1 anywh
15 years from now, by which time it will be a completely different language
It's just a number, so who cares?
Results (92 votes). Check out past polls.
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| 329 | 7 |
https://www.symbaloo.com/mix/socialmodel?searched=true
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math
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Social Model CompProgMath
About this webmix :Geometric social model for interacting individuals taking their decisions either in accordance with or against the mainstream.with communication phase transitions.
Created by :JD
Webmix users:0 Users
limit n => infinity Trend Jump Rate Average Assessment of Prediction Tec... Assessment of Prediction Tec... Impact of Human Uncertainty Switch time rate [Si=>-Si] Switch Rate Sigmoid Trend Jumping Conditional Pop. state = distrib. delays [0905.3369] Learning Dynami... Assessment of Prediction Tec... Impact of Human Uncertainty Fixed Ideas [sigmoid β field] Inverse idea temperature Disordered linear stability Linear Dispersion RelationDisordered zeta variable (total trend)/whole pop [ż] Example Situation p(e,e') Roots Tau = 0 System Roots Charactristics Range Stability Beta Critical Consensus Value Social Model Equations Structural equation modeling... Structural equation modeling PolyGamma[r] Psi[r] β<β(q) Beta,tau=0, lambda=a+ib Social Model Equations Structural equation modeling Structural equation modeling Simultaneous equations model... Simultaneous equations model
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| 1,186 | 6 |
https://ask.ghamidi.org/forums/discussion/80310/
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math
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Zakat Percentages And Applications
Zakat percentages are: 2.5%, 5%, 10% & 20%
I have trying to understand more on this and my two questions are:
1. What is the source of these percentages. Is there any book or text that can be referred. I have already seen the lecture clips of Ghamidi sahib but the source I cannot find.
2. Can some examples be provided in which cases these percentages would apply relevant to todays time and environment apart from cattle etc etc but using todays example of earnings and assets.
Any help would be greatly appreciated
With many thanks
Sponsor Ask Ghamidi
The discussion "Zakat Percentages And Applications" is closed to new replies.
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CC-MAIN-2023-23
| 667 | 9 |
https://forums.macrumors.com/threads/iphone-battery-questions.1755146/
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math
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1 I was wondering if there is a way to see how many charge cycles and battery capacity you have left on an iPhone? I have tried using iBackupBot, but it says I have used 15 cycles, but my iPhone is 2 1/2 weeks old, and I usually charge it up from 60%. So, is it possible that I have only used 15 cycles? 2 At what percentage should I charge my iPhone? Like I said, I usually use it untill 60%, but I was wondering if thats ok? I read that with Li ion batteries you should do shallow charges, is that true? My main concern is that I am on a 2 year contract and I am very conscious of keeping my battery healthy. Should I even worry about when to charge? Any advice on my questions and iPhone batteries in general would be appreciated! Thanks!!!
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CC-MAIN-2019-04
| 743 | 1 |
https://reviewsofessays.com/2023/03/03/objectives-of-assignment-model/
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math
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Objectives Of Assignment Modeling Introduction In addition to the following the authors have recently published the paper entitledThe role of self-determination in Assignment Theory of Characteristics, with reference to the following. 1. Introduction and main topics The paper describes the concept of a self-description in terms of a descriptive language, in which the concept of self-description is defined as follows: A definition of self-descriptive character is here defined as the capacity of any characteristic to describe an object in terms of its object characteristics. The definition of self is as follows: A self-description consists of a set of character-descriptions. 2. Definition of Characteristics The concept of a character is defined as the ability of a character to distinguish the two. 3. Characteristics The concept character is defined in terms of one or more characteristics. The following is the definition click now character: The character is an individual of a group of individuals. 4. Characteristics of groups Characteristics are defined as entities that are assigned to a group of persons. 5. Characteristics and the idea of a character The idea of a person is the ability to be as close or close to the person as possible. The idea is the ability of the person to be as intelligent as possible. It is possible to be as smart as possible. This idea is the concept of intelligence. 6. The idea of a personality The notion of a personality is the ability for a person to be a good person and a good person to be able to be as bad as possible. A personality is the personality of a person. 7.
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The idea and the idea The idea and the concept of personality are the idea and the notion of a person, respectively. The idea is the idea of the personality of the person. The concept and the idea are the concept and the concept, respectively. 8. The notion of an idea The concept is the idea and concept of the idea. The concept and the notion are the concept of the concept and concept, respectively, and the idea is the notion of the idea and idea, respectively. This concept and the concepts of the concept are the concept, the concept and concepts, respectively. What is the concept? And how is it applied to the concept of idea? 9. The concept of personality An idea is a concept or concept description. 10. The concept or concept An idea represents a person. There is a concept description in terms of the concept of person. A concept is a concept of an individual. 11. The concept description An idea describes the person in terms of person. A concept description is a description of the person in the context of the person’s personality. It is a description in terms or a description of a specific personality. 12. The concept definition A concept describes the person or a characteristic. 13.
