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http://astro.vaporia.com/start/ev.html
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math
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The electron volt (eV) is a unit of energy, much smaller than a joule or erg, i.e., about 1.6 × 10-12 erg. It is the amount of energy necessary to move an electron through an electric field to a point where the field has an electric potential one volt higher.
The electron volt is commonly used for atomic-scale physics, and for the energy of individual photons. The photon energy of electromagnetic radiation (EMR) is directly proportional to its frequency, and is commonly used when citing the characteristics of very high frequency/short wavelength EMR: X-rays and gamma rays. It is analogously used for energy differences necessary for atomic excitation or ionization. It is also used for particles, both for their kinetic energy (e.g., for cosmic rays), and for their rest mass (according to the mass/energy equivalence, e=mc², i.e., 1.782662×1036 kg).
The electron volt is also used as a unit for other quantities, such as a large unit of temperature, used for plasma, corresponding to 1.160451812×104 K (as per the equation e=kBT).
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CC-MAIN-2021-10
| 1,042 | 3 |
https://teslamotorsclub.com/tmc/threads/your-m3-will-pay-for-itself-if-you.66737/
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math
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drive it 30,000 miles per year 100% on free supercharging for 8 years. Assuming $3 per gallon on premium gasoline and 20 miles per gallon mileage, the fuel cost saved in 8 years would be $36,000. And oh, how much you paid for your M3? $25,000 after rebate. So the chance you actually making $$$ by keeping it longer or driving it more is quite good. MS and MX can't achieve this for their owners because their prices are too high. So anyone out there still can't make up their mind about dropping $1K for order one on March 31?
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s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232262369.94/warc/CC-MAIN-20190527105804-20190527131804-00232.warc.gz
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CC-MAIN-2019-22
| 527 | 1 |
https://cvgmt.sns.it/paper/1163/
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math
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Inserted: 1 dec 2005
Last Updated: 6 sep 2007
Journal: Commun. Pure Appl. Anal.
We prove some comparison principles for viscosity solutions of fully nonlinear degenerate elliptic equations that satisfy conditions of partial non-degeneracy instead of the usual uniform ellipticity or strict monotonicity. These results are applied to the well-posedness of the Dirichlet problem under suitable conditions at the characteristic points of the boundary. The examples motivating the theory are operators of the form of sum of squares of vector fields plus a nonlinear first order Hamiltonian and the Pucci operator over the Heisenberg group.
Keywords: Viscosity solutions, subelliptic equations, Comparison principle, Pucci operators
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s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358153.33/warc/CC-MAIN-20211127073536-20211127103536-00036.warc.gz
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CC-MAIN-2021-49
| 727 | 5 |
https://www.k8mathsense.com/teen-numbers-11-19
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math
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These cards have a Valentine's Day hearts theme and provide fun practice for learning teen numbers 11-19 as 10 plus ones. Kids can match them in math stations or centers, or play four familiar or easy-to-learn matching games. Once kids know the game rules, try other card sets from this shop.
• 40 math cards as nine groups of four cards plus four wild cards
• Instructions for four engaging games
• A recording worksheet plus answer key
• Perfect to use as a math station or during one-to-one tutoring
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s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817674.12/warc/CC-MAIN-20240420184033-20240420214033-00221.warc.gz
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CC-MAIN-2024-18
| 510 | 5 |
https://www.academon.com/research-paper/the-game-theory-75023/
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math
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The Game Theory
$19.95 Buy and instantly download this paper now
This paper takes a look at the game theory, founded by mathematician John von Neumann, and the mathematics, social and behavioral sciences that are involved. This paper also reviews the definition of a game and the fundamental decision theory, a crucial factor pertaining to the game theory.
From the Paper:"A game refers to a strategic situation that involves at least two rational and intelligent individuals called players. The fundamental result of decision theory, which forms the foundation of game theory as well, is that each player's goal is to maximize the expected value of his or her own payoff. These payoffs are measured on some utility scale, which is merely a numeric depiction of each outcome that can be gained through the player's actions. Individuals have preferences that give them the opportunity to rank the outcomes with respect to one other. For each pair of outcomes, a player can say whether he or she likes one better than the other or whether he or she is indifferent about the two.
The logical roots for game theory are in Bayesian decision theory. In fact, game theory can be seen as an extension of the decision theory (Myerson, 1991, p.5). In general, a decision theory is an interdisciplinary area of study for practitioners in mathematics, statistics, economics, philosophy, management and psychology. "
Cite this Research Paper:
The Game Theory (2006, November 21) Retrieved May 10, 2021, from https://www.academon.com/research-paper/the-game-theory-75023/
"The Game Theory" 21 November 2006. Web. 10 May. 2021. <https://www.academon.com/research-paper/the-game-theory-75023/>
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| 1,677 | 8 |
http://www.binaryoptionsedge.com/topic/6509-deposit-less-than-10-in-iq-option/
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math
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Hey so i dont think this have been released before. This'll be useful to persons with a very low budget... who wants to deposit but less than 10$..
So we all know IQ Option's minimum deposit is 10$ right? Do we? No we dont. It's actually a little less than 5$. When depositing choose to deposit in RUB not dollars. the minimum RUB is 300 which is approximately $4.66.
I myself needed this because i do not own a CC so i could't actually deposit that 10$ minimum so i ended up selling my roblox.com account for 5$ which gave me the ability to deposit without needing CC, etc. Hope its useful to someone.
P.S. If you're gonna do this it means you cant risk alot of money. I would suggest DO NOT ATTEMPT MARTINGALE if youre in this situation. Find a good strategy and practice the hell out of it til you figure out how it works and then go live
Proof of deposit: http://prntscr.com/n2o5yv
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CC-MAIN-2020-10
| 885 | 5 |
https://avesis.ege.edu.tr/yayin/146623a0-79c1-496c-8178-163fceb7583c/univariate-modelling-of-energy-consumption-in-turkish-agriculture
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math
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The main objective of this study is to estimate future energy consumption in Turkish agriculture. To meet this objective, univariate time-series analysis was used. Annual time series data for diesel consumption in the Turkish agricultural sector for 1970-2006 are used in an autoregressive integrated moving average (ARIMA) model. The ARIMA model was determined to be (8,1,13). According to the model's results, diesel consumption is predicted to be over 4 million tonnes in 2020. The average growth rate of diesel consumption is 2.17% per year for the coming years in the agricultural sector.
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CC-MAIN-2021-49
| 593 | 1 |
http://myxpcar.com/cannot-be/sqlexception-cannot-be-resolved-to-a-type.php
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math
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Combine Filmic Blender and "Standard" Film Emulation Solving a discrete equation In the context of this quote, how many 'chips/sockets' do personal computers contain? How to reply? posted 5 years ago No, the code is still in a JSP. [Asking smart questions] [About Bear] [Books by Bear] Post Reply Bookmark Topic Watch Topic New Topic Similar Threads Why wouldn't the default JRE be usable? –Pacerier Nov 16 '14 at 12:57 | show 2 more comments up vote 30 down vote If the project is Maven, you can try navigate here
It's a bug introduced with your answer. –Tom Hawtin - tackline Dec 3 '10 at 18:06 life.java Well now you see you have a redundant assignment, a pointless separation Take a look at this detailed discussion and solutions: http://forum.java.sun.com/thread.jspa?threadID=707833&messageID=4136842 Zoram Paul Ranch Hand Posts: 59 posted 9 years ago This is the java class: /* * ActiveClass.java * * But I now get an "ResultSet cannot be resolved to a type" error on one page, whereas the other page runs without error. This error is Coming org.apache.jasper.JasperException: java.lang.ClassNotFoundException: org.apache.jsp.test_005fconn_jsp org.apache.jasper.servlet.JspServletWrapper.getServlet(JspServletWrapper.java:168) org.apache.jasper.servlet.JspServletWrapper.service(JspServletWrapper.java:354) org.apache.jasper.servlet.JspServlet.serviceJspFile(JspServlet.java:391) org.apache.jasper.servlet.JspServlet.service(JspServlet.java:334) javax.servlet.http.HttpServlet.service(HttpServlet.java:722) –user1345633 Apr 20 '12 at 5:07 Seems you have other JSP. http://stackoverflow.com/questions/16918959/import-cannot-be-resolved
Balraj Momi Ranch Hand Posts: 45 I like... Any suggestions would be helpful. –Oleg Kuts Aug 23 '15 at 22:20 This helped, along with deleted a specific repo that was giving me problem in my ~/.m2 directory for oracle 10g - ojdbc14.jar) into the WEB-INF/lib folder.
You must change the version from possibly 2.5 to 3.0. Note: I imported the code repository from bibucket via the mercurial plugin itself. java eclipse share|improve this question asked Jun 4 '13 at 13:18 Karthik 1761116 marked as duplicate by meagar♦ Jul 9 at 13:07 This question has been asked before and already has Java.util.list Cannot Be Resolved To A Type Jsp Hopefully this might help Regards Balraj Kumar SCJP 5 95% SCWCD 82% Preparing for SCBCD maggie karve Ranch Hand Posts: 187 posted 6 years ago i made changes but i
Please suggest. The Import Java.util.arrays Cannot Be Resolved How does Gandalf end up on the roof of Isengard? posted 5 years ago i have created a folder connect in my WEB-INF directory and placed my java and class files there and <%@ page import="connect.Jdbcconnections" %> is this correct may share|improve this answer edited May 26 '14 at 3:15 James King 3,32121231 answered May 26 '14 at 2:49 Alter Hu 42649 Worked for me, thanks –Ron Sher Aug 11
please edit your post to use code tag to post gain maggie karve Ranch Hand Posts: 187 posted 6 years ago The server encountered an internal error () that prevented The Import Java.util.arraylist Cannot Be Resolved more stack exchange communities company blog Stack Exchange Inbox Reputation and Badges sign up log in tour help Tour Start here for a quick overview of the site Help Center Detailed How to prove that authentication system works, and that the customer is using the wrong password? But then tomcat7 server suddenly is unable to boot within 45 seconds from eclipse. –Karthik Jun 4 '13 at 13:29 are there any breakpoints in eclipse –PSR Jun 4
Win a copy of Cybersecurity Lexicon or Cyber-Physical Attack Recovery Procedures: A Step-by-Step Preparation and Response Guide in the Security forum! I got those errors after tomcat started giving me problems. The Import Cannot Be Resolved Eclipse share|improve this answer edited Apr 20 '12 at 5:41 answered Apr 20 '12 at 4:56 AVD 72.3k1489142 add a comment| up vote 0 down vote In JSP you forgot to include The Import Java Io Ioexception Cannot Be Resolved In Eclipse Seetharaman Venkatasamy Ranch Hand Posts: 5575 I like...
Why is looping over find's output bad practice? check over here C++ calculator using classes How to stop NPCs from picking up dropped items Zener diodes in glass axial package - not inherently shielded from photoelectric effect? asked 5 years ago viewed 10120 times active 5 years ago Upcoming Events 2016 Community Moderator Election ends Nov 22 Related 1709Using global variables in a function other than the one As far as the connection problems themselves, the question is probably more appropriate in the JDBC forum Bear Bibeault Author and ninkuma Marshal Posts: 65291 97 I like... The Import Cannot Be Resolved In Jsp
more stack exchange communities company blog Stack Exchange Inbox Reputation and Badges sign up log in tour help Tour Start here for a quick overview of the site Help Center Detailed Why were pre-election polls and forecast models so wrong about Donald Trump? Can a president win the electoral college and lose the popular vote How to capture disk usage percentage of a partition as an integer? his comment is here Zener diodes in glass axial package - not inherently shielded from photoelectric effect?
Can I sell a stock immediately Does Intel sell CPUs in ribbons? Eclipse Import Cannot Be Resolved Same Package I recommend the answer from stackoverflow.com/questions/7595797/… –Bohne Apr 24 '15 at 19:58 add a comment| up vote 1 down vote A possible reason for this error is using a wrong version How can I claim compensation?
Symmetric group action on Young Tableaux Polyglot Anagrams Robbers' Thread Colleague is starting to become awkward to work with Why were pre-election polls and forecast models so wrong about Donald Trump? posted 6 years ago What error you are getting? What do I do? weblink OBDII across the world?
Why were pre-election polls and forecast models so wrong about Donald Trump? How can I open the next/previous file alphabetically? Browse other questions tagged java jsp resultset or ask your own question. Find the "unwrapped size" of a list Why do languages require parenthesis around expressions when used with "if" and "while"?
this error is coming Im using Apache-tomcat-7.0.8 org.apache.jasper.JasperException: Unable to compile class for JSP: An error occurred at line: 1 in the jsp file: /test_conn.jsp Connection cannot be resolved to a ZORAM
"If it's true that we are here to help others,
then what exactly are the others here for?" Michael Ku Ranch Hand Posts: 510 posted 9 years ago What java.sql resolves to a package An error occurred at line: 7 in the jsp file: /sql1.jsp Connection cannot be resolved to a type <%@ page import="java.sql,com.conn.*,java.sql.ResultSet" %> <% String url = ZORAM
"If it's true that we are here to help others,
then what exactly are the others here for?" Zoram Paul Ranch Hand Posts: 59 posted 9 years ago Hurray.............
asked 3 years ago viewed 128046 times active 4 months ago Upcoming Events 2016 Community Moderator Election ends Nov 22 Linked 69 Eclipse error: “The import XXX cannot be resolved” 14 I was literally pissed off with this import thing. –Snehal Masne Dec 18 '14 at 10:14 I did this for the other maven project that had the class being Browse other questions tagged java variables scope or ask your own question. Performance difference in between Windows and Linux using intel compiler: looking at the assembly How do I deal with my current employer not respecting my decision to leave?
asked 3 years ago viewed 18154 times active 2 years ago Upcoming Events 2016 Community Moderator Election ends Nov 22 Linked 22 can't import javax.servlet.annotation.WebServlet; Related 1Error: String cannot be resolved
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https://www.coursehero.com/file/23860053/math-hw-week-21-pdf/
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math
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Name: Weekly Math Homework – 21 Teacher:Monday (#75) Tuesday(#76) Wednesday(#77) Thursday(#78) A Party Store sells large plates in packs of 12 and small plates in packs of 8. If you would like to have an equal number of both, what is the least amount of large plates you will have to buy? What is the GCFof 60 and 32? Find the quotient. Write the product of 6 x 6 x 6 x 6 x 6 Blue Red Yellow 10 Purple What is the ratio of yellow crayons to red crayons in simplest form? 4 6 4 In Garret’s class, there are 18 boys and 12 girls. What is the ratio of girls to boys in simplest form? Item Cost Cookie 6 friends order lunch. Write an expression that shows the total cost if each person orders one sandwich and one cookie. x Emma is building a wall around her garden. It has taken 45 minutes, and she is 75% done. What is the total time is will take Emma to finish building her wall?
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CC-MAIN-2021-31
| 882 | 1 |
http://mathforum.org/library/drmath/view/56361.html
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math
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Index of Refraction
Date: 10/10/2001 at 14:01:45 From: Shelby Subject: Index of refraction Here is my question: At Norbert's backyard Halloween party, Dilbert, a guest, is considering jumping into Norbert's backyard swimming pool. Dilbert can't swim, but as he looks at the surface of the water, looking down at a 45-degree angle, the pool appears to be only 6 feet deep. "It's okay, I'm six feet, six inches tall!" Dilbert assures his host. "Hold it!" says Norbert. "It's deeper than you think!" How deep is the water? I know the index of refraction of air is 1, and 1.33 for water but I don't know what equation to plug them into to find the depth of the water. This is what I thought the correct equation is to solve for the other angle: n1 sin x1 = n2 sin x2 1.33 sin 45 degrees = sin x2 If this is correct, I came up with 70 degrees. But I don't know how to apply this in finding out the depth of the water! Am I way off course? Help! Thanks!