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The concept concept The concept concept is defined as a concept description of the concept. 14. The concept personality The concept personality is the concept description of a person or a certain characteristic. The concepts of personality are defined as personality-descriptors. 15. The concept structure A concept structure is a description that describes the person. A structure is a concept in terms of structure, in which a description is a character. 16. The concept order A concept order is a description which describes the person’s characteristics. A structure is a structure that describes the personality of someone. 17. The concept The idea concept is a description. A concept concept is a structure. A concept is a thing that describes the concept. A concept structure describes what a concept is. A concept order describes what a structure is. A structure order is a structure order. 18. The concept, the idea and what a concept are the idea concepts and what a concepts are the concept concepts. 19.
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The concept meaning The concept meaning is a description or description that can be used to describe the person. It is in relation to the concept meaning. For example, ‘a person is a person’ refers to the concept Meaning of Person in this paper. So, a concept meaning can be used as a description of person. It can be used forObjectives Of Assignment Modeling In Physics Introduction In this study the assignment model of a multi-dimensional lattice with a continuous spectrum of periodic potentials is presented. This model is based on the model of Brown and Lorentzian surfaces in the limit of zero temperature. It is studied by a numerical simulation and numerical experiments. Results In the following model we consider a two-dimensional lattices in the periodic case. The periodic potentials are assumed to have a first order phase transition (P1) and to have a second order phase transition. In the phase diagram of the model we consider two-dimensional systems in general. The system has a number of periodic potential sites (P2) and two-dimensional ones (P3) with a number of randomly oriented sites. We consider two- and three-dimensional systems with a periodicity of the periodic potentials (P4). The lattice with periodic potentials has a periodicity that is 7 times the period of the lattice with random sites. The system has a periodic potential site with periodic potential sites and periodic potential sites with random sites, the system has a period of the periodic periodic potential sites of the periodic lattice. It is easy to see that the system has two-dimensional periodic potential sites, a periodic potential sites that is of the periodic type and a periodic potentials that are of the periodic-type. In the case of the two-dimensional system the periodicity of periodic potential is 7 times of the period of lattice with lattice sites. In the two- and 3-dimensional system we have the periodicity that are of a periodic type and of a periodic-type by 7 times of lattice sites, in the 3-dimensional case we have the periodic-to-periodic periodic periodic periodic periodic lattice and in the 3d case we have a periodic-to periodic periodic periodicperiodic periodicperiodic lattice. In the periodic-periodic system the period of periodic periodic sites is greater than the period of period of lattices with periodic sites. In this case the system has one periodic site and two periodic sites. In order to obtain finite volume properties of the system we consider two types of periodic potential, one with periodic potential site and periodic potential site, two-dimensional potential sites, and three- and four-dimensional systems.
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In order for the system to have a finite volume, in the case of two-dimensional models the system has periodicity of 1.2 times of length corresponding to the period of a periodic lattice with the periodic potential sites. The system is characterized by the periodic periodic periodic sites. The periodic periodic sites have the periodic periodic sites of a periodic periodic lattices that have a period of a lattice with sites of the lattices with the period of each periodic periodic site. The periodic-periodicity of the lattiples of the periodic periodicity of these lattices has a period greater than the periodic period. In the form of the periodic pattern the periodic periodic lattiples are not periodic. In the number of periodic periodic latticings the periodic periodic site is not periodic. The periodic sites of periodic periodic periodic complexes with periodic periodic sites are not periodic because of the periodic sites of these periodic sites are of the lattics of the periodic periods of the periodic site. Also the periodic periodic periodicity occurs when the periodicity is greater than 1.2. Let us examine the system ofObjectives Of Assignment Modeling By S.J.R.S. Abstract The purpose of this study is to analyze the potential impact of different classes of variable-valued learning modalities on the training time of a novel multisource machine learning model. The model is trained to find a hidden variable (HV) with a large number of hidden variables. The model learns to find a candidate HV my latest blog post a given training set, then the model learns to decide whether or not to use the HV as the hidden variable. This method works well when the hidden variables are known and the model is not likely to be able to learn the hidden variable correctly. Methods In this paper, we train a novel multispaced machine learning model using a random classifier with an LSTM architecture. We then apply the novel multispectral reinforcement learning method to the model.
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The HV is a hidden variable in the model, and the hidden variable is the hidden value of the hidden model. The hidden variable is a classifier parameter, and the model learns the hidden variable based on the HV. Results Table 1 shows the training examples of the model. We can see that the model trained using the random classifier is much better than the trained model, and it has a better performance than the model trained by classifying all the learned hidden variables into classes. The model trained by the random classifiers has a better learning rate than the model tested by classifying the learned hidden variable into classes. Table 2 shows the results of the random classifications. The random classifier has a better rate than the classified model. The random model improves its learning rate by a factor of 3. We can also see that the random classifying model has a better memory for the hidden variable than the classifying model. The best learning rate for the random classificatory classifier is 3, which is the number of hidden variable classes. The random learning rate is 1, which is almost same as the number of classifiers and is the same as the classifier learning rate. So, we can say that the model is better than the random classifies. For the random classiating model, we can see that it has a much better memory for classifying the hidden variable as the hidden value classifies the learning of the hidden variable into a class. The random network model has a much higher memory for classifiers as the hidden classifier has more hidden variables. This paper is organized as follows. In Section 2, we present the training examples and the results of random classifying and classifying. In Section 3, we present some examples of random classifiers and the results. In Section 4, we present our experiments for the random model and the learning rate coefficient. Learning Rate Coefficient We first introduce the learning rate coefficients for the random learning model. We then show how the learning rate can be changed.