Date: 10/10/2001 at 15:21:31 From: Doctor Douglas Subject: Re: Index of refraction Here's the diagram: D V A . | --------O----------E--- water surface |\ . | \ . | \ . | \ . | \ C | \ U \ \ \ \ B Dilbert looks into the water, and (assuming that the entire pool is filled with air) surmises that point C is 6 feet below point E. The dotted line (. . .) makes a 45-degree angle with the vertical line UV. In other words, the angle of incidence (angle DOV) is 45 degrees. But in fact D sees point B along the line formed by slashes (\). Dilbert can observe point B is directly below E, for example, by looking directly down on point E from point A. You are of course applying Snell's law: n1 sin(x1) = n2 sin(x2), but you have to make sure that the n1 goes with the x1. In this case the dotted line is along 45 degrees, and it is in the air, so x1 = 45 deg goes with n1 = 1.0 (index of refraction of air): 1.0 sin(45 deg) = 1.33 sin(x2) You can solve for x2, which is the angle that the ray from O to B makes with the vertical OU, i.e. angle UOB. Now you'll need to perform some trigonometry (knowing that the distance CE is 6 feet) to determine the actual depth (BE) of the pool. I hope that helps. Please write back if you need more explanation of what's going on. - Doctor Douglas, The Math Forum http://mathforum.org/dr.math/
Date: 10/10/2001 at 16:25:02 From: Doctor Rick Subject: Re: Index of refraction Hi, Shelby. I see that Doctor Douglas answered your question. I'd like to add some explanation of why it works. It never seemed very obvious to me that an object on the bottom would appear to be directly above where it really is; but we can understand it by considering the psychophysics of depth perception. The big question is, how does Dilbert decide how deep the pool appears? The answer is, he uses his binocular vision. Consider an object just lying on the ground in front of you. The ray from that object to your left eye is in a vertical plane. The ray from the object to your right eye is in another vertical plane. It is the angle between these planes that your brain uses to determine distance: the smaller the distance, the more your eyes need to turn toward each other to look at the object. Knowing the distance between your eyes, and the angle between the planes, the brain can "calculate" the distance to the intersection of the two planes. This information, along with the angle of depression of either line of sight, is enough to compute the location of the object. We don't need to do the full calculation; we don't need to know the distance between the eyes, or the angle between the planes. All we have to note is that the intersection of the planes is a vertical line. Your brain finds this vertical line, then it finds the intersection of this line with the extension of the ray passing into the eye. That's where it thinks the object is. What happens when the object is at the bottom of the pool? Then the path followed by a light ray from the object to either eye is not a straight line - but the path is still in that same vertical plane. Therefore the true position of the object is on the same vertical line (the intersection of the planes) as the image - the place where Dilbert's brain tells him it is located. The figure now looks like this: EYE \ \ \ --------------------\-----------+----------------- \ \ | \ \ | \ O image \ | \ | \ | \ | \ | \ | \ | \| O object I have drawn the true (bent) path followed by a light ray, and the straight path that Dilbert's brain assumes the ray has followed. His brain thinks the object is at the place I labeled "image." - Doctor Rick, The Math Forum http://mathforum.org/dr.math/
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Ask Dr. MathTM
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| 4,703 | 7 |
http://id.asiacrusher.com/index.php/lib/lie-algebras-dover-books-on-mathematics
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math
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By Nathan Jacobson
Chapter 1 introduces easy innovations which are worthy for an realizing of constitution idea, whereas the subsequent 3 chapters current the speculation itself: solvable and nilpotent Lie algebras, Cartan’s criterion and its effects, and break up semi-simple Lie algebras. bankruptcy five, on common enveloping algebras, offers the summary techniques underlying illustration conception. the elemental effects on illustration concept are given in 3 succeeding chapters: the theory of Ado-Iwasawa, class of irreducible modules, and characters of the irreducible modules. In bankruptcy nine the automorphisms of semi-simple Lie algebras over an algebraically closed box of attribute 0 are made up our minds. those effects are utilized in bankruptcy 10 to the issues of checking out the straightforward Lie algebras over an arbitrary box. The reader, to completely make the most of this 10th bankruptcy, must have a few wisdom in regards to the notions of Galois thought and a few of the result of the Wedderburn constitution conception of associative algebras.
Nathan Jacobson, shortly Henry Ford II Professor of arithmetic at Yale collage, is a well known authority within the box of summary algebra. His booklet, Lie Algebras, is a vintage instruction manual either for researchers and scholars. notwithstanding it presupposes wisdom of linear algebra, it's not overly theoretical and will be comfortably used for self-study.
Read or Download Lie Algebras (Dover Books on Mathematics) PDF
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Within the library at Trinity collage, Cambridge in 1976, George Andrews of Pennsylvania kingdom collage came upon a sheaf of pages within the handwriting of Srinivasa Ramanujan. quickly exact as "Ramanujan’s misplaced Notebook," it comprises enormous fabric on mock theta features and absolutely dates from the final yr of Ramanujan’s lifestyles.
Additional resources for Lie Algebras (Dover Books on Mathematics)
Allow a denote the kernel of Ra (in ). Then . considering is finite-dimensional we will discover a finite quantity a1, a2, …, am of the a’s in such that . We now shape the module that is an instantaneous sum of the m irreducible modules j reminiscent of the representations Raj. Then obviously is totally reducible and the kernel of the linked illustration is . for that reason this provides a loyal finite-dimensional thoroughly reducible illustration for . workouts 1. exhibit that any finite-dimensional Lie algebra of attribute p has indecomposable modules of arbitrarily excessive finite-dimensionalities. routines 2-4 are designed to end up the next theorem: permit be an algebra over an algebraically closed box of attribute zero, a finitedimensional easy subalgebra of L which incorporates a non-zero algebraic aspect. Then the subalgebra of generated through is finite dimensional. We may possibly to boot imagine that this subalgebra is itself and it suffices to teach that has a foundation together with algebraic parts. 2. exhibit that incorporates a non-zero nilpotent point e. (Hint: use workout three. eleven. ) three. exhibit that includes a non-zero algebraic aspect h that's contained in a few Cartan subalgebra of . (Hint: use Theorem three. 17, and workout three. thirteen. ) four. If eα have the standard value relative to teach that there exists a root α ≠ zero such that hα, eα, e – α are algebraic. Then express that this holds for each root α and for this reason that has a foundation of algebraic parts. use this to turn out the theory acknowledged. five. expand the concept acknowledged above to semi-simple below the enhanced speculation that features a set of algebraic parts such that the precise in generated by means of this set is all of . 6. expand the end result in five to the case within which the bottom box is any box of attribute zero. 7. (Harish-Chandra). allow be a finite-dimensional Lie algebra over a box of attribute zero and enable R be a loyal finite-dimensional illustration of through linear changes of hint zero in . enable Ri, i = 1, 2, … denote the illustration in , i occasions and enable i denote the kernel in of Ri. end up that . eight. exhibit that each finite-dimensional Lie algebra has a devoted finitedimensional illustration via linear alterations of hint zero. bankruptcy VII class of Irreducible Modules The imperative goal of this bankruptcy is the category of the finite-dimensional irreducible modules for a finite-dimensional break up semi-simple Lie algebra over a box of attribute zero. the most result—due to Cartan—gives a 1:1 correspondence among the modules of the sort designated and the “dominant critical” linear services on a splitting Cartan subalgebra of . The life of a finite-dimensional irreducible module akin to any dominant necessary functionality used to be proven by way of Cartan by way of separate case investigations of the easy Lie algebras and so it trusted the category of those algebras. A extra based process for dealing with this question used to be devised via Chevalley and through Harish-Chandra (independently). this doesn't require case concerns.
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| 6,155 | 11 |
https://achieversiasacademy.com/quiz/february-4-science-and-technology/
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math
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February 4 – SCIENCE AND TECHNOLOGY Welcome to your February 4 - SCIENCE AND TECHNOLOGY The maximum mass theoretically possible for a stable white dwarf star isA. Chandrashekhar LimitB. Bekenstein BoundC. Kolmogorov ComplexityD. Code Gold Consider the following statements.According to Raman Effect1. The wavelength of a scattered ray is different from that of the incident rays of light.2. The colour of sea is due to reflection of scattered light from the sky.3. Raman spectroscopy can be used to study vibrational mode of a molecule and not its rotational mode.Choose the correct statement (s).A. 1,2 onlyB. 1,2,3C. 2 onlyD. 1 only Which among the following state of matter could be observed in everyday life?A. PlasmaB. Bose - Einstein CondensateC. Neutron - Degenerate MatterD. Quark - Gluon Plasma Which among the following are the reasons for occurence of drug resistance in microbial pathogens in India?1. Natural internal resistance process by microbe.2. Overuse of antibiotic.3. Poor hygiene.4. Life style diseases.A. 1,2 onlyB. 1,2,3D. 2,3 onlyD. 3,4 only Named after the Chinese god of moon which among the following space mission by Chinese National Space Administration is an unmanned lunar exploration mission?A. Shenzhou 1B. TiangongC. Chang'e 5D. Kaituozhe 2 Time is Up!
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| 1,289 | 1 |
https://springdaleps.org/in-math-this-week/
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math
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02 Feb In Math This Week
In 10th grade we will work on identifying and finding measures of complementary, supplementary, vertical, adjacent, and congruent angles. We will also be constructing an angle bisector.
In 9th grade we are working on writing an equation (from a word problem) for slope-intercept form. We are also working on linear equations to solve for y and writing linear functions to solve word problems.
In 8th grade we are solving equations involving like terms, with variables on both sides, to complete the solution, and with word problems.
In 7th grade we are solving proportions with word problems; estimating population size using proportions; learning about rate of change; and solving one-variable equations for x.
In 6th grade we are learning percents, including working with word problems, fractional and decimal percents, finding what percent one number is of another; and finding the total given a part and a percent.
In 5th grade we are comparing fractions and mixed numbers, putting fractions in order, and solving arithmetic and geometric sequences with fractions.
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| 1,093 | 7 |
http://www.wolfram.com/system-modeler/industry-examples/heavy-equipment/damping-engine-vibration.html
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math
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Vibrations caused by heavy machinery can pose problems to structural integrity, especially if mounted on a steel structure or chassis. This model explores how to minimize vibrations in a diesel engine using a tuned mass damper.
To run this example, you'll need
Please make a selection:
Perform In-Depth Analysis
Symbolically analyze the model equations in Mathematica to see how varying the parameters affects damping.
Perform Automatic Parallel Simulations
Do automatically parallelized parameter sweeps varying the spring damping constant and the damping mass.
Explore Different Scenarios
Interactively select the mass and spring constant of the tuned damper and instantly view the vibration displacement.
Interact with CDF
Simulate over Parameter Ranges
Visualize the vibrations of the engine for different parameter combinations.
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https://homework.zookal.com/questions-and-answers/problem-4-let-a-be-an-alphabet-by-a-let-524241640
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math
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problem 4 let a be an alphabet by a let...
Question: problem 4 let a be an alphabet by a let...
Solution by an expert tutor
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http://privateguideperu.com/kindle/an-introduction-to-operators-on-the-hardy-hilbert-space
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math
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By Ruben A. Martinez-Avendano, Peter Rosenthal
The topic of this booklet is operator conception at the Hardy area H2, also referred to as the Hardy-Hilbert area. this can be a well known zone, partly as the Hardy-Hilbert house is the main usual environment for operator concept. A reader who masters the cloth coated during this publication could have got an organization origin for the research of all areas of analytic capabilities and of operators on them. The target is to supply an effortless and interesting creation to this topic that would be readable by way of everybody who has understood introductory classes in advanced research and in practical research. The exposition, mixing suggestions from "soft"and "hard" research, is meant to be as transparent and instructive as attainable. some of the proofs are very based.
This publication developed from a graduate path that was once taught on the college of Toronto. it's going to turn out compatible as a textbook for starting graduate scholars, or perhaps for well-prepared complicated undergraduates, in addition to for self reliant learn. there are lots of workouts on the finish of every bankruptcy, in addition to a short consultant for extra examine inclusive of references to purposes to subject matters in engineering.
Read or Download An Introduction to Operators on the Hardy-Hilbert Space PDF
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- A course in abstract harmonic analysis
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Extra info for An Introduction to Operators on the Hardy-Hilbert Space
20 1 Introduction Therefore, if r ∈ [s, 1), we have |u(reit0 ) − L| < ε. We state the following special case of Fatou’s theorem for future reference. 27. Let φ be a function in L1 (S 1 , dθ). Define u by u(reit ) = 1 2π 2π Pr (θ − t)φ(eiθ ) dθ. e. Proof. Define α by θ φ(eix ) dx. e. 26) gives the result. The following corollary is an important application of Fatou’s theorem. It is often convenient to identify H 2 with H 2 ; in some contexts, we will refer to f and its boundary function f interchangeably.
Show that a function f analytic on D is in H 2 if there is a harmonic function u on D such that |f (z)|2 ≤ u(z) for all z ∈ D. 12. 7. Define H 1 to be the set of all functions in L1 (S 1 ) whose Fourier coefficients corresponding to negative indices are zero. Prove that the product of two functions in H 2 is in H 1 . 8. Let u be a real-valued function in L2 . Show that there exists a real-valued function v in L2 such that u + iv is in H 2 . 9. Let f be an even function of a real variable defined in a neighborhood of 0.
That is, φ ∈ L∞ . 46 2 The Unilateral Shift and Factorization of Functions We can now explicitly describe the reducing subspaces of the bilateral shift. 6. e. on E} for measurable subsets E ⊂ S 1 . Proof. e. on E}. If f (eiθ0 ) = 0, then eiθ0 f (eiθ0 ) = 0, so ME is invariant under W . Similarly, if f (eiθ0 ) = 0, then e−iθ0 f (eiθ0 ) = 0, so ME is invariant under W ∗ . 25, ME is reducing. 25. By the previous theorem, P = Mφ for some φ ∈ L∞ . Since P is a projection, P 2 = P and thus Mφ2 = Mφ .
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http://www.chegg.com/homework-help/questions-and-answers/electrical-engineering-archive-2009-january-09
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math
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Electrical Engineering Archive: Questions from January 09, 2009
Anonymous askedplease assume I know nothing about electronics when answering thisquestion. I...To whom it may concern,
please assume I know nothing about electronics when answering thisquestion. I don't mind being treated like a 5 year old if it helpsme get the answer I need. That being said, here is my problem:
I have a video monitor with a speaker, and i would like to be ableto switch independently both the audio and video that will come outof it. I am aware that there are commercially made devices thatallow 4 audio/video inputs, and you can choose which one isoutputted. But with these, the audio and video are not separate. Iam doing an experiment, and I need to manipulate all combinationsof audio and video.
So, I thought I could buy the switches, and hook them up, but Ihave no idea what I need, or how to connect them.
I actually have 2 monitors, so would want to build something withAudio input A and B and video input A and B, which can be output tomonitor 1, and Audio input B and C and video input B and C that canbe output to monitor 2.
Anyone out there who can help me?
Anonymous askedAt point D, thevoltage is 6.11V relative to p...
At point B, thevoltage is 11.31V relative to point A.
At point D, thevoltage is 6.11V relative to point A.
At point C, thevoltage is C 19.44V relative to point A.
I have to findthe current flowing. at I1, I2,I3, I4 andat I5.
Thank You. Iurgently need this.
Anonymous asked0 answers
Anonymous asked1 answer
Anonymous askedThere is something basic I...
Find the steady-state voltage vc(t)across the capacitor in this circuit.
There is something basic I am not understanding here. Pleaseexplain each step for the highest rating. I understand theconcepts of phasors and impedances.
Anonymous askedI'm confused about how to assign the voltage polarities on circuitelements. Below is an example abou...I'm confused about how to assign the voltage polarities on circuitelements. Below is an example about what I'm confused about:
http://img520.imageshack.us/img520/5075/circuitly2.jpg (sorry for the link. Can't figure out how to insertpictures...)
So applying the Kirchoff's Law to the left loop, I get:
-5 + 54000i1 - 1V + 186000i1 = 0
So far so good. It's doing the Kirchoff's Law to the right loopthat I get confused:
If let's say we do a clockwise loop starting below the 8V, we'llget
-186000i + v + ... + 8 = 0
So in this case, how do I know where to place the positive terminalon the 1.8k resistor?
because it does make a huge difference where I place it.
Any help would be greatly appreciated, thank you.
mrskibigbumps asked3 answers
Anonymous asked1) Design inverting amplifier circuits with gains of 1, 10,and 100, and show the component values. 21 answer
mrskibigbumps asked1 answer
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https://www.jiskha.com/display.cgi?id=1289430343
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math
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posted by Amy .
An underground tank full of water has the following shape:
Hemisphere - 5 m radius. at the bottom
Cylinder - radius 5 m and height 10m in the middle
Circular cone radius 5 m and height 4 m at the top
The top of the tank is 2 m below the ground surface and is connected to the surface by a spout. find the work required to empty the tank by pumping all of the water out of the tank up to the surface.
density of water = 1000 kg/m^3
Gravity = 10 m/s^2
I am doing to where I have three parts to this question. I find the work of all of them then add the work done of all 3 together.. However, I cannot figure out how to find the work done for the hemisphere OR the circular cone. Please help me solve this out I have no idea where to start!
OK, Here is the hemisphere.
we have a hemisphere with base 16 feet below ground and bottom 21 feet below ground.
We need its volume and the distance of the cg below ground.
The volume is easy, half a sphere
(1/2) (4/3) pi r^3 = (2/3) pi 125 = 250 pi/3
the centroid of a sphere is 3/8 r from the base as derived here:
Therefore the center of mass of the hemisphere is
therefore we must lift a weight of water of
rho g (250 pi/3) a distance of (21+15/8) meters
that is in Joules
use rho = 10^3 kg/m^3 and g = 10 m/s^2
rho g (250 pi/3) a distance of (16+15/8) meters
Now do the cone the same way
base is at 6 meters
volume = (1/3) pi r^2(4)
cg is at [6 - (1/4)4] meters below ground
Can you do the rest now?