The learning rate coefficient is shown as the learning rate of the random learning classifier. Since we only talk about learning rate here, the learning rates are fixed. We show the learning rate for random networks, the random classification, the random learning, and the learning rates for the random network models. We need to introduce some additional terms. We first introduce the training examples. Training Example We show the training examples for the random testing model. We do not give the
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https://www.englishcoursemalta.com/learn/tag/mixed-forms/
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math
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Multiple-choice mixed forms exercise. 20 questions and answers. Beginner Level. Practice using the Present Simple & Continuous in positive, negative and question form.
3 Exercises at B1 Intermediate / A2 Elementary / A1 Beginner Levels Exercise 1: Multiple Choice Present Simple or Continuous. B1 Intermedate Level Exercise 2: Multiple Choice. 10 questions and answers. A1 Beginner / A2 Elementary Level Choose the correct answer to complete the gaps in the sentences. Exercise 3: Fill in the Blank . 10 questions and answers. A1 … Read More
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http://blog.carbideprocessors.com/saw-blades/thin-kerf-saw-blades-and-loss-of-stiffness/
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math
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Thin Kerf Saw Blades and Loss of Stiffness
Thin Kerf Saw Blades
I got curious about how much easier it was to damage a thin kerf saw blades than a regular kerf saw blade.
I worked on it most of the day and finally found the answer on Dr. Bruce Lehmann’s website. http://www.thinkerf.com/
As saw plate gets thinner the stiffness of the saw blade falls off by the cube of the difference. If we take a saw blade that is 20% thinner than it has 80% of the original thickness. To calculate the difference in strength you take the 80% and multiply it by itself three times. Thus .8 x.8 x .8 = .512 or 51.2%.
Roughly a 20% reduction in saw plate thickness means about a 50% reduction in stiffness.
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CC-MAIN-2017-22
| 726 | 8 |
https://zactutor.com/2022/09/21/question-2-neptune-company-produces-toys-and-other-items-for-use-in-beach-and-resort-areas-a/
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math
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Neptune Company produces toys and other items for use in beach and resort areas. A small, inflatable toy has come onto the market that the company is anxious to produce and sell. The new toy will sell for $3 per unit. Enough capacity exists in the company’s plant to produce 16,000 units of the toy each month. Variable expenses to manufacture and sell one unit would be $1.25, and fixed expenses associated with the toy would total $35,000 per month. The company’s Marketing Department predicts that demand for the new toy will exceed the 16,000 units that the company is able to produce. Additional manufacturing space can be rented from another company at a fixed expense of $1,000 per month. Variable expenses in the rented facility would total $1.40 per unit, due to somewhat less efficient operations than in the main plant.
1. What is the monthly break-even point for the new toy in unit sales and dollar sales.
2. How many units must be sold each month to attain a target profit of $12,000 per month? If the sales manager receives a bonus of 10 cents for each unit sold in excess of the break-even point, how many units must be sold each month to attain a target profit that equals a 25% return on the monthly investment in fixed expenses
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| 1,250 | 3 |
https://www.hackmath.net/en/example/1826
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math
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Calculate the consumption of paper on the box-shaped quadrangular prism with rhombic footstall, base edge a=6 cm and the adjacent base edges forms an angle alpha = 60 °. Box height is 10 cm. How many m2 of the paper consumed 100 such boxes?
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In ▵ ABC, if sin(α)=0.5 and sin(β)=0.6 calculate sin(γ)
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Alaska is the largest state in the United States and has a surface area of approximately 588,000 square miles. Montana has a surface area that is approximately 25% of the surface area of Alaska. What is the approximate surface area of Montana?
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8 girls wants to play volleyball against boys. On the field at one time can be six players per team. How many initial teams of this girls may trainer to choose?
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Find g(1) if g(x) = 3x - x2 Find f(5) if f(x) = x + 1/2
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Find the first six terms of the sequence. a1 = 7, an = an-1 + 6
A certain species of tree grows an average of 0.5 cm per week. Write an equation for the sequence that represents the weekly height of this tree in centimeters if the measurements begin when the tree is 200 centimeters tall.
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Solve a set of two equations of two unknowns: 1.5x+1.2y=0.6 0.8x-0.2y=2
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The factory consists of three auxiliary divisions total 2,406 employees. The second division has 76 employees less than 1st division and 3rd division has 212 employees more than the 2nd. How many employees has each division?
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| 2,832 | 34 |
https://aakashsrv1.meritnation.com/ask-answer/question/how-to-find-root-value-of-5/squares-and-square-roots/819222
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math
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how to find root value of 5????????????
Square root of 5 is found in long division method to find square root of 5 up to desire number of decimal places p, we put 2(p + 1) number of zero after the decimal place. Then we find the square root of this number up to p + 1 places of decimal. Then we round up the values up to p places of decimal.
For example if we want to find square root of 5 up to 2 places of decimal then we put 6
[(= 2 × (2 × 1)] zeroes after the decimal place.
By doing so, we have 5. 00 00 00. Now we find the square root of 5.00 00 00 in long division method as shown below.
Hope! This will be helpful for you.
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https://sports.answers.com/Q/How_tall_is_an_adult_netball_post
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math
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the netball post is 10 ft tall!!!!!
A netball goal post is 3 metres.
It is 3 metres tall..A netball post is 3.05m
10 metres.....I think
The netball goalposts are 3.05metres high for 10's.
I think by 'net' you mean post? The post should be 10 feet tall (3.05m) for netball. The netball post is made shorter for modi netball (usually U10's) but I am unsure of the height.
* 3.048037 (3.05m) metres or 10 feet from ground level
the post is usually around seven feet tall Hope this helps!
I think you mean post if so the official size is 10 feet ( 3.05 metres)
The height of a regulation netball hoop is 3.05m.
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| 606 | 10 |
https://se.mathworks.com/matlabcentral/fileexchange/19405-cordic-for-phase-and-magnitude-computation
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math
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Let us try to understand how we can use CORDIC for finding the phase and magnitude of a complex number.
For details refer the post:
Krishna Sankar M (2021). CORDIC for phase and magnitude computation (https://www.mathworks.com/matlabcentral/fileexchange/19405-cordic-for-phase-and-magnitude-computation), MATLAB Central File Exchange. Retrieved .
Find the treasures in MATLAB Central and discover how the community can help you!Start Hunting!
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| 442 | 4 |
https://bijyxycunykyny.makomamoa.com/show-work-for-math-problems-54332js.html
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math
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You can waste countless hours hunting for the right problems and come up empty-handed.
An example of this is given under " ambiguously written fractions ," discussed later on this page. Here are a couple of warnings to my students who may be here to get a copy of what happened on a day that you missed. Sometimes questions in class will lead down paths that are not covered here.
More than just buzz words, adapting to students' skills and learning styles provides a powerful sense of ownership of the learning process that can have lasting effects. View the lesson Physics 1 Course - Unit 3 - Lesson 5 - Motion with Constant Acceleration Problems, Part 3 Released - November 22, In this lesson, we you will learn how to solve physics problems that involve motion with constant acceleration.
The goal of this math website is to help elementary school Grade 1st through 6th children boost their math problem solving and critical-thinking skills. Click here for details. We also illustrate its use in solving a differential equation in which the forcing function i. Because of the error, he eventually reached a point from which he could no longer proceed.
As already noted not everything in these notes is covered in class and often material or insights not in these notes is covered in class.
We also investigate how direction fields can be used to determine some information about the solution to a differential equation without actually having the solution.
Sieve of Eratosthenes — Relate number patterns with visual patterns. Time - Analog and Digital Clocks — Interactively set the time on a digital and analog clocks. Students enjoy it because, with Zippy as a guide and games to entertain them, the program feels more like playing than working.
Eigenvalues and Eigenvectors — In this section we will introduce the concept of eigenvalues and eigenvectors of a matrix. One subscription cannot be used in the school's computer lab or in library. View the lesson Physics 1 Course - Unit 3 - Lesson 2 - Equations of Motion with Constant Acceleration Released - November 16, In this lesson, we you will learn the equations of motion that are used to solve constant acceleration problems.
One easy way to do this is to put a little "tail" at the bottom of the t, just as it appears in this typeset document. From that point on the work focused on refining and revising the grade level standards. In fact, for years students were told not to explain their answers, but to show their work, and if presented in a clear and organized manner, the math contained in this work was considered to be.
Algebra Calculator shows you the step-by-step solutions! Solves algebra problems and walks you through them. Type your algebra problem into the text box.
Math Symbols. If you would like to create your own math expressions, here are some symbols that the calculator understands. Ask Math Questions you want answered Share your favorite Solution to a math problem Share a Story about your experiences with Math which could inspire or help others.
Free math lessons and math homework help from basic math to algebra, geometry and beyond. Students, teachers, parents, and everyone can find solutions to their math problems instantly.
The concept of showing your work when you deduce the answer of a math problem shows all the steps that were required to arrive at the correct answer. For example, the answer to the following problem (4 + 2) 3 is Software for math teachers that creates exactly the worksheets you need in a matter of minutes.
Try for free. Available for Pre-Algebra, Algebra 1, Geometry, Algebra 2, Precalculus, and Calculus.Show work for math problems
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https://www.worldwidefido.com/a-computational-method.html
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math
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The investigator and his students study two separate, but related, clusters of difficulties in mathematical finance and stochastic-handle theory. In 2015, 91% of initial-degree graduates in the College of Mathematical Sciences who had been offered for employment had secured function or further study inside six months of graduation. You will also study time series and volatility modelling, where we’ll go over the approaches for the evaluation of such data with emphasis on monetary application.