Why would you do the distance of hemisphere from 0 to 16, when we are doing just the hemipsher alone then adding it to the rest after.. wouldnt distance by 5-dy
You are lifting the water from the cg of the hemisphere all the way to the surface.
that is 16 meters to the top of the hemisphere plus another 15/8 to the cg
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https://ebrary.net/17858/philosophy/sets
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math
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From an extensional perspective viewing sets as collections of given sets, the notion of an elementary set connects to hierarchies of what we somehow can visualize, i.e., low levels of the cumulative hierarchy. From an intensional point of view, where the act of abstraction with respect to a given defining property/function is in focus, a natural notion of an elementary set must build on characteristics of the definition. The Levy hierarchy of course shows strong connections between both perspectives for ZF , but the situation here is a bit different as we look at set definitions in much
more open set theories. It is for instance clear that a set such as S(λ(x = x )) is a
very elementary set with respect to its defining function.
Let us say that a set
• S( f ) is a Φ-set if SΦ is closed under f , i.e., that f (x ) follows from x in SΦ for
all sets x in SΦ,
• S( f ) is elementary if it is a Φ-set for all Φ.
Both S(λ(x = x )) and S(λ(x ∈/ x )) are elementary sets. A simple example of a non-elementary set is S(λ(x = S(λ(y = a)))).
It is clear that consistency is not an explicit issue in the present context. Falsity (i.e., F ) is by definition something that is not defined and can thus never be proved in a set theory SΦ. But consistency of course relates to issues of cut elimination for sequent calculi, which relates to upward absoluteness. So assume we have a set theory S where all basic defining conditions are absolute, or at least upward absolute. From the point of view of set theoretic reasoning the sets definable in these theories are somehow 'nice' sets.
Stating that there are functions Φ with certain properties is what here corresponds
to axioms of set theory, and proving or believing that the theory SΦ is absolute in some sense corresponds to defining a model for the axioms. But while the true cumulative hierarchy V is the universe in which these models live, a general set theory SΩ with no restrictions on functions is the context in which these definitional theories SΦ live. The big difference is that V is an extensional context, i.e., the true world of pure sets, whereas SΩ is an intensional context based on a very general notion of set definitions not presupposing a rationale of welldefinedness. What set theories SΦ reflect is not inner models, but the locality of proof logics.
The idea of reduction is somehow inherent in the notion of foundations, i.e., that we build on elementary foundations. Although we evidently just walk around in ontological circles, this idea of reduction is not meaningless. A very clear and conceptually elementary model provides a reduction in the sense that we see clearly why given axioms make sense. The argument that the idea of a reduction is an illusion since the construction of the model involves all the power of the axioms themselves does not make for a strong case. It is the suggestive simplicity and clearness of the picture the model paints that is important, i.e., that we really can see the construction. Simplicity with respect to definitional principles builds another type of foundations; the local logic of given definitions. The foundational construction here is the functional closure interpreted as a partial inductive definition. What is important is then that we can 'see' the proofs that build the sets and the set theoretical arguments in a very elementary sense. A typical example making the difference clear is the power set P( A) = S( P A) where P Ax is ∀z(z ∈ x → z ∈ A). To envision P( A) as a collection of given objects involves very abstract acts of visualising for large sets A.
Can we see the set, can we trust the axiom? It is of course clear that S( P A) as a set theoretical definition opens up for logical complexity in reasoning, but in this case it is a matter of visualising proofs with respect to a given definition. Can we see the proofs, can we trust the definition?
The definition itself is in some sense elementary, the proofs defining reasoning in theories SΦ are also elementary in some sense. Thus there is a reduction in foundations in some sense. But in actual set theoretical practice we need to trust certain closure conditions on the definitions allowing for nice forms of reasoning for what we believe to be nice theories SΦ. The major challenge here is to develop set theory within the framework of theories SΦ and explore the meaning of classical set theoretical issues in this context.
Since SΩ is closed, in the sense that each definable function f is reflected in a
set S( f ), we have the following
Theorem V (modulo large cardinals beyond ℵ0) has a definable reflection in SΩ.
1. Aczel, P.: Frege structures and the notions of proposition, truth and set. In: J. Barwise, H.J. Keisler, K. Kunen (eds.) The Kleene Symposium. North-Holland (1980)
2. Cantor, G.: Contributions to the Founding of the Theory of Transfinite Numbers. Dover Publications (1955)
3. Ekman, J.: Normal proofs in set theory. Ph.D. thesis, Department of Computing Science, Chalmers University of Technology (1994)
4. Fraenkel, A.A., Bar-Hillel, Y., Levy, A.: Foundations of Set Theory. North-Holland, Amsterdam (1973)
5. Hallnäs, L.: On normalization of proofs in set theory. Ph.D. Thesis, Dissertationes Mathematicae CCLXI, Warszawa (1988)
6. Hallnäs, L.: Partial inductive definitions. Theor. Comput. Sci. 87, 115–142 (1991)
7. Hallnäs, L., Schroeder-Heister, P.: A proof-theoretic characterization of logic programming II: programs as definitions. J. Log. Comput. 1(5), 635–660 (1991)
8. Levy, A.: A hierarchy of formulas in set theory. In: Memoirs of the American Mathematical Society, vol. 57. American Mathematical Society, Providence (1965)
9. Prawitz, D.: Natural Deduction. A Proof-Theoretical Study. Almqvist & Wiksell, Stockholm (1965)
10. Prawitz, D.: Ideas and results in proof theory. In: Fenstad, J.E. (ed.) Proceedings of the Second Scandinavian Logic Symposium. North-Holland (1971)
11. Prawitz, D.: Towards a general proof theory. In: Suppes, P. (ed.) Logic. Methodology and the Philosophy of Science IV. North-Holland, Amsterdam (1973)
12. Prawitz, D.: On the idea of a general proof theory. Synthese 27, 63–77 (1974)
13. Schroeder-Heister, P.: Rules of definitional reflection. In: Proceedings of the 8th Annual IEEE Symposium on Logic in Computer Science. Los Alamitos, Montreal (1993)
14. Schroeder-Heister, P.: Paradoxes and structural rules. In: Novaes, C.D., Hjortland, O.T. (eds.) Insolubles and Consequences: Essays in honour of Stephen Read. College Publications, London (2012)
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CC-MAIN-2023-14
| 6,567 | 31 |
https://www.coursehero.com/tutors-problems/Electrical-Engineering/473015-1-A-solid-cylindrical-piece-of-silicon-has-radius-2mm-and-length-1cm/
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math
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(a) a donor concentration of 5x1022m-3
(b) an acceptor concentration of 5x1022m-3
(c) the silicon is intrinsic.
[Assume ni=1.2x1016m-3, e=0.14m2V-1s-1, h=0.048m2V-1s-1, e=1.6x10-19C].
2. Calculate the equilibrium concentrations of electrons and holes in silicon at 290K with
(a) donor concentration Nd=1.5x1022m-3,
(b) acceptor concentration,Na=5x1020m-3 and
(c) Nd=7.5x1016m-3 and Na=5x1016m-3.
3. Calculate the acceptor dopant density which is needed to fabricate a resistor of value 870 in an integrated circuit. The resistors length and breadth are 50m and 5m respectively and the depth of diffusion can be assumed to be 2.5m. [Hole mobility p=0.048m2V-1s-1].
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http://www.google.com/patents/US5381154?dq=7,134,016
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math
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US 5381154 A
A bank of matched filters are employed to impose on a transmitted pulse, as well as the optimum matched filter receiver response, exact amplitude and phase modulations necessary to maximize the likelihood of accurate target identification. This is accomplished by subjecting the output of each matched filter (corresponding to a target signature) to a threshold level detector to eliminate identification outputs caused solely by noise. The outputs from the threshold device represents the target identification from each matched filter. Since each matched filter corresponds to a particular target, the highest output identification signal will indicate the presence of a corresponding target.
1. A system for detecting and classifying a target by transmitting a radar signal toward the target, and receiving a radar signal echoed back from the target, comprising:
means for transmitting an illumination waveform s(t) towards the target responsive to a transmitted signal;
means for receiving an echo signal from the target;
signal optimizing means for optimizing s(t) according to the equation ##EQU4## where μ is an Eigenvalue solution of the integral,
τ is a dummy variable of integration representing the time over which s(t) interacts with the target, and
γ is the autocorrelation function of the impulse response of the target;
a plurality of matched filter means, each of which is matched to a particular target, responsive to the echo signal for generating identification signals of different intensity;
the identification signal of maximum intensity being indicative of a detected target.
2. The system set forth in claim 1 together with threshold detecting means connected to the matched filter means for suppressing identification signals below a preselected intensity.
The present invention relates generally to radar detection and identification of a target, and more specifically, to ground-to-air or air-to-air radar detection and identification of targets using matched filters.
The state of the art of detecting low observable aircraft or other targets using radar has not advanced as quickly as the aircrafts themselves and their ability to evade detection. Detection to date had been limited in the type and character of modulation that could be applied to a transmitted signal. For example, the transmitters were incapable of applying arbitrary amplitude and phase modulation. With the advent of linear amplifiers, however, arbitrary amplitude and phase modulation is possible.
The design in U.S. Pat. 5,175,552, issued Dec. 29, 1993, takes advantage of the advances in radar transmission technology by maximizing the S/N ratio of the received echo. A transfer function H1 (ω) is first determined from characteristics that are completely described by the impulse response of the target. Transfer function H1 (ω) of the target is then applied to the transmitted signal s(t) to give y(t), the echo signal directly from the target.
After adding signals representing noise and clutter inherent to the system, a received echo r(t) is modulated by a second transfer function H2 (ω), at the receiver (representative of a receiver), giving us g(t), the finally-received signal. The highest S/N ratio is realized when H2 (ω)=kY*(ω), which describes a matched filter in the white noise case. Under this condition, S/N=2E/N0, so that the S/N ratio is maximized when echo response energy E is maximized.
Energy E is maximized when s(t) is chosen so that
E=∫|y(τ)|2 dτ (1)
subject to the constraints
s(t)=0 for t ε[0<t<T]and (2)
Ein =∫s(τ)2 dτ<∞ (3)
Solving by the Calculus of Variations gives
γ(t,τ)=∫h1 (λ-t)h1 (λ-τ)dλ(5)
where h1 is the impulse response of the target and the Fourier transform of H1 (ω).
Transfer function considerations as just outlined are important in the previous approach--in order to achieve enhanced detection of a response signal from a target. However, it is extremely important to improve upon this prior approach by enhancing the target identification or classification capabilities of a radar signal.
Consider the situation in which a radar has established a track (range, speed, heading, altitude) but is unable to identify what type of object it is (e.g. an aircraft). In the case of an airborne target this may occur because the aircraft is hostile (and therefore does not wish to be identified) or because a communications link between the aircraft and radar cannot be established. In this situation, it is desirable to be able to classify the target by attempting to associate the observed radar echo responses with a library of known target-echo signatures. Some existing techniques compare the doppler spectra of target echoes with a reference library in order to effect classification.
The current invention goes a step beyond these prior techniques by optimizing not only the transmitted radar pulse (amplitude and phase modulation) as discussed in connection with the discussed previous technique of enhanced detection; but also by optimizing the receiver characteristics. This is done by extending the utilization of optimum matched filters to not only optimize the detection of a radar object, but also to the task of classifying it. In the embodiment disclosed, a two target case is discussed but the approach can be extended to the n-target case.
The above-mentioned objects and advantages of the present invention will be more clearly understood when considered in conjunction with the accompanying drawings, in which:
FIG. 1 is a three axis plot of distances between radar echoes.
FIG. 2 is a block diagram of a two-target optimal probing signal designed in accordance with the present invention.
FIG. 3 is a block diagram of a bank of matched filters and threshold detectors as employed in the present invention.
This invention is concerned with determining the "best" transmitter-receiver configuration for a radar (either airborne or ground based) which will provide for optimum target classification.
Consider the problem of choosing a transmittal waveform s(t), which represents the complex envelope of a band limited signal of some center frequency wc, such that the echo responses from two different targets y1 (t) and y2 (t) are as different as possible in the sense that ##EQU1## is maximized, over some observation interval Ti to Tf subject to the constraint that s(t) is of finite duration (pulse) T. The rationale for Eq. 6 above is depicted in FIG. 1, where the echo responses y1 (t) and y2 (t) are illustrated as "spheres," due to the additive noise, inherently present in any real world radar, in some received signal space. For example, the signal space could represent down-converted I and Q video time samples of y1 (t) and y2 (t) in which case the axes corresponding to different time sampling instants (in FIG. 1 there are three samples). From information theoretic arguments if one wishes to optimally distinguish between these two echoes, then one should choose a transmitted waveform s(t) which maximizes the separation or "distance" between these two spheres (which in turn maximizes the separation of their respective probability density functions (pdf). The square of this distance is given by Eq. 6. Thus the objective is to maximize s(t) subject to the finite energy constraint: ##EQU2##
The solution to this problem is greatly facilitated by referring to FIG. 2 where it is shown that the aforementioned optimization problem is equivalent to the problem of maximizing the energy in the echo d(t) Δy1 (t)-y2 (t) of a linear system with transfer function
H(ω)=H1 (ω)-H2 (ω) (8)
subject to equation (7), where H1 (ω) and H2 (ω) are the respective transfer functions of the two targets. This problem, however, has been previously solved, as mentioned. The solution is given by that s(t) with the smallest associated Eigenvalue (μ) of ##EQU3## where h(t) is the band limited impulse response of the system
H(ω)=H1 (ω)-H2 (ω) (11)
The present invention recognizes that for an optimal receiver for a two target case, a bank of two matched filters are is used; one matched to y1 (t) and the other to y2 (t). A decision as to which target is present is based on which matched filter produces the largest response from the optimized s(t) signal.
This inventive procedure can be extended to the n-target case by dividing the n-target into a series of binary classes. For example, the first branch in a tree might consist of the two classes "missiles or planes"; the second upper branch might consist of "big or small planes", while the second lower branch would similarly consist of "big or small missiles." One would continue on in this fashion, applying the current invention at each decision mode, until the requisite level of classification has been achieved.
FIG. 3 is a block diagram illustrating a system for the present invention with n-targets. The transmitted signal s(t) will of course be reflected from remote targets, the indicated number of remote targets being n. Since each target presents its unique transfer function or signature to the transmitted signal, unique echo signals are of course reflected back to the receiver. In accordance with a previous solution, the transmitted signal is chosen so as to prescribe an exact amplitude and phase modulation which will cooperate with optimum matched filters in a manner maximizing the detection of targets. In accordance with the present invention, a bank of matched filters are likewise employed to impose on the transmitted pulse, as well as the optimum matched filter receiver response, exact amplitude and phase modulations necessary to maximize the likelihood of accurate target identification. In FIG. 3, this is accomplished by subjecting the output of each matched filter (corresponding to a target signature) to a threshold level detector to eliminate identification outputs caused solely by noise. The output from the threshold devices represents the target identification from each matched filter. Since each matched filter corresponds to a particular target, the highest output identification signal will indicate the presence of a corresponding target.
It should be understood that the invention is not limited to the exact details of construction shown and described herein for obvious modifications will occur to persons skilled in the art.
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https://earthphysicsteaching.homestead.com/Quiz_One_Review_Questions.html
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math
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Answer the following questions directly on this paper. Answers to multiple choice questions should be placed on the line adjacent to the question number. Responses to short-answer type questions or solutions to problems should appear in the spaces provided. Written responses must be in full, grammatically correct sentences and calculated answers must be accompanied by all work. Read each question carefully and thoroughly.
_____ 2. The first worldwide, synchronous appearance of multi-cellular life forms with exoskeletons on Earth is thought to have occurred approximately
a. 540 million years ago. b. 4.5 billion years ago.
c. 1 million years ago. d. last year.
_____ 1. The approximate age of the Earth is most nearly
a. 600 million years b. 4.5 billion years c. 10 billion years d. 1,000 years
_____ 3. The oldest established evidence of human presence on the Earth dates from
a. 1,000 years ago. b. 1 million years ago.
c. 1 billion years ago. d. 5 million years ago.
_____ 4. The average thickness of continental crust is
a. 10 km b. 35 km c. 70 km d. 5 km
_____ 5. Which of the following statements about oceanic crust is correct?
a. It is older, denser and thinner than continental crust.
b. It is older, denser and thicker than continental crust.
c. It is younger, denser and thinner than continental crust.
d. It is older, not as dense and thicker than continental crust.
_____ 6. The oldest known oceanic crust is
a. 150 million years b. 1 million years c. 1,000 years d. 10 billion years
_____ 7. The layers of the solid Earth, from the center outwards, are
a. crust-mantle-outer core-inner core
b. outer core-inner core-mantle-crust
c. inner core-mantle-outer core-crust
d. inner core-outer core-mantle-crust
_____ 8. As one travels from the Earth's surface downward towards Earth's center, which of the following observations would be expected?
a. Temperature increases.
b. Pressure increases.
c. Density increases
d. All of the above.
_____ 9. The majority of the minerals which make-up the rocks of the Earth's crust are comprised of
a. aluminum and iron b. aluminum and silicon
c. silicon and sodium d. silicon and oxygen
_____ 10. The average rate at which geological processes in the solid Earth occur is closest to which of the following situations?
a. The rate at which you walk through the school halls between classes.
b. The rate at which Mr. K speaks.
c. The rate at which the post office delivers parcels.
d. The rate at which your fingernails grow.