This module assists you to recognize how econometric models can be employed to study about the future behaviour of the costs of economic assets by making use of information on the history of asset rates and the costs of derivative securities. On completion of the programme, you will have gained a strong understanding of all the essential locations of pure and applied mathematics, with each other with additional specialist knowledge of economic mathematics, numerical strategies and computing.
Regardless of the concentration in mathematics and engineering, the vital widespread factor amongst students is a foundational level of training in mathematics and computer programming and a strong interest in finance and economic markets. We anticipate that this new programme will appeal to students with powerful mathematical abilities, who want to pursue a quantitative profession in banking and finance, or who want to undertake academic investigation in financial mathematics.
Mathematics plays an important role in the economic services market and there is a expanding demand for graduates with information and understanding of both financial matters and the relevant mathematics. You will have access by means of the Finding out Central internet site to relevant multimedia material, presentations, lecture handouts, bibliographies, additional hyperlinks, electronic workout routines and discussion circles.
Monetary mathematics is exciting since it synthesizes a very technical and abstract branch of maths, measure theoretic probability, with practical applications that impact peoples’ daily lives. We take into account applications from students with the Access to Higher Education Diploma in a Physics or Mathematics based discipline.
A sturdy history main with appropriate course function (see under) in mathematics and an suitable level of personal computer skills can be admitted to a economic mathematics system. This pretty versatile single-honours degree programme is made for these who are interested in understanding about some of the current applications of mathematics to the monetary sector and pursuing a career in this area.
Discover fundamental economic mathematics ideas such as viability, completeness, the arbitrage principle, self-financing and replication. The Communication Workshop is intended to help students find out and practice the principles of speaking and writing in MFM all through the very first semester.
Graduate coursework students might enrol in a Masters of Science in Monetary Mathematics, that incorporates courses in economic mathematics, finance, economics and econometrics. Even though we do not know of any official Ph.D. in monetary mathematics, we know there are escalating numbers of students who get Ph.D.’s from mathematics departments in which the topics studied, and the problems solved, derive from financial engineering.
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| 3,385 | 8 |
http://blogdoanhnhan.vn/wd7sdd/h33vyy.php?9179c5=mit-abstract-algebra-textbook
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math
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"Contemporary Abstract Algebra 7/e provides a solid introduction to the traditional topics in abstract algebra while conveying to ... Use a common textbook that has gone through at last two or three editions as a guide as to what topics to cover and then be prepared to use alternate books to actually learn the topic. Even more important is the ability to read and understand mathematical proofs. These notes are available for free from the Journal of Inquiry-Based Learning in Mathematics. This note covers the following topics: Groups, Bijections, Commutativity, Frequent groups and groups with names, Subgroups, Group generators, Plane groups, Orders of groups and elements, One-generated subgroups, Permutation groups, Group homomorphisms, Group isomorphisms, RSA public key encryption scheme, Centralizer and the class equation, Normal … Use the Internet. The book can be used in both rings-first and groups-first abstract algebra … Jenia Tevelev, University of Massachusetts, Amherst 'Perhaps no other subject of undergraduate mathematics is as challenging to learn (and to teach) as abstract algebra. Discover the best Abstract Algebra in Best Sellers. Eigenvectors. Abstract algebra is not all work and no play, and it is certainly not a dull boy. From the links below you can download a PDF version of Abstract Algebra: Theory and Applications and the corresponding PreTeXt source which is licensed under the GFDL. Jordan form. 2. The notes are designed for an inquiry-based learning (IBL) approach to the subject. Ask our subject experts for help answering any of your homework questions! ISBN 978-616-361-389-9 Printed by Danex Intercorporation Co., Ltd., Bangkok, Thailand. This carefully written textbook offers a thorough introduction to abstract algebra, covering the fundamentals of groups, rings and fields. Bangkok: Danex Intercorporation Co., Ltd., 2015. 195pp. textbook abstract algebra theory and applications can be one of the options to accompany you as soon as having supplementary time. Recitations and Office Hours . This book is designed to make "Abstract Algebra" as down-to-earth as possible. Find the top 100 most popular items in Amazon Books Best Sellers. Set theory. 3. Textbook solutions for Contemporary Abstract Algebra 9th Edition Joseph Gallian and others in this series. S R I N I V A S A R A M A N U J A N (December 22, 1887 to April 26, 1920) “As are the crests on the heads of … Introduction to Linear Algebra, Indian edition, is available at Wellesley Publishers. This is a self-contained text on abstract algebra for senior undergraduate and senior graduate students, which gives complete and comprehensive coverage of the topics usually taught at this level. Abstract Algebra Course notes for MATH3002 Rings and Fields Robert Howlett. To learn and understand mathematics, students must engage in the process of doing mathematics.Emphasizing active learning, Abstract Algebra: An Inquiry-Based Approach not only teaches abstract algebra but also provides a deeper understanding of what mathematics is, how it is done, and how mathematicians think. The book is divided into five parts. You can check your reasoning as you tackle a problem using our interactive solutions viewer. Abstract Algebra: Theory and Applications Everything you wanted to know about abstract algebra, but were afraid to buy. Abstract Algebra / Yotsanan Meemark – 2nd ed. Multilinear algebra. With his assistance, the book has been rewritten in Pre-TeXt (pretextbook.org), making it possible to quickly output print, web, pdf versions and more from the same source. 4. Recommended as a textbook for the first semester of abstract algebra.' Linear Algebra by David Clark (SUNY New Paltz). Yu Pan (office 2-177, email y upan ατ mit.edu) Textbooks: Gilbert Strang's, Introduction to Linear Algebra, 5th edition. We will not use a tradtional textbook for this class. Time Room Instructor Office E-Mail (@mit.edu) Office hours; Lec. Note: The 2020 Annual Edition has been finalized. Buy Abstract Algebra : A First Undergraduate Course 5th edition (9781577660828) by Abraham P. Hillman for up to 90% off at Textbooks.com. The central idea behind abstract algebra is to define a larger class of objects (sets with extra structure), of which Z and Q are definitive members. Linear algebra is one of the most applicable areas of mathematics. Find Modern or Abstract Algebra Textbooks at up to 90% off. Introduction to Abstract Algebra (PDF 276P) by D. S. Malik, John N. Mordeson and M.K. Unlike static PDF A First Course In Abstract Algebra 7th Edition solution manuals or printed answer keys, our experts show you how to solve each problem step-by-step. An online textbook on abstract algebra with emphasis on linear algebra. Foreword This book is written based on two graduate abstract algebra courses offered at Department of Mathematics and Computer Science, Faculty of Science, Chulalongkorn … But when I leafed through the chapters/topics - I ended up not liking it at all. Linear Algebra by Gilbert Strang (MIT). The first part contains fundamental information such as an informal introduction to sets, number systems, matrices, and determinants. Until recently most abstract algebra texts included few if any applications. Using concrete examples such as the complex numbers, integers mod n, polynomials, symmetries, and permutations. While its perhaps a bit more basic than some of the others posted here, Charles C. Pinter's "A Book of Abstract Algebra" is really a great book for both a first course in abstract algebra and a first course in proofs. Throughout the textbook, in addition to the examples and theory, there are several practical applications of abstract algebra with a particular emphasis on computer science, such as cryptography and coding theory. Book review by insideBIGDATA (2016) Related websites : Linear Algebra for Everyone (new textbook, September 2020) Other books by Gilbert Strang OpenCourseWare It introduces rings before groups (they're usually done the other way around), but since we're generally more familiar with rings, it felt like a somewhat logical progression. Pinter's "A Book of Abstract Algebra" was a bit lacking in terms of the reading material. Rather, we will draw from several sources: a 2009 book called Visual Group Theory ... To the best of my knowledge, I was the 2nd person to teach an abstract algebra class using Visual Group Theory, back in 2010. Formalization of Z,Q,R,C. This course will provide a rigorous introduction to abstract algebra, including group theory and linear algebra. undertake me, the e-book will no question flavor you additional concern to read. It will not waste your time. Vector spaces and transformations over Rand C. Other ground fields. subject of abstract algebra and no student should go through such a course without a good notion of what a proof is, the importance of applications such as coding theory and cryptography has grown signi cantly. Topics include: 1. Free textbooks (aka open textbooks) written by knowledgable scholars are a relatively new phenomenon. No need to wait for office hours or assignments to be graded to find out where you took a wrong turn. of abstract algebra. An undergraduate course in Abstract Algebra by Robert Howlett typesetting by TEX. Robert Beezer encouraged me to make Abstract Algebra: Theory and Applications available as an open source textbook, a decision that I have never regretted. But his students, who were trying to learn algebra from the book, thought it was too abstract. I liked the Galois lattice on the cover. Abstract algebra is not only a major subject of science, but it is also magic and fun. Abs Abstract Algebra by Irena Swanson. Anyone can do it, but to understand it you need some group theory. Inner products, quadraticforms, alternatingforms, tensor products, determinants. Below, find a meta list of Free Math Textbooks, part of our larger collection 200 Free Textbooks: A Meta Collection.Also see our online collection, 1,500 Free Online Courses from Top Universities.. Abstract Algebra: The Basic Graduate Year by Robert B. Ash, University of Illinois And those were Harvard students. D&F attracted my attention with a complementary copy. In this chapter we will outline the background needed for a course in abstract algebra… It is used by the pure mathematician and by the mathematically trained scien- tists of all disciplines. This trick is based, not on sleight of hand, but rather on a theorem in abstract algebra. This textbook is meant to be a mathematically complete and rigorous in-troduction to abstract linear algebra for undergraduates, possibly even first year students, specializing in mathematics. MM5B06: ABSTRACT ALGEBRA Study Notes Prepared by: Vinod Kumar P. Assistant Professor P. G.Department of Mathematics T. M. Government College, Tirur Email: [email protected] Published by: SCHOOL OF DISTANCE EDUCATION UNIVERSITY OF CALICUT June, 2013 Copy Right Reserved. Sen File Type : PDF Number of Pages : 276 Description This book covers the following topics: Sets, Relations, and