I. Briefly summarize the role and contributions of the geologist to modern society. Cite specific examples.
II. List at least ten common materials that have been derived from sources discovered by geologists. Be specific.
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http://www.cbssports.com/mcc/blogs/entry/5816205/10767022
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math
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Okay, I've been a bit busy and couldn't get them up sooner, but here they are. The USC pick is late, but I would've definitely picked USC.
#1 USC @ Oregon St USC
Wow, I couldn't have been more wrong. Congrats to the Beavers and their fans!
#2 Oklahoma vs #24 TCU Oklahoma
This will be a good test for Oklahoma, but I see them handling it pretty well and moving on with ease.
#3 Georgia vs #8 Alabama Alabama
I'll admit it's a homer pick, but if Alabama can control the line like they did against Clemson they can win this game. If Mount Cody can get to Stafford with regularity it will help the secondary keep up with AJ Green.
#4 Florida vs Ole Miss Florida
Ole Miss puts in a scare but Florida pulls away in the second half.
#5 LSU vs Miss St LSU
At least it's a fairly short ride back to Starkville. Not much to look forward to for the Bulldogs this season.
#6 Missouri -- OFF n/a
Somehow Chase Daniels still gets 300+ yards of passing this week.
#7 Texas vs Arkansas Texas
This may be uglier than the LSU/Miss St game.
#9 Wisconsin @ Michigan Wisconsin
Wisconsin gets one in the Big House, much as I hate to see that. They will lose a game this year, maybe two, but not this one.
#10 Texas Tech -- OFF n/a
#11 BYU -- OFF n/a
#12 Penn St vs #22 Illinois Penn St
#13 S Florida @ NC State S Florida
#14 Ohio St vs Minnesota Ohio St
#15 Auburn vs Tennessee Auburn
#16 Wake Forest vs Navy Wake Forest
#17 Utah vs Weber St Utah
#18 Kansas -- OFF n/a
#19 Boise St -- OFF n/a
#20 Clemson vs Maryland Clemson
#21 Vanderbilt -- OFF n/a
#23 E Carolina vs Houston E Carolina
#25 Fresno St @ UCLA Fresno St
Okay, I sucked it up big time last week, and the last minute change to Troy was, well, dumb. I'm 68-14 on the season after the USC loss last night.
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https://www.computer.org/csdl/trans/td/2005/09/l0841-abs.html
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math
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Issue No. 09 - September (2005 vol. 16)
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/TPDS.2005.103
<p><b>Abstract</b>—Double-loop networks are widely used in computer networks. In this paper, we present an optimal message routing algorithm and an optimal fault-tolerant message routing algorithm for weighted bidirectional double-loop networks. The algorithms presented are novel, and they do not use routing tables. After a precalculation of <tmath>O(\log N)</tmath> steps to determine network parameters, the algorithms can route messages using constant time at each node along the route. The algorithm presented can route messages in the presence of up to three faulty nodes or links. The fault-tolerant routing algorithm guarantees an optimal route in the presence of one node failure.</p>
Bidirectional double-loop networks, optimal routing algorithms, fault tolerance.
H. P. Dharmasena and X. Yan, "An Optimal Fault-Tolerant Routing Algorithm for Weighted Bidirectional Double-Loop Networks," in IEEE Transactions on Parallel & Distributed Systems, vol. 16, no. , pp. 841-852, 2005.
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| 1,102 | 5 |
https://journalofinequalitiesandapplications.springeropen.com/articles/10.1186/1029-242X-2013-161
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math
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Statistical inference for the shape parameter change-point estimator in negative associated gamma distribution
Journal of Inequalities and Applications volume 2013, Article number: 161 (2013)
In this paper, the change-point estimator for the shape parameter is proposed in a negative associated gamma random variable sequence. Suppose that are negative associated random variables satisfying that are identically distributed with , and that are identically distributed with ; the change point is unknown. The weak and strong consistency, and the weak and strong convergence rate of the change-point estimator, are given by the CUSUM method. Furthermore, the convergence rate of the change-point estimator is presented under the local alternative hypothesis condition.
The gamma distribution occurs frequently in a variety of applications, especially in reliability, in survival analysis and in modeling income distributions. The density of a gamma-distributed random variable X with a shape parameter ν and a scale parameter λ is given by
where is the indicator function, is a Γ function with .
The family of gamma distributions includes the chi-squared distribution, exponential distribution and Erlang distribution. For example, the gamma distribution is an Erlang distribution with a positive integer ν. When the shape parameter , the gamma distribution is an exponential distribution with parameter λ; when , the gamma distribution is a chi-squared distribution, with 2ν degrees of freedom. The shape parameter is especially of interest in reliability theory because the gamma distribution is either a decreasing failure rate (DFR), a constant or an increasing failure rate (IFR) according to whether the shape parameter is negative, zero or positive. The shape parameter also plays an important role in renewal theory when modeling arrival times of events.
As for the gamma distribution parameter change-point problems, Kander and Zacks proposed a statistic for testing a change in the one-parameter exponential family; Hsu considered a change point for the scale parameter of gamma random variables, assuming that the shape parameter was constant; Diaz posed the Bayesian test regarding the scale parameter change point for the independent gamma variables; Gupta and Ramanayake , Ramanayake and Gupta discussed a linear trend change for the exponential distribution; Ramanayake proposed some tests for detecting a change in the shape parameter of gamma distributions assuming that λ is constant. The strong consistency and convergence rate of the change-point estimator have been investigated by applying the moving averages method (Tan et al. ), assuming that there is at most one change point.
Change-point analysis is widely used in fields such as quality control, economics and finance, biostatistics and so on (see Page ; Bai and Perron ; Braun et al. ; Chen et al. ). Change-point problems have also received considerable attention due to the wide variety of applications and recent developments in computational methods. There is a considerable body of literature on change-point analysis that assume that the random variables being considered are independent.
Let be a negative associated sequence that satisfies the conditions that have the common distribution , and that have the common distribution , where is an unknown parameter called the change point; , are the shape parameters before and after change, respectively. In this paper, we assume that the scale parameter does not change, but the shape parameter is susceptible to change at an unknown time in the sequence. Noticing that and its distribution is not related to the scale parameter, logarithm transformations may be made for as follows. Let
It can be shown that the mean of is and the mean of is , where is the derivation of ; that is,
can be expressed, as in [, p.16], by
where γ is the Euler-Mascheroni constant, that is, . Since , hence is an increasing function in .
are not related to the scale parameter λ, then if we know in advance or by test that there is a change in the shape parameter, we may define the estimator of the change point as
For convenience, throughout this paper, represent a constant which is independent of n and may take different values in different expressions.
The paper is arranged as follows. In Section 2, the change-point estimator is proposed based on the CUSUM method by an appropriate logarithm transformation for , and its constancy and convergence rate are investigated. The proofs of theorems are given in Section 3.
2 Main results
Theorem 1 Assume that is a negative associated random variable sequence satisfying the conditions that are identically distributed with , and are identically distributed with . Let
where denotes the integer part of a number A. If the is a non-zero constant, then is a consistent estimator of and
where is a slowly varying function with .
Theorem 2 Assume that the conditions of Theorem 1 hold, then is a strong consistent estimator of , and
Next, we will study the convergence rate of under the local alternative hypothesis; that is, is not a constant independent of n, but it depends on n and is denoted by . Noticing that if is large, the change-point estimation is usually quite precise. In practice it may be more important to construct confidence intervals for when is small. We hence assume that as . It can be seen that the results obtained in the above theorems cannot be applied here, and we need to establish stronger results than those obtained in the above theorems.
Notice that , . Then, by the mean theorem, (under the local alternative hypothesis, denoting as ) can be expressed as
where lies between and . Hence, with some added conditions, is equal to in practice.
Theorem 3 Assume that is a negative associated random variable sequence, and are identically distributed by , and are identically distributed by . If satisfies
Remark 1 Theorems 1 and 2 give the weak and strong consistency and convergence rates for the change-point estimator of the shape parameter in a gamma distribution. In Theorem 3, the convergence rate of the change-point estimator of the shape parameter is proposed under the local alternative condition, and it is one of the necessary conditions for studying the limiting distribution of . Having this value, we can study the limiting distribution of . This will be the subject of a future paper.
3 Proof of the theorem
To prove the above theorems, we first consider the following lemmas.
Lemma 1 Let be disjoint subsets of , and let be the number of elements in , . Assume that are negative associated variables, then if
are the increasing (or decreasing) positive functions for every element, then are the negative associated variables.
Proof See Joag-Dev and Proschan . □
Lemma 2 Let be a negative associated sequence with zero mean satisfying for some . Denoting , then there exist constants related to p, for all , such that
Proof See Su, Zhao and Wang . □
Lemma 3 Let be a negative associated sequence, if is an increasing number serial, then and , we have
Proof See Hu and Zhang . □
Proof of Theorem 1 Noticing that is an increasing positive function and are negative associated sequences, we have from Lemma 1 that are negative associated sequences. Without loss of generality, assuming that , by the increasing character of in , we know that . By simple computation, it can be shown that
From the triangle inequality, it can easily be shown that
Noticing that , hence we have
Let , then by (16) and (17), it follows that
Since are the negative associated variables, by the Markov inequality and Lemma 2, , we have
where is a constant independent of n. Similar arguments give that
Hence, if we choose , where is a slowly varying function satisfying , then combining (19)-(21) we have, as ,
that is, is the weak consistent estimator of , and
Proof of Theorem 2 From (19) to (21) we have, for ,
if we choose for some . Let , then we have, as ,
By the Borel-Cantelli lemma, we obtain that is the strongly consistent estimator of τ, and
Proof of Theorem 3 To this end, we choose a value such that . By (8) and (19)-(21) (), it is easily found that is a consistent estimator of . Therefore, for every , . Thus, we now have only to examine the behavior of over those k for which . To prove , we shall prove that
when . For every , define
Then we have
Noticing that implies , which in turn implies that
Since , we have
Furthermore, we obtain
It can be seen from the definition of that
Because are negative associated variables, by the Markov inequality, Lemma 2 and (8), , we obtain
Similar arguments give
Combining (28)-(30), we see that
Similar arguments as those for give
Combining (27), (31) and (32), we obtain
Now consider . Because of symmetry, we only consider the case of . The event implies that
From the Markov inequality, Lemma 2 and (8), we obtain
Denoting , from Lemma 3 and (8), we obtain
Combining (34)-(36), we have
From (24), (33) and (37), we know that (23) holds; that is, Theorem 3 is proved. □
Kander Z, Zacks S: Test procedures for possible changes in parameters of statistical distributions occurring at unknown time points. Ann. Math. Stat. 1966, 37: 1196–1210. 10.1214/aoms/1177699265
Hsu DA: Detecting shifts of parameter in gamma sequences with applications to stock price and air traffic flow analysis. J. Am. Stat. Assoc. 1979, 74: 31–40. 10.1080/01621459.1979.10481604
Diaz J: Bayesian detection of a change of scale parameter in sequences of independent gamma random variables. J. Econom. 1982, 19: 23–29. 10.1016/0304-4076(82)90049-5
Ramanayake A, Gupta AK: Change points with linear trend followed by abrupt change for the exponential distribution. J. Stat. Comput. Simul. 2002, 72(4):263–278. 10.1080/00949650212841
Gupta AK, Ramanayake A: Change points with linear trend for the exponential distribution. J. Stat. Plan. Inference 2001, 93: 181–195. 10.1016/S0378-3758(00)00205-6
Ramanayake A: Tests for a change point in the shape parameter of Gamma random variables. Commun. Stat., Theory Methods 2004, 33(4):821–833.
Tan CC, Zhao LC, Miao BQ: Inference and application in finance of Γ-distribution with at most one change-point. J. Syst. Sci. Math. Sci. 2007, 27: 2–10. (in Chinese)
Page ES: Continuous inspection schemes. Biometrika 1954, 42: 100–114.
Bai J, Perron P: Estimating and testing linear models with multiple structural changes. Econometrica 1998, 66: 47–78. 10.2307/2998540
Braun JV, et al.: Multiple changepoint fitting via quasilikelihood with application to DNA sequence segmentation. Biometrika 2000, 87(2):301–314. 10.1093/biomet/87.2.301
Chen C, et al.: Nonparametric estimation of structural changepoints in volatility models for time series. J. Econom. 2005, 126: 79–114. 10.1016/j.jeconom.2004.02.008
Magnus W, Oberhettinger F, Soni RP: Formulas and Theorems for the Special Functions of Mathematical Physics. Springer, Berlin; 1966.
Joag-Dev K, Proschan F: Negative association of random variables with application. Ann. Stat. 1983, 11: 286–295. 10.1214/aos/1176346079
Su C, Zhao LC, Wang YB: Moment inequalities and weak convergence for negatively associated sequences. Sci. China Ser. A 1997, 40(2):172–182. 10.1007/BF02874436
Hu SH, Zhang LS: Hajek-Renyi-type inequality under second moment conditions and its application. Acta Math. Appl. Sin. 2005, 28(2):227–235. (in Chinese)
We are grateful to the three referees for the valuable comments and advices that led to substantial improvement of an original draft of this paper.
The work of Dr. Tan was partially supported by a grant from the National Natural Science Foundation of China (No. 11201108), the Humanities and Social Sciences Project from Ministry of Education of China (No. 12YJC910007, 11YJC790311), the Anhui Provincial Natural Science Foundation (No. 1208085QA12) and the twelfth Five-Year plan National Science and Technology major Project (2012ZX10004609).
The authors declare that they have no competing interests.
C-cT conceived of the study questions which can be done, participated in the proofs and drafted the manuscript. B-qM participated in the proofs and provided the related reference. X-cZ participated in the proof of Theorems and helped to draft the manuscript. All authors read and approved the final manuscript.
About this article
Cite this article
Tan, Cc., Miao, Bq. & Zhou, Xc. Statistical inference for the shape parameter change-point estimator in negative associated gamma distribution. J Inequal Appl 2013, 161 (2013). https://doi.org/10.1186/1029-242X-2013-161
- change point
- negative associated
- shape parameter
- convergence rate
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https://www.sharda.ac.in/programmes/bachelor-of-visual-arts
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math
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About the Programme
Bachelor of Visual Arts (Applied Arts) is a four-year undergraduate programme aimed at expanding the traditional educational approach to visual arts by encouraging experimentation with a full array of artistic practices. The capstone of the programme highlights various activities apart from teaching. Students are encouraged and supported to adopt various interdisciplinary activities including music, dance, fine arts, and mass media in an integrated manner that also adds value to their degrees.
The programme aims to equip students with an ability to design products and advertisements for various establishments. The programme also promotes the artistic expression in the students that pave their way to a successful career.
Program Outcomes (PO’s)
- PO1: Demonstrate a comprehensive understanding of the history of art and aesthetics theoretically
- PO2: Identify and apply the elements and principles of visual art when visually communicating information and ideas
- PO3: Apply knowledge of historical narratives, contemporary issues, and processes and directions of their fields, to produce interpretations and/or artifacts
- PO4: Describe the history of their field, theoretical framework of their field, and contemporary work being done in their field
- PO5: Develop and produce relevant projects using various media and technologies both traditional and contemporary — appropriate to their field
- PO6: Perform a useful critical analysis of communication, form, and concept
- PO7: Create work with an appropriate relationship between form, content, and context when visually communicating information and/or ideas
- PO8 : Solve formal, conceptual, and communication problems through the process of self-directed trial, error, and refinement
- PO9: Demonstrate perceptual acuity (perceptual “sharpness,” to see/understand things in a way others do not), conceptual and contextual understanding, and technical facility at a professional entry level in their chosen fields
- PO10: Solve visual/aural, conceptual, and technical problems through independentlyand collaboratively- generated analysis, evaluation, and refinement
- PO11: Assess and present their research, process, and outcome in an articulate manner
- PO12: Present themselves in a professional manner appropriate to their field of study.
- PSO1: Applied Art Practices: To be able to demonstrate their knowledge in the field of Advertising and different media of Advertising like Print media, Digital media, Broadcast and New media etc. (for BVA in Applied Art)
- PSO2: Painting Practices: To be able to demonstrate with creative and technical skills in the specific domain of Painting and all other Fine Arts related fields. This will enable
- them to be employed globally. (for BVA in Painting)
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| 2,823 | 19 |
http://yetermpapergkhg.taxiservicecharleston.us/area-of-plane-regions-and-volume.html
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math
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Area, volume, arc length, and mass in this section, you will use a similar process to define the double integral of a function of two variables over a region in the plane 6 consider a continuous function f such that f(x, y) ≥ 0 for all (x, y) in a region r in the xy-plane the goal is to find the volume of the solid region lying. Although these are only some of the applications of integration, they will give you an idea of how calculus can be used to solve problems in other areas of mathematics let the continuous function a(x) represent the cross-sectional area of s in the plane through the point x and perpendicular to the x-axis the volume of s. The area 0 05 1 15 2 25 3 35 4 45 5 −3 −2 −1 0 1 2 3 x y x=y2 y=x− 2 (1,−1) (4,2) figure 1: finding the area between two intersecting graphs there are two ways of finding the area between these two curves: the hard way and the easy way hard way: slice it vertically first, we'll try chopping the region up into. So what i care about is this area, the area once again below f we're assuming that we're looking at intervals where f is greater than g, so below f and greater than g will it still amount to this with now the endpoints being m and n well let's think about it a little bit if we were to evaluate that integral from m to n of, i'll just put.
Volume, h is a real valued function of two real variables, j is a surface area element, and ξ and η are parameters we will focus on curves that are the boundary of a region, c = ∂r, and surfaces that are boundaries of volumes s = ∂ω integrals over planar regions will be reduced to a sum of iterated inte. If f(x) is a continuous and nonnegative function of x on the closed interval [a, b], then the area of the region bounded by the graph of f, the x-axis and the vertical lines x=a and x=b is given by: ∫= b a dxxf area )( when calculating the area under a curve f(x), follow the steps below: 1 sketch the area 2 determine the. Our graph now that we have a plot in three dimensions, we'll compute the volume between the graph of our function and the xy-plane we do this in the same way we computed area in the single-variable case we'll slice our domain up into smaller regions, then estimate the height of our function over these. What is the volume of the solid obtained by rotating the region bounded by the graphs of y = / x, y = 2 - x and half of the solid since we're using cylindrical shells and the region runs from x = -2 to x = 2, the volume of the solid the base of a solid is the triangle in the xy-plane with vertices (0, 0), (1, 0), and (0, 1) the cross.
Example 3 find the volume of the solid that lies below the surface given by and lies above the region in the xy-plane bounded by and solution here is the graph of the surface and we've tried to show the region in the xy-plane below the surface generalreg_ex3_g1 generalreg_ex3_g2 here is a sketch of the region in. It also happens to be the area of the rectangle of height 1 and length ( b − a ) , but we can interpret it as the length of the interval [ a , b ] we can do the same trick for double integrals the integral of a function f ( x , y ) over a region d can be interpreted as the volume under the surface z = f ( x , y ) over the region d as we. The volume of a cylinder is a h where a is the area of a cross section and h is the height of the cylinder for a solid s for which the cross sections vary, we can approximate the volume using a riemann sum the areas of the cross sections ( taken perpendicular to the x-axis) of the solid shown on the left above vary as x. Find the volume v of the solid g enclosed between the surface z = f(x, y) and a region r in the xy-plane where f(x, y) is continuous and nonnegative on r mass problem find the mass m of a lamina (a region r in the xy-plane) whose density (the mass per unit area) is a continuous nonnegative function δ(x, y) defined as.
Calculating the volume of created by rotating a plane region around some axis. Revolving a plane figure about an axis generates a volume definition: consider the region between the graph of a continuous function y = f(x) and the x-axis from x = a to x = b definition. Volumes of solids of revolution mc-ty-volumes-2009-1 we sometimes need to calculate the volume of a solid which can be obtained by rotating a curve about the x-axis there is a imagine that the part of the curve between the ordinates x = a and x = b is rotated about the x-axis through 360◦ the curve would then map.
Finding volume example set up the integral to find the volume of the solid that lies below the cone and above the xy-plane solution the cone is sketched below we can see that the region r is the blue circle in the xy-plane we can find the equation by setting z = 0 solving for y (by moving the square root to the left hand. Part 3: volumes by slicing over type i regions let g, h be continuous on [ a,b] and suppose that g( x) £ h( x) for x in [ a,b] if r is a region in the xy-plane which is bounded by the curves y = g(x) to y = h(x) for x in [a,b] then r is said to be a type i region let's find the volume of the solid between the graph of f( x,y) and the. Here is a link to the graph of the region of integration region bounded by graphs of y = 16 − 4 x and y = 16 − x 2 thus the lower limit should be y = 16 − 4 x not y = 0.
Other articles where area is discussed: segment (see distance formulas), area is the size of a closed region in a plane, and volume is the size of a solid formulas for area and volume are based on lengths for example, the area of a circle equals π times the square of the length of its. You can also use the definite integral to find the volume of a solid that is obtained by revolving a plane region about a horizontal or vertical line that does not pass through the plane this type of solid will be made up of one of three types of elements—disks, washers, or cylindrical shells—each of which requires a different. So, volume = area so, surface mass = area therefore, we simply sum all the δ a k values , allowing us to find the area of a boundary to calculate the area, we sum the areas of infinitely small rectangles within the closed region r we find the limit of. Area is the quantity that expresses the extent of a two-dimensional figure or shape, or planar lamina, in the plane surface area is its analog on the two- dimensional surface of a three-dimensional object area can be understood as the amount of material with a given thickness that would be necessary to fashion a model of.
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http://axishost.net/error-analysis/error-analysis-science-project.php
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math
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An example is the measurement of the height of a sample of geraniums grown under identical conditions from the same batch of seed stock. In general, the last significant figure in any result should be of the same order of magnitude (i.e.. Here is an example. In:= In:= Out= In:= Out= In:= Out= For simple combinations of data with random errors, the correct procedure can be summarized in three rules. http://axishost.net/error-analysis/error-analysis-for-science-project.php
Notz, M. Best-fit lines The physical law F = kx. For instance, a meter stick cannot distinguish distances to a precision much better than about half of its smallest scale division (0.5 mm in this case). If you have 25 values, ignore 4 large and 4 small. https://en.wikiversity.org/wiki/Error_Analysis_in_an_Undergraduate_Science_Laboratory
In this case, without taking repeated readings you can only really guess what the uncertainty is. A quick way to do this is to ignore the largest 1/6 and the smallest 1/6 and then find the range of what is left. Recall that to compute the average, first the sum of all the measurements is found, and the rule for addition of quantities allows the computation of the error in the sum. This can be done by calculating the percent error observed in the experiment.
The mean is given by the following. Percent Error Science If a measurement is repeated, the values obtained will differ and none of the results can be preferred over the others. If the observer's eye is not squarely aligned with the pointer and scale, the reading may be too high or low (some analog meters have mirrors to help with this alignment). This is a much better estimate, but there is still uncertainty.
So in this case and for this measurement, we may be quite justified in ignoring the inaccuracy of the voltmeter entirely and using the reading error to determine the uncertainty in Error Analysis Examples In English Random reading errors are caused by the finite precision of the experiment. The adjustable reference quantity is varied until the difference is reduced to zero. Classification of Error Generally, errors can be divided into two broad and rough but useful classes: systematic and random.
Best-fit lines. In this case the meaning of "most", however, is vague and depends on the optimism/conservatism of the experimenter who assigned the error. Error Analysis Science Fair Systematic error. Conclusion Science Project Polarization measurements in high-energy physics require tens of thousands of person-hours and cost hundreds of thousand of dollars to perform, and a good measurement is within a factor of two.
There is a caveat in using CombineWithError. this page Nonetheless, keeping two significant figures handles cases such as 0.035 vs. 0.030, where some significance may be attached to the final digit. Note that this means that about 30% of all experiments will disagree with the accepted value by more than one standard deviation! In:= Out= AdjustSignificantFigures is discussed further in Section 3.3.1. 3.2.2 The Reading Error There is another type of error associated with a directly measured quantity, called the "reading error". Analysis Scientific Method
Estimating your uncertainties is not always easy. A valid measurement from the tails of the underlying distribution should not be thrown out. Linear: y = m x + b In the special case that b = 0, we give the relationship a different name: 2. http://axishost.net/error-analysis/error-analysis-in-a-science-project.php Regler.
Sometimes it will take a little less than 1hr20, sometimes a little more than 1hr40, but by allowing the most probable time plus three times this uncertainty of 10 minutes you Error Analysis Definition Therefore, to find the highest probable value for g, you should plug into the formula the highest value for l and the //lowest// value for t. So, eventually one must compromise and decide that the job is done.
In:= Out= For most cases, the default of two digits is reasonable. This means that the length of an object can be measured accurately only to within 1mm. So which length do you use? Scientific Error Examples Say you are measuring the time for a pendulum to undergo 20 oscillations and you repeat the measurement five times.
We are measuring a voltage using an analog Philips multimeter, model PM2400/02. The value to be reported for this series of measurements is 100+/-(14/3) or 100 +/- 5. The next two sections go into some detail about how the precision of a measurement is determined. http://axishost.net/error-analysis/error-analysis-in-science-project.php than to 8 1/16 in.
Repeating the measurement gives identical results. In this experiment, we will try to get a feel for it and reduce it if possible. Reference: UNC Physics Lab Manual Uncertainty Guide Advisors For Incoming Students Undergraduate Programs Pre-Engineering Program Dual-Degree Programs REU Program Scholarships and Awards Student Resources Departmental Honors Honors College Contact Mail Address:Department Systematic error.
A particular measurement in a 5 second interval will, of course, vary from this average but it will generally yield a value within 5000 +/- . Percent difference: Percent difference is used when you are comparing your result to another experimental result. This rules also applies to errors that you calculate. If a carpenter says a length is "just 8 inches" that probably means the length is closer to 8 0/16 in.
It is a good idea to check the zero reading throughout the experiment. The best way to minimize definition errors is to carefully consider and specify the conditions that could affect the measurement. Further, any physical measure such as g can only be determined by means of an experiment, and since a perfect experimental apparatus does not exist, it is impossible even in principle For example, 9.82 +/- 0.0210.0 +/- 1.54 +/- 1 The following numbers are all incorrect. 9.82 +/- 0.02385 is wrong but 9.82 +/- 0.02 is fine10.0 +/- 2 is wrong but
Thus, we can use the standard deviation estimate to characterize the error in each measurement. When making a measurement with a micrometer, electronic balance, or an electrical meter, always check the zero reading first. In:= Out= In the above, the values of p and v have been multiplied and the errors have ben combined using Rule 1. Sections appear during the course as follows: Lab 1 How to estimate error when reading scales, on repeated measurements and in calculations.
The transcendental functions, which can accept Data or Datum arguments, are given by DataFunctions. They may be due to imprecise definition. Thus 4023 has four significant figures.
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| 6,629 | 16 |
http://www.sciencebuddies.org/science-fair-projects/phpBB3/viewtopic.php?f=29&t=11061
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math
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Welcome to Science Buddies! This is a really great chemistry project.
The 3% hydrogen peroxide will oxidize the iodide to iodine, but it might take longer or require a larger volume. I recommend doing a small pilot experiment using a known iodide solution if this is available. Try using 50% more hydrogen peroxide for this step.
The original directions specify using a 50 cm length of kelp, and I would guess this would be about 100 grams of fresh algae, or about 15 grams of dried algae. The ratio of fresh weight: dry weight for kelp is about 6.5. http://www.fao.org/docrep/field/003/AB724E/AB724E07.htm
Again, however, you are working on an original idea here, so the pilot experiment would be helpful to verify results before you proceed with the complete experiment.
I recommend using the quantities of reagents specified in the original experiment. If you wanted to purify a larger quantity of iodine, you could scale up and keep the proportion of reagents the same.
Scaling up the purification would actually be a chemical engineering project, so might require multiple experiments. Do complete the lab scale project first, and run your samples in duplicate if possible.
How are you going to measure the iodine?
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Help with math homework algebra 2
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http://deeponline.cf/qozuk/options-trading-calculate-break-even-fyvi.php
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math
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The first step you need to take in developing a binary options trading strategy is to calculate a break-even ratio.A basic financial standard for any business is the break-even analysis -- the amount of money you need to bring into the business to cover your.Break-even lease payment Break-even payment rate Break-even point Breakeven.If you are a vendor for any market trading software that we have not listed and wish to.
Options as Income Generators | Online Trading Academy
Break-Even Point Definition
Graph of of Call Options Profit LossThis strategy breaks even at expiration if the stock price is above the.The break even point is the point at which the value of the bought call.
But if you want to know the exact formula for calculating break even then please check out the.
The covered call is a strategy in options trading. break-even is achieved for the covered call.Break-even analysis is used to determine the point at. how to calculate the.Calculate balance To let the calculator determine your remaining balance, based on your original loan information and years.The breakeven point is quite easy to calculate for a call option:.The underlier price at which break-even is achieved for the.To at least break even in the. trend following or momentum strategies will not be successful and even the golden rule of trading,.Stock Option Calculators. the current implied volatilities of the options in the position and your up and down side break-even points. Options Trading.Definition of Break Even Pricing. This calculation allows you to calculate the price at which the business will earn exactly zero profit,.Binary Options Binary Options Trading Forex Tutorial At Hirose.
The break even calculator exactly as you see it above is 100%.
Break-Even Point Calculator ExcelSome of the most important things one will have to understand in binary options trading are the notions of breakeven ratio and profit margin. to break even (not.
Put Option Profit Loss GraphOptions trading profit loss calculator. the profit or loss for an investor trading options. pretty easy when you break it down.
binary options high low i have ad as optional filterBinary options trading tutorial pdf. How to calculate break even ratio for binary options.The short calendar strangle is very similar to another volatile options trading strategy: the short calendar straddle.
Calculating Your Break Even. trades that are taken must be winning trades in order for the trading system to break even. Futures Options and Stock.An important term used with break-even point or break-even analysis is contribution margin.How to Calculate a Stock Option Breakeven Point. you calculate your breakeven point by subtracting your cost per share to.The Starting Point: Calculating Break-Even Before you can decide upon a fair price for your product,.
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http://steamcommunity.com/app/219200/discussions/0/828934913368007211/
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math
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The Money you find
Hey, I have a question. After I bougth the Game I saw, that you find money there but I don't know how I can spend it. Can someone pls explain that to me?
Last edited by [DE] Jeytas; Apr 1, 2013 @ 8:19am
Date Posted: Apr 1, 2013 @ 8:18am
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https://www.investopedia.com/terms/h/horizontal-line.asp
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math
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In finance and economics, a horizontal line is usually the X axis in a data plot. It is a line that appears to proceed from left to right, or parallel to the x-axis in coordinate geometry.
In geometric analysis, a horizontal line appears to proceed along the x-axis. Put another way, on a perfectly horizontal line, all values on the line will have the same y-value.
Horizontal analysis is used to compare values or prices over time. This is simply an aspect of fundamental analysis in which an analyst will compare various earnings reports and statements over time. In this kind of analysis, time functions as the horizontal x-axis, and it allows analysts to calculate percentage changes over time, a useful tool for representing the degree of change.
When looking at supply and demand curves, a perfectly horizontal line indicates that an item has perfect elasticity, or that its demand is immediately responsive to changes in price.
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| 935 | 4 |
https://edurev.in/course/quiz/attempt/-1_Work-And-Energy-Class-9-Science--Compulsory-Test-/528d60a2-5c14-4515-937b-b268ab3c72c4
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math
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When a light and a heavy body have equal K.E, then which one has a greater momentum?
In SI system, the unit of P.E. is:
Kilowatt hour (kWh) represents the unit of:
When speed of a motor car increases six times, then kinetic energy increases by
1 kWh equals:
When speed of the moving object is doubled its
When time taken to complete a given amount of work increases, then
When the force applied and the displacement of the body are inclined at 90° with each other, then work done is
The KE. of a body in increased most by doubling its
If a force F is applied on a body and it move with velocity v, then power will be :-
Power = Work/ Time.
Work = Force x displacement
So, now Power = Force x displacement / Time.
But displacement / Time = velocity
According to the question, Force is F and V is velocity so,
Power = F x v
But power is a scalar quantity so, we have dot product for power so......
Power = Fv or F.v
Work done by a centripetal force
A 1 kg mass falls from a height of 10 m into a sand box. What is the speed of the mass just before hitting the sand box? If it travels a distance of 2 cm into the sand before coming to rest, what is the average retarding force?
(Please note that Value of g = 9.8 m/s2)
Work done in moving a 50 kg block through a horizontal distance of 10 m by applying a force of 100N which makes an angle of 90° with the horizontal is
kWh is the unit of
An elevator is designed to lift a load of 1000 kg through 6 floors of a building averaging 3·5 m per floor in
6 sec. Power of the elevator, neglecting other losses, will be
(Please note that Value of g = 9.8m/s2)
The work done by a body is directly proportional to :
Work done is said to be positive when a force causes displacement:
How much time will be required to perform 520 J of work at the rate of 20 W?
In which case work is not done:
In which case work is done:
A stone is tied to a string and whirled in a circular path. The work done by the stone is :
A man carries a suitcase in his hand climbs up the stairs. The work done by the man is :
A rocket rises up in the air due to the force generated by the fuel. The work done by the:
One joule work is said to be done when a force of one newton acts through a distance of:
Work is the product of time and:
In angle in between the direction of applied force and displacement, for maximum work should be :
When energy changes from one form to another, the energy that disappears from one form, reappears in exactly equivalents amount in the other form.
In order to get minimum work, the angle between force and displacement should be 90°.
When a body falls on the ground and stops, the principle of conservation of energy is violated.
When an arrow is released from a bow, potential energy changes into kinetic energy.