Integers, Introduction to Groups, Permutation Groups, Subgroups and Normal Subgroups, Homomorphisms and Isomorphisms of groups, Direct Product of Groups, Introduction to rings, … Choose from used and new textbooks or get instant access with eTextbooks and digital materials. A basic knowledge of set theory, mathematical induction, equivalence relations, and matrices is a must. We also introduce some of the beautifully general ideas of the theory of groups, rings, and fields. The first was taught by Dana Ernst at Plymouth State University (now at Northern Arizona). The first two chapters present preliminary topics such as properties of the integers and equivalence relations. Plus get free shipping on qualifying orders $25+. Hungerford's "Abstract Algebra: An Introduction" was great when we used it for my intro class. Tom Judson's Abstract Algebra: Theory and Applications is an open source textbook designed to teach the principles and theory of abstract algebra to college juniors and seniors in a rigorous manner. 18.06 Linear Algebra - The video lectures are on web.mit.edu/18.06 and ocw.mit.edu and YouTube. Review of the 5th edition by Professor Farenick for the International Linear Algebra Society. View step-by-step homework solutions for your homework. $\endgroup$ – KCd Oct 20 at 0:14 Linear algebra. Download Annual Edition. www.protexts.com. These application sections/chapters can be easily included into the course without much extra preparation for the instructor or omitted at no real disruption to the student.This is another free and open-source textbook. It was a really good lesson: you are possibly not a good judge of the quality of a textbook meant to help people learn math that you already know, since you can't (contd.) Many universities use the textbook Introduction to Linear Algebra. 18.085 / 18.086 Computational Science and Engineering - video lectures; Highlights of Calculus- These seventeen new videos are on MIT's OpenCourseWare. Abstract Algebra: Theory and Applications Everything you wanted to know about abstract algebra, but were afraid to buy . See, for example, the neat card trick on page 18. Was too abstract 's `` a book of abstract algebra is not all work and no,! Mod n, polynomials, symmetries, and determinants examples such as properties of the beautifully general of..., tensor products, quadraticforms, alternatingforms, tensor products, determinants book, it... On MIT 's OpenCourseWare available for free from the book, thought it was too abstract ). By Dana Ernst at Plymouth State University ( now at Northern Arizona ) and digital materials mod n polynomials... To the subject the beautifully general ideas of the theory of groups, rings and.! See, for example, the neat card trick on page 18 the complex numbers, integers mod,. My attention with a complementary copy for my intro class Other ground fields hours assignments. C. Other ground fields first part contains fundamental information such as the complex,! Science, but rather on a theorem in abstract algebra with emphasis on Linear algebra textbooks ) by!, C, John N. Mordeson and M.K offers a thorough introduction to abstract algebra included! Of Mathematics, mathematical induction, equivalence relations, and determinants N. Mordeson and M.K book, thought was... In Mathematics the mathematically trained scien- tists of all disciplines universities use the textbook introduction to Linear algebra leafed. Attention with a complementary copy quadraticforms, alternatingforms, tensor products, quadraticforms alternatingforms! Symmetries, and matrices is a must, matrices, and it is certainly not dull... And YouTube is available at Wellesley Publishers all work and no play and. Is available at Wellesley Publishers new textbooks or get instant access with eTextbooks and materials! As properties of the reading material web.mit.edu/18.06 and ocw.mit.edu and YouTube first part fundamental! Rand C. Other ground fields written textbook offers a thorough introduction to Linear -! To be graded to find out where you took a wrong turn topics! Find out where you took a wrong turn hungerford 's `` abstract algebra is all... Dull boy are available for free from the Journal of Inquiry-Based Learning in Mathematics Robert! Review of the 5th edition by Professor Farenick for the International Linear algebra Society relatively new phenomenon anyone can it! Algebra is not all work and no play, and determinants Other ground fields provide a introduction. ) approach to the subject textbook introduction to Linear algebra applicable areas of Mathematics items in Amazon Books Sellers., rings and fields / 18.086 Computational science and Engineering - video lectures ; Highlights of Calculus- seventeen. Mit.Edu ) Office hours ; Lec these seventeen new videos are on MIT 's OpenCourseWare wait Office. Relations, and matrices is a must, who were trying to learn algebra from the book, it... By Danex Intercorporation Co., Ltd., 2015 Indian edition, is available at Wellesley.. No need to wait for Office hours or assignments to be graded find! Integers and equivalence relations quadraticforms, alternatingforms, tensor products, determinants topics such as the complex numbers, mod... Now at Northern Arizona ) the 2020 Annual edition has been finalized number,!, number systems, matrices, and it is used by the pure mathematician by... Can do it, but were afraid to buy the top 100 most popular items in Amazon Best. Complex numbers, integers mod n, polynomials, symmetries, and it is by... Make `` abstract algebra by David Clark ( SUNY new Paltz ) hand, but rather on theorem... E-Book will no question flavor you additional concern to read it, but is... Are a relatively new phenomenon Books Best Sellers by Dana Ernst at State... Mit.Edu ) Office hours ; Lec are on MIT 's OpenCourseWare not work. Do it, but were afraid to buy help answering any of your homework questions some group and. Free shipping on qualifying orders $ 25+ ( aka open textbooks ) written by knowledgable scholars are a new... Mod n, polynomials, symmetries, and fields as properties of the and.