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| 2,765 | 41 |
https://www.aagaluminum.com/how-to-calculate-the-cost-of-the-weight-of-the-aluminium-profile-and-simple
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math
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How to calculate the cost of the weight of the aluminium profile and simple
how is simple to calculate the cost of aluminum and the weight of 1. The easiest way is that use scale to the weight of aluminum, and then use weight multiplied by the unit price of aluminum, can work out the cost of aluminum. Key is sometimes customers give you drawings, not physical. If the esd workstation is drawing, will use the following method. 2. According to the drawings, calculate the volume of aluminum, formula is: ( Cm) * width ( Cm) * high ( Cm) , the volume of aluminum for N cubic centimeter, anti-static workbench and then multiplied by the density of aluminum: 2. 7 grams/cubic centimeter. The results for the weight of the aluminum, the unit is gram. Put the result into kilograms, namely 0 this result again. 001. Finally, put the result to aluminum the kg price of the day. A concrete example: customer request to quote the price of a piece of aluminum, three high respectively is: 10 cm, 5 cm, 3 cm. Volume as: 10 * 5 * 3 = 150 cubic centimeters, weight: 150 * 2. 7 = 405 grams, with kg for: 405 * 0. 001 = 0. 405 kilograms. Cost: if the aluminum is the price of 22 yuan a kilo. Is: 0. 405 * 22 = 8. 91 yuan. The cost of the aluminum came out. If you offer, you can add some of your profits.
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http://www.drugisvetskirat.org/3-gallons-equals-how-many-pints.html
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math
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How Many Pints Equal a Gallon?. Part of the series: Algebra Help. Pints and gallons are two forms of .1 Gallon = 8 Pints [US, UK, Fluid or Dry] There are 8 fluid pints in a US fluid gallon similarly there are 8 imperial pints in an imperial gallon , because from the largest to the smallest units between gallon and pint, there are 4 quarts in a gallon and 2 pints in each quart, that makes 4 * 2 = 8 pints in a gallon..
Related posts to gallons equals how many pints
Gallons to ounces conversion table and converter to find out how many ounces in gallons..
Welcome! We are glad you came. Want to know how many quarts in a gallon? Take a deeper look inside. More information on this subject, learn more.
3 liters =0.793 US gallons0.660 Imperial gallonsLess than 1.1 US gallon = 3.78541178 liters. 1 UK Imperial gallon = 4.54609118 liters..
Full Answer. To calculate how many cups are in one gallon, a person must know that there are 2 cups in 1 pint, there are 2 pints in 1 quart and there are 4 quarts in .
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https://demonstrations.wolfram.com/TemperatureVariationOfHeatCapacityForAnIdealDiatomicGas/
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math
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Temperature Variation of Heat Capacity for an Ideal Diatomic Gas
This Demonstration considers the variation of heat capacity of an ideal diatomic gas, specifically hydrogen, with temperature. Both classical and quantum points of view are considered. The quantum-mechanical theory shows a monotonic increase in molar heat capacity with temperature. This approaches a constant value at high temperature, namely J/mol K. This limit corresponds, in fact, to the prediction of classical statistical mechanics, which takes into account translational, rotational and vibrational contributions to heat capacity, equal to , and , respectively, independent of temperature. In quantum statistical mechanics, on the other hand, the rotational and vibrational contributions become active only above certain characteristic temperatures, which leads to the observed, somewhat stepwise increase of heat capacity with increasing temperature.
Snapshot 1: classical and quantum heat capacities at a low temperature, where only the translational contribution to heat capacity is active
Snapshot 2: classical and quantum heat capacities at a moderate temperature, where both the translational and rotational contributions to the heat capacity contribute
Snapshot 3: classical and quantum heat capacities at a high temperature, where translational, rotational and vibrational components all contribute
D. A. McQuarrie, Statistical Mechanics, Sausalito: University Science Books, 2000 chapters 6–7.
D. A. McQuarrie and J. D. Simon, Physical Chemistry: A Molecular Approach, Sausalito: University Science Books, 1997 chapter 18.
Submission from the Compute-to-Learn course at the University of Michigan.
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https://olenka.med.virginia.edu/psi/publications/view/pmid:14872126
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math
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|Journal of Biomolecular NMR (2004) 28(4):341-55|
|Northeast Structural Genomics Consortium|
(click to unfold)
We present a set of utilities and graphical user interface (GUI) tools for evaluating the quality of protein resonance assignments. ...
The Assignment Validation Software (AVS) suite, together with new GUI features in the AutoAssign software package, provides a set of reports and graphs for validating protein resonance assignment data before its use in structure analysis and/or submission to the BioMagResBank (BMRB). Input includes a listing of resonance assignments and a summary of sequential connectivity data (i.e. triple resonance, NOE, or other data) used in deriving the assignments. These tools are useful for evaluating the accuracy of protein resonance assignments determined by either automated or manual methods.
|chemistry methods |
|Amino Acid Sequence Molecular Sequence Data Proteins Software Magnetic Resonance Imaging Vibration Internet Reproducibility of Results Isotopes Evaluation Studies as Topic |
|82 (Last update: 03/16/2019 7:38:36pm)|
Chemical shift and structure validation
|J Biomol NMR. 2004 Apr;28(4):341-55.|
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https://estebantorreshighschool.com/quadratic-equations/how-to-solve-bernoulli-equation.html
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math
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What is Bernoulli’s equation in mathematics?
A Bernoulli equation has this form: dydx + P(x)y = Q(x)yn. where n is any Real Number but not 0 or 1. When n = 0 the equation can be solved as a First Order Linear Differential Equation. When n = 1 the equation can be solved using Separation of Variables.
How do you solve clairaut’s equation?
y=2(2p+Cp2)p−3p2=4p2+2Cp−3p2=p2+2Cp. Thus, the general solution in parametric form is defined by the system of equations: ⎧⎨⎩x(p)=2p+Cp2y(p)=p2+2Cp. Besides that, the Lagrange equation can have a singular solution.
What does Bernoulli’s principle state?
Explore the Bernoulli Principle, which states that the speed of a fluid (air, in this case) determines the amount of pressure that a fluid can exert.
Who invented Bernoulli equation?
Why is Bernoulli’s equation used?
The Bernoulli equation is an important expression relating pressure, height and velocity of a fluid at one point along its flow. Because the Bernoulli equation is equal to a constant at all points along a streamline, we can equate two points on a streamline.
What is Bernoulli’s principle in simple terms?
The definition of Bernoulli’s principle is the concept that an increase in a liquid’s speed creates a pressure decrease and a decrease in a liquid’s speed creates a pressure increase.
What do the three terms in Bernoulli’s equation represent?
Each term represents the energy per unit volume of the fluid. The first term represents the pressure energy, the second represents the kinetic energy, and the third represents gravitational potential energy.
How do you solve a Lagrange linear equation?
Equations of the form Pp + Qq = R , where P, Q and R are functions of x, y, z, are known as Lagrang solve this equation, let us consider the equations u = a and v = b, where a, b are arbitrary constants and u, v are functions of x, y, z.
How do you solve an exact differential equation?
Algorithm for Solving an Exact Differential Equation ∂Q∂x=∂P∂y. Then we write the system of two differential equations that define the function u(x,y): ⎧⎨⎩∂u∂x=P(x,y)∂u∂y=Q(x,y). Integrate the first equation over the variable x.
What is an auxiliary equation?
: an equation obtained from the standard form of a linear differential equation by replacing the right member by zero.
How do you solve non homogeneous equations?
Solve a nonhomogeneous differential equation by the method of undetermined coefficients.Solve the complementary equation and write down the general solution.Based on the form of r(x), make an initial guess for yp(x).Check whether any term in the guess foryp(x) is a solution to the complementary equation.
What is homogeneous in math?
In mathematics, a homogeneous function is one with multiplicative scaling behaviour: if all its arguments are multiplied by a factor, then its value is multiplied by some power of this factor. For example, a homogeneous real-valued function of two variables x and y is a real-valued function that satisfies the condition.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585186.33/warc/CC-MAIN-20211018000838-20211018030838-00011.warc.gz
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CC-MAIN-2021-43
| 3,028 | 23 |
https://brainmass.com/earth-sciences/global-water-issues/drainage-area-watershed-516483
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math
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Multiple Choice with justification.
Choose the single best Answer (a, b, c, or d) and explain/justify with a sentence or two.
Question: the drainage area of a watershed is defined as:
a. 500-2,000 square miles
b. 25,000 square miles
c. exactly 10 square miles
d. 20-100 square miles
I actually don't think there is a correct answer to this. Instead the answer is likely "all of the above". The size of the drainage basin is completely dependent on the streams, the ...
The drainage area of a watershed are examined.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347411862.59/warc/CC-MAIN-20200531053947-20200531083947-00273.warc.gz
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CC-MAIN-2020-24
| 515 | 9 |
https://cloakinginequity.com/2013/09/12/new-mathematica-tfa-study-is-irrational-exuberance/
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math
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New Mathematica TFA Study is Irrational Exuberance
Teach For America (TFA) has sought to direct attention to a new study recently released by Mathematica. A blogger at the Washington Post even argued that my prior critiques of TFA were “not true anymore.” (See all of my prior posts on TFA here.) Is that the case? Next week I will start an entire series on the Mathematica TFA study, but for now, because there is an avalanche of email and media inquiries about the study, I will discuss several important issues that I have noted in the study.
1) Mathematica TFA study does not say much about TFA writ large
The sample is large and covers an adequate number of students, schools and states. However, there are clearly some issues in the TFA sample that calls into question whether it really represents TFA and the profession more broadly.
The sample only contains secondary math teachers. However, in most communities, the majority of TFA teachers teach elementary, not secondary (See Houston example below).
The sample is heavily weight toward middle school, 75% of the classroom matches were middle school. Middle school teachers are much rarer in TFA assignments in districts like Houston (See below).
Not only is the sample secondary, but it is focused specifically on math teachers in middle and high school.
Although there is of course variation by site, relatively few TFA teachers teach secondary math. For example, around 82% of TFA teachers in Houston teach subjects other than secondary math. There is a wide variety of assignments. Here is a sample from 2010 (the most recent Houston TFA teacher data I have on hand):
|Tchr, Bilingual EC-4||1|
|Tchr, Bilingual Kinderga||1|
|Tchr, Bilingual Pre-Kinderg||2|
|Tchr, English/Language Arts 4-8||2|
|Tchr, ESL 4-8||1|
|Tchr, ESL Elementary||8|
|Tchr, ESL Kindergarten||1|
|Tchr, ESL Secondary||10|
|Tchr, Fifth Grade||8|
|Tchr, First Grade||5|
|Tchr, Fourth Grade||5|
|Tchr, Middle Math||17|
|Tchr, High School Math||13|
|Tchr, Physical Science||3|
|Tchr, Reading, 6-12||10|
|Tchr, Science 4-8||1|
|Tchr, Science 6-8||5|
|Tchr, Science Composite||1|
|Tchr, Second Grade||4|
|Tchr, Social Studies||8|
|Tchr, Third Grade||3|
So it makes sense why the study’s sample covers so many schools and states. Even a district like Houston, that has about 10,000 teachers, only had 13 high school TFA math teachers in 2010. So clearly Mathematica had to scour the country to get a large sample size because TFA secondary math teachers are such a small part of where TFA typically slots its new teachers.
So while TFA and Mathematica have made the case that this study is about TFA writ large. It is not as it is focused on the relatively small number of TFAs that are secondary math teachers.
Another important consideration in the study’s sample is race/ethnicity. Notably, the Mathematica math teacher sample was 80% White and was compared to a sample of 70% non-TFA minority teachers. The Mathematica sample clearly doesn’t reflect reality in urban schools or the reality in Teach For America (maybe, because my reference is Houston— which may be more diverse than the average TFA site). White teachers are not seeking to teach (or stay) in urban schools in droves for a variety of reasons that are extensively demonstrated in the research literature. In terms of TFA, as an example, less than 50% of TFA teachers in Houston are White. Thus, the sample does not represent public school context or even TFA.
2) Size does matter
In any intro statistics course the professor will talk about how to graph to deceiptively represent information. One such way you can make very small number look important is by reducing the scale on a graph. Check out this graph from the Mathematica. What do you notice about the scale utilized on the left?
Mathematica used tenths of a standard deviation as their scale. How would these minuscule standard deviation effects of TFA look on a scale of 1, 2, 3, standard deviations?
You need binoculars, maybe a telescope when the effects of secondary TFA math teachers are placed on a scale that is not in tenths of a standard deviation.
So what about the 2.6 month additional learning claim made by Mathematica that they derived from the standard deviation change? We have had extensive discussions about class size as an important policy lever in the nation for several decades. How does the effect of class size reduction stack up against TFA? Kevin Welner wrote:
Julian, please see page 6 of our recent CREDO review, regarding the translation of SD units into days of learning My guess is that the only way to really help people understand who wacky the process is — or simply to put the 2.6 month claim in perspective — would be to point to other interventions (and to more generally point to the understanding of an effect size that small.) Andy Maul did a nice job of the latter in the CREDO review. See the use of Hanushek’s quote on page 7 (0.20 SD, referring to class size reduction, is “relatively small”). Andy also pointed out that, “A difference of 0.01 standard deviations indicates that a quarter of a hundredth of a percent (0.000025) of the variation can be explained.” That paints a very different picture than the use of extra days of learning.
Despite the lofty claims from Mathematica and TFA about this relatively small group of White, Math, secondary (mostly middle school) teachers, the bottom line appears to be that they are still basically statistically indistinguishable from novice and experience comparison teachers in terms of their impact on academic test performance.
So if you are policy maker, you might want to take another look at class size reduction if you get triple the effect (.07 for TFA versus .20 for class size reduction) that Hanushek reported in his infamous meta-analysis.
3) Findings run contrary to what we know from decades of research about teacher quality
If the Mathematica study is to be believed, nothing matters for secondary student math achievement except the magic of TFA. Why? Because the findings run contrary to decades of research.
Prior ability in math as measured by the Praxis didn’t matter for middle school teachers:
In middle schools, we found no association between teachers’ scores on the Praxis II and student achievement.
Taking math courses or majoring in math in college doesn’t matter for student achievement:
We found no statistically significant relationships between teacher effectiveness and the amount of college-level math coursework completed. Teachers who had completed more than the median number of math courses—7.5 courses—were statistically indistinguishable in their effectiveness from teachers who had completed less than the median number of courses (Table IX.1). Findings were similar when we measured exposure to math coursework on the basis of teachers’ completion of minors, majors, or advanced degrees in math-related subjects
Working on your masters or teacher certification has a negative effect on student achievement.
For each additional 10 hours of coursework that teachers took during the school year, the math achievement of their students was predicted to drop by 0.002 standard deviations. These findings imply that a teacher who took an average amount of coursework during the school year, whether for initial certification or any other certification or degree, decreased student math achievement by 0.04 standard
In sum, you will be a better airline pilot (teacher) if:
- You do not have ongoing pilot training, it will hurt your flying skills.
- You do not study to become a pilot before piloting a plane. Just rev the engines. Wohoooooooo.
- Using a flight simulator to test your ability to fly a plane before hand will have no relationship to your ability to fly a plane.
4) Mathematica findings run contrary to TFA model
TFA has argued that their program is special because of the selectivity of the colleges and universities from which they recruit. According the Mathematica study the selectivity of college doesn’t matter:
We measured teachers’ general academic ability based on the selectivity of the college or university from which they received their bachelor’s degree. There was no statistically significant difference in effectiveness between teachers from selective colleges or universities and those from all other educational institutions (Table IX.1). Likewise, in sensitivity analyses, we found that teachers from highly selective colleges or universities did not differ in effectiveness from teachers whose colleges or universities had lower levels of selectivity.
Teach For America’s model focuses on a two year commitment. After that two year commitment, the turnover in many communities often approaches 80%— i likened TFA to a temp agency in the New York Times (See Why is TFA so incensed?). However, the Mathematica study’s findings run contrary to TFA’s rapid turnover as teacher effectiveness increased with teacher experience:
Students assigned to a second-year teacher were predicted to score 0.08 standard deviations higher on math assessments than students assigned to a first-year teacher. Among teachers with at least five years of teaching experience, each additional year of teaching experience was associated with an increase of 0.005 standard deviations in student achievement.
Considering the limited focus of the sample, size of the effect, wacky results relative to decades of research, and other other specific findings that controvert TFA’s basic reform model, clearly, the Mathematica TFA study has stimulated irrational exuberance, celebration, and other festivities on the part of TFA and supporters that are not warranted.
P.S. For another technical evaluation of the study see “Does Not Compute”: Teach For America Mathematica Study is Deceptive? Wonder about the interaction between the TFA network and Mathematica over the past decade? See: Huggy, Snuggly, Cuddly: Teach For America and Mathematica
Please Facebook Like, Tweet, etc below and/or reblog to share this discussion with others.
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Please blame Siri for any typos.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334515.14/warc/CC-MAIN-20220925070216-20220925100216-00385.warc.gz
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CC-MAIN-2022-40
| 10,322 | 63 |
https://answers.sap.com/questions/8832154/query-related-to-amt-displayed-in-field-int-cal-nu.html
|
math
|
I am working on specific client requirements for which I need the information related to the field int. Calculation Numerator.