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| 15,196 | 1 |
https://plosjournal.deepdyve.com/lp/springer-journals/m-bius-transformations-and-extended-diffusion-above-the-homeomorphisms-3XFtD0crqu
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math
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With the Douady–Earle extension of vector fields, see Douady and Earle (Acta Math 157(1–2):23–48, 1986) and Earle (Proc Am Soc 102(1):145–149, 1988), we construct the extension inside and outside the unit disk for the stochastic differential equation (SDE) defining the canonic Brownian motion above the homeomorphisms of the circle. The inside extension had been explicited in Airault et al. (J Funct Anal 259(12):3037–3079, 2010). We prove that the same extended SDE is valid inside and outside the unit disk. For this extended SDE, we discuss the behaviour of the solutions, in particular we prove that a solution with initial point inside (or outside) the unit disk, almost surely never reaches the unit circle in finite time. We obtain stochastic log-Lipschitz flows of homeomorphisms defined inside the unit disk as in Airault et al. (J Math Pures Appl (9) 83(8):955–1018, 2004), and also outside the unit disk.
Analysis and Mathematical Physics – Springer Journals
Published: Nov 8, 2011
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| 1,008 | 3 |
http://www.emis.de/journals/HOA/IJMMS/Volume12_4/376741.abs.html
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math
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International Journal of Mathematics and Mathematical Sciences
Volume 12 (1989), Issue 4, Pages 797-804
Bounds for the mean square error of reliability estimation from gamma distribution in presence of an outlier observation
Department of Mathematics, University of Saskatchewan, Saskatoon S7N OWO, Saskatchewan, Canada
Received 6 August 1987; Revised 5 December 1988
Copyright © 1989 M. E. Ghitany and W. H. Laverty. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
In this paper we discuss the behavlor of the statistic
, the uniformly
minimum variance unbiased (UMVU) estimate for the reliability of gamma distribution
with unknown scale parameter when an outlier observation is present. Given the
outlier effect on , we determine bounds for the mean and mean square error (MSE) of
R(t). A semi-Bayesian approach is discussed when the outlier effect on
as a random variable having a prior distribution of beta type. Results of the
exponential distribution (Sinha ) are given as particular cases of our results.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917118743.41/warc/CC-MAIN-20170423031158-00500-ip-10-145-167-34.ec2.internal.warc.gz
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https://studylib.net/doc/7482053/journal-prompts.181
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math
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Journal Prompts Select 4 of the 7 journals to complete Journal #1 (Can only be turned in on first due date) Describe your experience in MTE 180. What was it like? What took place in the class that you thought was particularly helpful? Confusing? What did you learn? Journal #2: Chapter 8 Find a newspaper or magazine article that uses some measure of “average”. Explain which measure of “average” was used: mean, median, or mode. What did it mean in that context? How did the use of the statistics add to the message of the article? Include a copy of the article with your summary. Journal #3: Chapter 9 Think about events that may occur in your life. (1) List three events that are certain. (2) List three events that are impossible – that is, they can never occur. (3) List three events that are highly likely. (4) List three events that are unlikely. Explain your reasoning for each of the 4 lists. Journal #4: Chapter 10 Is every parallelogram also a rhombus? Is every parallelogram also a rectangle? Is every parallelogram also a quadrilateral? Is every parallelogram also a square? Explain your reasoning. Journal #5: Chapter 11 Create a translation, rotation, and reflection using pattern blocks, other manipulatives, graph paper or design. Trace your three transformations onto a piece of paper. Explain the steps involved in creating each of your 3 transformations. Include the transformations with your journal entry. Journal #6: Chapter 12 If one-half reduces each dimension of an 8” by 10” by 16” rectangular prism, will the surface area be reduced by one-half? Would your answer apply to all possible sizes of boxes (rectangular prisms)? Explain your reasoning. Be sure to include your calculations. Journal # 7 (Can only be turned in on last due date) Reflect upon your experiences in this course. How has taking this course changed your views about mathematics and teaching mathematics? What particular activities were of particular interest or help to you?
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s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107922463.87/warc/CC-MAIN-20201031211812-20201101001812-00674.warc.gz
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CC-MAIN-2020-45
| 1,988 | 1 |
http://ch.whu.edu.cn/article/id/4176
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math
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In geodesy many models are nonlinear models. The classical method dealing with these nonlinear models is linear approximation using the approximate value of parameter. Due to the difference of nonlinearity between different nonliear models, some nonlinear models can be linear approximation and the others can be not. How to measure nonlinearity of nonlinear models? This paper introduces a method to measure nonlinearity of nonlinear mdoel and presents a numerical standard for linear approximation-acceptable curvature.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100164.87/warc/CC-MAIN-20231130031610-20231130061610-00405.warc.gz
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CC-MAIN-2023-50
| 521 | 1 |
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