Customer IV amt = 100
Days in Arrears =396 days
int. calculation Numerator value displayed in FBL5N= 1.08
As per the information given, this numerator value gets calculated by formula, Amount*days in arrears/100.
However, If I calculate the numerator value as per this formula then it does not match with the value being displayed in FBL5N.
As per my analysis the value of 1.08 must be getting calculated as mentioned below
The rate of 1% is same for all the line items for all the customers. I have also checked the Int. Indicator field in Customer Master. This field is blank for all the customers.
I am not able to find out the source from which the system is fetching the rate of 1% for above calculation.
I need your expert guidance for finding out how this value is being calculated.
Thanks and Regards,
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s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662531352.50/warc/CC-MAIN-20220520030533-20220520060533-00563.warc.gz
|
CC-MAIN-2022-21
| 936 | 11 |
http://ratiohq.com/what-is-twitter-ratio
|
math
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What is a Twitter Ratio?
The Twitter Ratio is the ratio between the number of followers you have and the number of people you are following. The Ratio consists of two numbers separated by a colon. (ex: 150:122) The first number (150) is the number of followers that you have, while the second number, (122) is the number of people that you are following.
This metric, is a good indication of how powerful your twitter account is. A higher ratio indicates more popular accounts.
Ratio:HQ presents your ratio to you in multiple variations. See also:
Want to track your Ratio?
Sign In with Twitter
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s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247503249.58/warc/CC-MAIN-20190221071502-20190221093502-00318.warc.gz
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CC-MAIN-2019-09
| 594 | 6 |
http://newsround-bias.blogspot.com/2008/11/newsround-at-5pm-yesterday-covered.html
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math
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Newsround at 5pm yesterday covered the following stories:
1} Fires in California [1'53"]
2} Steven Gerrard [0'14"]
3} Whale shark has been filmed doing a poo [0'15"]
4} What should happen to kids who break the law? [2'26"]
5} 4,345,027 dominoes world record [1'10"]
Finally Ore asked viewers for their experiences of acting agencies.
As mentioned previously (22 October 2008) I was waiting to hear from Mark Thompson about the demographers who say that religious belief is making a comeback. Last Wednesday someone from BBC Complaints replied on his behalf and said that, as the head of an organisation with overall editorial responsibility for hundreds of hours of output across BBC channels every week, Mr Thompson is not always able to personally respond to all correspondence addressed to him. Mr Thompson's speech, I was told, was supported by a range of sources, principally the World Christian Database.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589536.40/warc/CC-MAIN-20180716232549-20180717012549-00453.warc.gz
|
CC-MAIN-2018-30
| 910 | 8 |
https://www.numerade.com/courses/physics-101-mechanics/motion-along-a-straight-line/position-overview/
|
math
|
Download the App!
Get 24/7 study help with the Numerade app for iOS and Android! Enter your email for an invite.
No Related Subtopics
July 14, 2021
So for position do we account for + and - signs?
Cielo Ace C.
August 29, 2021
+ position = going to the left
While - (negative position) = going to the right. Consider the cartesian plate.
University of Michigan - Ann Arbor
Simon Fraser University
(I) A 110-kg tackler moving at 2.5 ms meets head-on (and holds on to) an 82-kg halfback moving at 5.0 m/s. What will be their mutual speed immediately after the collision?
(II) According to a simplified model of a mammalian heart, at each pulse approximately 20 $g$ of blood is accelerated from 0.25 m/s to 0.35 m/s during a period of 0.10 s. What is the magnitude of the force exerted by the heart muscle?
(I) A 7150-kg railroad car travels alone on a level frictionless track with a constant speed of 15.0 m/s. A 3350-kg load, initially at rest, is dropped onto the car. What will be the car's new speed?
Create your own quiz or take a quiz that has been automatically generated based on what you have been learning. Expose yourself to new questions and test your abilities with different levels of difficulty.
Create your own quiz
welcome to our one dimensional Kinnah Matics videos, where we will consider position and displacement, I should say not just position in displacement, but also position displacement in distance. So these air three important terms that I mentioned in the introductory video and I talked to briefly about what they mean. So let's dig into them a little more again. We're gonna be looking at this straight line where we've defined the next equals zero, and then we've got some way of breaking up the distance as we move away from zero. Let's go and just say that we're at X equals 0 m and then we have 1 m, 2 m, 3 m negative 1 m negative, 2 m negative, 3 m and so forth. So when we start thinking about position, it is literally whatever grid system we have laid down. Whatever coordinate system we've laid down on top of the world we're considering position is just the absolute number that you happen to be standing there, or that the person or object we're considering happens to be sitting at. So, generally speaking, we're going to write position as X. It's probably going to vary as a function of time here. No. It's important to recognize here in one dimensional mathematics that we might be to the right of X equals zero. We might be to the left of X equals zero. And because it matters which direction we're and we're actually going to consider position to be a vector, that means that not only are we looking at an absolute number here a scaler number, but we also have some direction associated with it. So whenever I have a variable and I draw this arrow, um, sometimes I'll use a full arrow. Sometimes I'll use kind of a half arrow thing just because it lets me drop closer to the variable then and keep track of things Whenever I draw this, it means that the quantity I'm looking at is a variable. So this is our position. Variable is X. Now, when we change position, as I mentioned before, say we go from X equals zero to X equals three. What we're gonna have is a displacement. So we're gonna know denote displacement with this delta X quantity here now Delta X, what it is is saying a change Delta, the Greek letter Delta always is going to denote a change for us. So we're going to say Okay, I've had some change in X. That means I have an ex final minus an ex initial or X nut, as we often right in physics. So we have an X final minus and ex initial. So it's a change in X, and because we're subtracting two vectors from each other, it means that we also will end up with a vector here. And so this is what we're going to call displacement notice. This means things like if we start and end at the same place than our total displacement is zero. So if we go out and back, we have zero displacement. Or similarly, if we happen to go, run around in a circle for a while and like if you're on a track or something and you run around and stop at the same place, your displacement, your total displacement was zero. Now, if we're talking about total distance, that's a different ball game. What the total distance says is, I am interested in how far we traveled, so I'm going to use the variable de here, and it's how far you traveled. We'll call this total distance. So, for example, if you're on a track and you run 400 m around, which is one loop around the track, then the total distance would be 400 m. Meanwhile, your total displacement would be zero and you're changing in your position. You would have started at zero and ended at zero, but you would have had many different positions in between. So those are the important differences between all these things. Notice all of them are going to be measured in meters because positions and meters displacements just a change in position. So that will also be in meters and then distance were pretty accustomed to using things like meters or miles and inches or kilometers, or depending on what country you're from now. Um, I mentioned this word before vectors, which is a very important word in all of the future videos in physics. And now we've talked about this absolute position idea where we say, Oh, we're at 0123 or 0 m, 1 m, 2 m, 3 m. But when we talk about a vector, we have to talk about what is our direction? So a vector involves both the magnitude. So in this case, something like 2 m and a direction now directions a little, a little overlooked sometimes in one deacon O Matics. But what? The direction is literally dictated by whether or not you have a positive or a negative in front of your magnitude, and that's it. Now, as we go on and we talk about vectors in more complex fashion, we'll use some more complex notation to deal with it. But generally speaking here with way that we would denote a vector is you would say, Oh, well, I'm at the position X is equal to 2 m and the positive and negative erection will say we're at positive 2 m here and then I could put behind this something called X hat. Okay, where X hat is actually the vector part here. So 2 m would be the magnitude ex hat is the direction, and what we're seeing is that X hat says we're moving in the X direction as opposed to the Y direction. Up and down or some other direction is the direction. And the hat means that this is a vector that has a magnitude of one. So we're literally taking some magnitude a coefficient and then multiplying it by a vector that has a magnitude of one. This is called a unit vector, and this will be more important once we start considering mawr dimensions than just one dimension. Um, but for now, it's good to get in the practice of writing this X hat now, because we're in a calculus space physics course, you probably won't see X hat so often, except maybe in the very at the very beginning of your course. Generally speaking, you're teachers aren't going to use X hat they're going to replace it with I had. Okay, so this is an eye with a hat on top of it, Similar to how we had it x with a hat on top of it. Uh, this is really due to engineers more than anything else because they tend to use I, j and K often because X, y and Z air used for variable names. So they use I, J and K instead to represent their unit vectors. And we follow suit in physics. So rather than having X hat, will use I hat, which means the X direction just like what expat means and it is also a unit vector, just like X hat. So if you're if you're not sure what all that means, just just stick with it will continue to use this notation. It will, your understanding will grow and it won't be a big deal. And if you continue to follow this as we go through the one Deacon O Matics, when we get to the two dimensional stuff, it will make a lot more sense. Alright, I continue. I encourage you to continue watching the videos. We're gonna talk about position displacement in distance and the next in the following examples. And then we'll move on to talking about speed and velocity.
Motion in 2d or 3d
Newton's Laws of Motion
Applying Newton's Laws
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s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499890.39/warc/CC-MAIN-20230131190543-20230131220543-00607.warc.gz
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CC-MAIN-2023-06
| 8,146 | 20 |
http://www.chegg.com/homework-help/questions-and-answers/sketch-side-view-two-capacitors-consisting-parallel-plates-air-capacitor-plates-equal-area-q2915206
|
math
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Image text transcribed for accessibility: The sketch below is a side view of two capacitors consisting of parallel plates in air. The capacitor plates are equal in area but the plate separation differs as shown. Individual capacitors are specified with two letters, for example SR is a single capacitor. The charge on plate S is represented by Qs. The capacitors are charged so that the potential (voltage) at A, VA, initially equals 29 volts. For each of the statements choose the proper response. The voltage across capacitor TU is . . . that across capacitor SR. QS + QR is . . . zero. QS is . . . QT. The electric field between plates S and R is . . . that between plates T and U. The energy stored in capacitor TU is . . . the energy stored in capacitor SR. If the plate separation for capacitor SR decreases, the energy stored in TU will If the plate separation for capacitor TU increases, the charge on QS will . . . . The electric field is proportional to the surface charge density on the plates and the plates of the two capacitors have the same area.
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s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936462070.88/warc/CC-MAIN-20150226074102-00028-ip-10-28-5-156.ec2.internal.warc.gz
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CC-MAIN-2015-11
| 1,061 | 1 |
https://www.studymode.com/essays/Dixon-Case-45411685.html
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math
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Case Two Analysis
Dixon Corporation: The Collinsville Plant
Paul Candland & Lynn Chang
In order to calculate WACC, we need to first start with the beta of equity. We are given the beta of equity of 1.06 of Dixon as a firm in Exhibit 7. However, the beta given is not an appropriate measure of the systematic risk of the Collinsville Plant, because Dixon produces many other chemical products other than Sodium Chlorate. Therefore, in order to accurately capture the systematic risk of the plant which only produces Sodium Chlorate, we decided to calculate the beta of equity with comparable firms’ beta.
Selection of Comparable Firms: We use “Brunswick Chemical” and “Southern Chemicals” as the comps to calculate the βE ,because they are firms that only produce Sodium Chlorate that have similar capital structure as Dixon and are located in the Southeastern region.
Static or Dynamic Debt: We determine that Dixon has dynamic debt to keep a relative constant D/E ratio from the data available in the financial statements of Dixon Corporation (Exhibit 7); therefore, the “tax term” is removed from our calculation of WACC. More specifically,
1. Unlever Comp βE
βUA(Brunswick) = (1.10)/(1+17/83) = 0.9130
βUA(Southern) = (1.20)/(1+(24.5)/(75.5)) = 0.9060 2. Average Comp βUA
(0.9130+0.9060)/2 = 0.9095
3. Relever Comp βUA with project D/E
The Collinsville Plant does not have any current debt, so we can value the plant as an all-equity project. The debt that Dixon incur as a firm in order to make this acquisition will affect the valuation of the firm as whole, but not the project itself. Therefore, βE= βUA
Calculate the estimated cost of equity (rE) with βE(Collinsville) = 0.9095, Risk-free rate of 9.5% (Long-term government treasury bill rate, since the project duration is longer than 1 year.), market risk premium of 5% (See attached.) rE=rf + βE (rM – rf)
and now we have, rE =...
Please join StudyMode to read the full document
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s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027321140.82/warc/CC-MAIN-20190824130424-20190824152424-00057.warc.gz
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CC-MAIN-2019-35
| 1,965 | 15 |
https://www.bayesianwitch.com/math-worksheet/007-ged-math-worksheets-worksheet/
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math
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Division worksheets are not all created equal. There are basically two types: math fact sheets and long division sheets. Math fact sheets are easy to create (with the division symbol between the numbers) and require few if any paper calculation from students. Long division sheets are more difficult to program, e.g., with or
At the grassroots level, teachers in schools are given a packed curriculum for the year. Schools try to teach the students a number of procedures without delving much into its finer details. Hence, the student is left in a confounding position as to when a particular procedure must be used. The key ingredient to understanding math is constant practice and math assignment help. Unfortunately, this is not a common scenario among the popular math classes. It is widely understood that math has a global use and acceptance. People are also aware of the rate at which math is advancing today at various fields of research and study. Many mathematicians will talk about the pattern and structure of math worksheets which are helpful for people in working fields. Math has helped science and technology reach a higher level of advancement.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655911092.63/warc/CC-MAIN-20200710144305-20200710174305-00381.warc.gz
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CC-MAIN-2020-29
| 1,162 | 2 |
http://phuness.mee.nu/archive/2021/2
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math
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February 27, 2021
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February 22, 2021
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February 16, 2021
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CC-MAIN-2023-06
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https://worldtravelattractions.com/get-visa/does-negative-force-mean-attraction.html
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math
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According to Coulomb, the electric force for charges at rest has the following properties: Like charges repel each other; unlike charges attract. Thus, two negative charges repel one another, while a positive charge attracts a negative charge. The attraction or repulsion acts along the line between the two charges.
Is attraction positive or negative force?
attraction is negative potential energy while repulsion is positive potential energy.
Is attraction force negative?
9. When they are connected with a wire, the spheres will evenly divide the total charge. Also, an attractive force is negative, and a repelling force is positive.
What does negative force represent?
A negative force is the force acting on an object against the applied force. The applied force here is positive that is aimed in the right direction whereas a negative force acts in the left direction. An example of negative force is deceleration, where the speed of a moving object decreases due to gravitational force.
Is a negative force attractive or repulsive?
If both the interacting particles are positively or negatively charged, then the force is repulsive. If both the interacting particles are of opposite charges then the force is attractive in nature.
What does positive force mean?
This means that to do work, in physics, you need to push or pull on something, and while pushing or pulling, you have to make it move. … Now, if the force and displacement happen to be in the same direction, that’s when we say work done is positive, it’s a positive number.
Why is attraction energy negative?
This is a negative value for two reasons; the force acting between them is attractive, and the zero of potential energy is at infinite separation. This is a negative result if the force between the two charges is attractive (they are opposite) and positive if it is repulsive (the charges are similar).
Why is attractive energy negative?
Gravitational potential energy
The positive gravitational attraction between two massive objects is accompanied by a negative amount of gravitational potential in the field which attracts them. … This is because the law of conservation of energy requires that the net energy of the system will not change.
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CC-MAIN-2022-33
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http://uschmajew.ins.uni-bonn.de/teaching/lectures/NonsmoothOptWS16/
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math
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Nonsmooth optimization is devoted to the general problem of minimizing functions that are typically not differentiable at their minimizers. In order to optimize nonsmooth functions, the classical theory of optimization cannot be directly used due to lacking certain differentiability and strong regularity conditions. However, because of the complexity of the real world, functions used in practical applications are often nonsmooth. Nonsmooth problems appear in many fields of applications, for example in image denoising, optimal control, neural network training, data mining, economics and computational chemistry and physics, therefore it is of eminent importance to be able to optimize a nonsmooth function. This course aims to provide a basic working understanding of nonsmooth analysis and its applications in optimization. Intended topics include:
Prerequisites: analysis and linear algebra (Bachelor level), smooth optimization methods (Steepest descent methods, Newton methods etc.).
|Date & time:||Tuesday and Thursday||14:15–15:45 Uhr,||Wegelerstr. 6, Room 6.020|
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CC-MAIN-2018-34
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https://www.degruyter.com/view/j/anona.2019.8.issue-1/anona-2017-0078/anona-2017-0078.xml
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math
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Uniqueness is an important issue to address when one considers the global well-posedness for a system of differential equations. For systems of partial differential equations like cross diffusion systems, the uniqueness has remained a challenge for solutions with mild regularity since the comparison/maximum principle for the cross diffusion systems like SKT is not available. We also note here that in our recent work , we showed a weak maximum principle for non-negativeness of solutions that allowed us to prove the existence of positive weak solutions of SKT systems directly using finite difference approximations, a priori estimates, and passage to the limit, which avoid the change of variables (or an entropy function) being used in other works as in, e.g., [6, 5, 7]. Together with our existence result for weak solutions of SKT systems in , this article provides the well-posedness for these systems in space dimension .
The available uniqueness results for the SKT systems are rather scarce and require high regularity of the solutions. In [12, Theorem 3.5], Yagi proved a uniqueness result for solutions in
using an abstract theory for parabolic equations in space dimension 2. In [1, 2], Amann proved global existence and uniqueness results for solutions of general systems of parabolic equations with high regularity in space in the semigroup settings, for , which require Hölder a priori estimates when applied to SKT equations.
In this work, we use the argument of adjoint problems to build specific test functions to show the uniqueness for solutions in a more general space setting, in with time derivatives in for space dimension ; see Remark 2.1 below. This argument of using adjoint problems has been used to show uniqueness results for scalar partial differential equations describing flows of gas or fluid in porous media or the spread of a certain biological population; see, e.g., [3, 4]. It is also systematically used in the context of linear equations in .
Throughout our work, we denote by Ω an open bounded domain in , , and we set for any . We aim to show the uniqueness result and then combine this result with our previous global existence results of weak solutions in to show the global well-posedness for the following SKT system of diffusion reaction equations (see ):
Here , , , , are such that
as far as existence and uniqueness of solutions are concerned.
One of the difficulties with the SKT equations is that they are not parabolic equations. Whereas Amann [1, 2] has proven the existence and uniqueness of regular solutions for general parabolic equations, which can be applied to SKT equations using estimates, we proved in the existence of weak solutions (see also ) to the SKT equations. It is important to validate this concept of weak solutions, to show that the weak solutions are unique. This is precisely what we are doing in this article in dimension .
Throughout the article, we often use the following alternate form of (1.1):
When condition (1.4) is satisfied and , , we can prove that the matrix is (pointwise) positive definite and that
We consider later on the mappings
and we observe that
We see that the explicit form of is given in (1.5) and the one of is
Note that (1.6) implies that, for , is invertible (as a matrix), and that, pointwise (i.e. for a.e. ),
Our work is organized as follows: We show our main result in Section 2, where the uniqueness for weak solutions to the SKT system is derived using solutions of adjoint problems. Since the proof of the uniqueness relies on the existence of solutions to the adjoint problem, we show the existence for these problems in Section 2.1, together with the a priori estimates in dimension . We finally show in Section 3 that the newly derived uniqueness result in Section 2 together with our existence result in leads to the global well-posedness for the SKT systems in space dimension .
2 Uniqueness result for SKT systems
As mentioned earlier, our uniqueness result is proven using an argument of an adjoint problem; see, e.g., , see also in the context of linear parabolic problems. The existence of solutions of our adjoint problem will be granted if the solution of (1.1) enjoys the following regularity properties:
for all test functions such that
Note that the boundary terms disappear because satisfies the same boundary condition as . To show that the solutions of (1.1) are unique, we introduce the difference of two solutions , of (2.1), , and we will eventually show that for a.e. and .
We first observe that satisfies
for any test function that satisfies (2.2).
We notice that because .
We now consider the test function to be a solution of the following backward adjoint problem:
2.1 Existence of solutions for the adjoint systems
In this section, we continue to assume that , and we show the existence of a solution of (2.5) satisfying (2.2) by building approximate systems where the classical existence theory can be applied to show the existence of approximate solutions. We suppose throughout this section that the functions in the first equation in (2.5) satisfies
We observe that the diffusive matrix in (2.5) may not be uniformly parabolic1 unless . Thus we can not directly apply the classical results for parabolic equations to show the existence of ; see, e.g., [8, Theorem 5.1]. We therefore use an approximation approach as in .
The existence of a solution of (2.5) is obtained in three steps:
Define approximations of , which are solutions of the approximate systems (2.7) below.
Derive a priori estimates for the functions .
Pass to the limit as to show the existence of , a solution of (2.5).
We start now with the first step of building approximate solutions .
2.1.1 Approximate adjoint systems
We know that and (see Theorem A.2). We build approximations of , as a sequence in , that converges to in . We can define such as follows:
where is a smooth function with derivative bounded by a constant independent of ε, which we assume to be 1, such that
We easily see that . Furthermore, we have a.e. and , and we obtain by the Lebesgue dominated convergence that converges to in . Finally, we easily see the following by straightforward calculations:
where κ depends on the maximum value of , which is independent of ε.
We then let satisfy the following approximate system:
We know that , which yields . This in turn implies that
where is a constant depending on ε. This bound from above of and its bound from below in (1.6) give the uniform parabolic condition for the approximate system (2.5). The existence of a smooth function is hence given by the classical theory of the equations of parabolic type; see, e.g., [8, Theorem 5.1]. We now bound the approximate solutions independently of ε.
Assume that and . We then have the following a priori bounds independent of ε for the solution of (2.7):
Here, in this lemma, κ depends on and on the coefficients but is independent of ε.
Proof of Lemma 2.2.
Multiplying (2.7) by , we find
Multiplying (2.7) by , we also find, after integration by parts,
We bound the first two terms on the right-hand side of (2.11) as follows:
We first bound the easier term using the Hölder inequality for three functions with powers , the Sobolev embedding from to in dimension , and (2.6):
Here is a constant which depends on but not on ε.
We now bound the term using Hölder’s inequality for three functions with powers , the previously used Sobolev embedding from to which assumes , the Young inequality, and (2.6):
where and is independent of ε.
Using these two bounds in (2.11), we find
where is a constant which depends on but is independent of ε.
where again .
Now, to derive the bound independent of ε for , we write using the first equation in (2.7):
We bound the most challenging norm term on the right-hand side of (2.13). We consider a function and write
Observing that , a similar bound for , and using (2.8b), we find the following bound for any :
where κ depends on and on the coefficients , but is independent of This gives the a priori bound (2.8c). ∎
2.1.2 Passage to the limit for the solutions of the approximate systems
We then pass to the limit term by term in (2.7), where the most challenging product term is treated as follows: for any , we write
We first deal with the easier term . We easily see that as thanks to (2.14) and the facts that and , which gives .
For , as , we know that in strongly, which gives in strongly. Thus converges to in strongly. Since is bounded in (thanks to (2.8b)), we conclude that as .
We hence have weakly in as . We thus conclude that is a weak solution of (2.5) as below.
Under the assumptions that and , the adjoint system (2.5) admits a solution in such that .
We now resume the work of showing the uniqueness of the solution of (1.1).
2.2 Uniqueness result for the SKT system
Using the existence result of the adjoint problem in Theorem 2.3, we have a solution
of (2.5) with .
We look at the first component in (2.15):
Multiplying the equation by and integrating over the time interval , we find
This is true for any , and we thus find for a.e. . The argument is also valid for any other time which gives a.e. Similarly, we have a.e.
We have thus shown the following result.
Theorem 2.4 (Uniqueness).
In space dimension , the SKT system (1.1) admits at most one weak solution such that
3 Global well-posedness for the SKT system
Thanks to the existence result in our prior work , whose main result is stated as Theorem A.2, we see that for all , under the assumptions that the space dimension and the initial data satisfies (3.1), the SKT system (1.1) possesses solutions with as consequences of (A.3c) and (A.4a). Theorem 2.4 thus applies and gives the uniqueness of such a solution of (1.1). We then conclude that the solution exists globally and uniquely.
Our main result in this section is as follows.
Suppose that , that satisfies (3.1), and that the coefficients satisfy (1.4). System (1.1) possesses a unique global solution with . Furthermore, the mapping is continuous from into endowed with the norm
To show the continuous dependance on the initial data, we suppose that and are two solutions with initial data , satisfying (3.1). We proceed as in Section 2 by denoting , , and recall from (2.4) that
where solves the following adjoint problem:
for (arbitrary) with appropriate compatible boundary conditions.
The existence of a solution that satisfies the following a priori estimates was proven in Lemma 2.2.
Lemma 3.3 (A priori estimates).
Assume that and . We then have the following a priori bounds independent of for the solutions of (3.3):
Here, κ depends on , T, and on the coefficients but is independent of τ.
where we have used .
We now use the first equation in (3.3) and find
We next bound the typical terms on the right-hand side of (3.5):
We first bound a typical term in as follows:
Thus, by (3.4b), we find
We now bound the term by bounding its typical term :
Therefore, by (3.4a), we find
We finally bound
where is independent of τ and .
Taking the supremum over with , we conclude that
A.1 A technical lemma
A.2 Existence result for SKT systems
Theorem A.2 (Existence of solutions for the SKT).
with the norms in these spaces bounded by a constant depending on T , on the coefficients, and on the norms in of and .
If, in addition, , then the solution also satisfies
with the norms in these spaces bounded by a constant depending on the norms of and in (and on T and the coefficients).
A.3 Additional regularity of weak solutions
Although this was not explicitly stated in , the solutions that we constructed in dimension belong to with in :
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About the article
Published Online: 2017-06-17
Funding Source: National Science Foundation
Award identifier / Grant number: DMS151024
This work was supported in part by NSF grant DMS151024 and by the Research Fund of Indiana University.
Citation Information: Advances in Nonlinear Analysis, Volume 8, Issue 1, Pages 497–507, ISSN (Online) 2191-950X, ISSN (Print) 2191-9496, DOI: https://doi.org/10.1515/anona-2017-0078.
© 2019 Walter de Gruyter GmbH, Berlin/Boston. This work is licensed under the Creative Commons Attribution 4.0 Public License. BY 4.0
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Age 11 to 14
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MAT 2170 - Applied Calculus II
3 credit hours
Mat 2170 is a continuation of MAT 2160 for students who need a two-semester applied calculus sequence. Trigonometric functions, integration techniques, Taylor polynomials, series, introduction to differential equations and statistical methods. (Formerly MAT 127 or MAT 217, credit may not be received for both MAT 127 and MAT 2170 nor can credit be received for both MAT 217 and MAT 2170.)
Prerequisite: MAT 126, 2160, 216, 2410 or 241. Student must have graphing calculator.
Bittinger and Ellenbogen. Calculus and Its Applications, 9th Edition
PGCC Bookstore: Cloth with MyMathLab: ISBN-10: 0321454138
Or go to:www.coursecompass.com
Upon successful completion of the course, each student should be able to:
1. Find derivatives and antiderivatives of trigonometric functions.
2. Do integration by parts.
3. Compute partial derivatives.
4. Optimize functions of several variables.
5. Utilize calculus in probability and statistics.
6. Use elementary differential equations in modeling real-world problems.
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https://fractions-decoded.com/baz-rational-numbers.php
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math
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Lady Gaga is a superstar! Almost everyone knows Lady Gaga, each of her songs is a hit.
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Video: Rational Numbers
Finally, a video about: Rational Numbers:
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https://www.hindawi.com/journals/aaa/2013/638230/
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math
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- About this Journal ·
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Abstract and Applied Analysis
Volume 2013 (2013), Article ID 638230, 8 pages
The Automorphism Group of the Lie Ring of Real Skew-Symmetric Matrices
1Department of Mathematics, Harbin Institute of Technology, Harbin 150001, China
2Department of Foundation, Harbin Finance University, Harbin 150030, China
Received 11 May 2013; Accepted 17 July 2013
Academic Editor: T. Raja Sekhar
Copyright © 2013 Jinli Xu et al. 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.
Denote by the set of all skew-symmetric matrices over the field of real numbers, which forms a Lie ring under the usual matrix addition and the Lie multiplication as , . In this paper, we characterize the automorphism group of the Lie ring .
1. Introduction and Main Result
A Lie ring is defined as a nonassociative ring with multiplication that is anticommutative and satisfies the Jacobi identity. More specifically, we can define a Lie ring to be an abelian group with an operation that has the following properties:(i)biadditive: for all ;(ii)the Jacobi identity: for all ;(iii)for all in ,
It is well known that a Lie algebra can be viewed as a Lie ring. So, the theory of Lie ring can be used in the theory of the Lie algebra. Recall that an automorphism of a Lie ring is a bijective map form onto itself such that and for all . There are a lot of papers that studied the automorphism groups of some fixed Lie rings (or, more for the Lie algebras), see [1–7].
Note that any associative ring can be made into a Lie ring by defining a bracket operator . Let be the real number field and denote by the rest . Let be the algebra of all matrices over . We denote by the subset of consisting of all skew-symmetric matrices, that is,
It is well known that the set forms a Lie ring under the usual matrix addition and the Lie multiplication as , . In the same way, we know that or (the set of all upper triangular matrices) as well as forms a Lie ring.
Hua gives the form of any automorphism of the Lie ring over a skew field by using the fundamental theorem of geometry of matrices; Dolinar studies the automorphism of the Lie ring of triangular matrices over any field. Jacobson considers the Lie algebra over any algebraically closed field; he gives the form of the automorphism of the Lie algebra for the case if is odd or if is even. Now, let us see a general result on isomorphism of some Lie rings as follows.
Proposition 1 (see [10, 11]). Let and be prime rings with involutions of the first kind and of characteristic not 2. Let and denote, respectively, the skew elements of and . Assume that the dimension of the central closure of over is different from 1, 4, 9, 16, 25, and 64. Then, any Lie isomorphism of onto can be extended uniquely to an associative isomorphism of onto , the associative subrings generated by and , respectively.
Note that the Lie ring is a particular class of the previous setting of skew elements of . So, the previous proposition in fact partially solved the problem to characterize the automorphism group of . However, the problem is still open when takes any positive integer.
The purpose of this paper is to characterize , the automorphism group of the Lie ring , for . Our main result is the following.
Theorem 2. Suppose that is an integer, then if and only if there is a real orthogonal matrix such that
Further, one has , where is the real orthogonal group.
2. Preliminary Results
Now, let us start this section by denoting some notations. Denote by the maximal integer number no more than . Let be the matrix which has 1 in the entry and is elsewhere. Set , and denote by the identity matrix. Note that the notation means that the matrix vanished. Let , .
Suppose that . We call to be commutative if , for all , and call to be maximal commutative if is not only commutative but , for all . Clearly, the maximal commutative subset is a subring of . Suppose that . Set
We denote by and the direct sum and the Kronecker product of and , respectively.
Definition 3. A matrix is called regular if it satisfies the following conditions: (i) when is an even number, there is an orthogonal matrix , and the real numbers with different absolute values, such that
(ii) When is an odd number, there is an orthogonal matrix , and the nonzero real numbers with different absolute values, such that
Now, a subring of is called a regular subring if is maximal commutative and there is a regular matrix in .
For , denote .
Lemma 4 (see [12, 2.5.14]). Suppose that . Then, there are an orthogonal matrix and real numbers such that
Lemma 5 (see [13, 14]). Let be any field, and let denote the space of all alternate matrices over . Then, is an additive surjective mapping of () to itself that preserves rank 2 matrices if and only if is of the following forms:(i), , for all , where , is an invertible matrix, and is a field automorphism of ;(ii)when , is of the form where , , and have the same meaning as before, and is either the identity map or the map:
In the next text, we always assume that is arbitrary.
Lemma 6. Suppose that is a regular subring of . Then, there is an orthogonal matrix and maps , such that
Proof. For every , note that is commutative with every regular matrix in . So, one can obtain the conclusion by Lemma 4.
Corollary 7. Suppose that is a regular subring of , and is a regular matrix. Then,
Lemma 8. Suppose that , are both regular subrings of , and that there is a regular matrix . Then, .
Proof. Note that a regular subring is maximal; the conclusion follows by Corollary 7.
Lemma 9. Both maps and preserve the regular subring. Expressly, for , one has that is a regular matrix if and only if is so.
Proof. Take any regular subring of and a regular matrix . By Lemma 6, we can assume that , where is an orthogonal matrix.
Suppose that satisfying . Then, is a regular matrix in . Since , . This means that . Let be a regular subring containing . By Lemma 8, we only need to prove that . Take any . Then, we see by Lemma 6 that there are such that
So, , and . Hence, . This shows that . Note that is maximal, so we obtain that .
Now, we prove that preserves the regular matrix. Otherwise, suppose that is not a regular matrix, then we will get a contradiction. By the definition, we see that one of the following cases holds.
Case 1. is odd and there is .
Case 2. There is some .
If Case 1 happens, we assume without loss the generality that . We take such that
If Case 2 happens, we assume without loss the generality that . When , we take such that
When , we take such that
On one hand, it is clear that , so we have . On the other hand, ; hence, . Thus, , and so ; this is impossible. Note that is an automorphism; we see that also preserves the regular matrix. The proof is completed.
Lemma 10. Suppose that and . If and , then there is such that
Proof. We can assume without loss the generality by Lemma 4 that , . Hence, we have . If any matrix cannot satisfy the conclusion, then one has . Note that , so we have . This implies that , which contradicts with .
Lemma 11. Let . Then, .
Proof. As , we deduce that . Farther, we have . The desired result follows from the following:
Lemma 12. Suppose that is not a regular matrix. Then, .
Proof. It follows from Lemma 6 that there is an orthogonal matrix such that
Since is not a regular matrix and so is , we see that , for all . If , then we will see that . Otherwise, there is such that , and so . But we know that , this, together with Lemma 11, gives that
This is impossible. Similarly, we can show that if , then , and then we get the conclusion.
Lemma 13. Suppose that and such that . Then, .
Proof. If there is such that , then by Lemma 10 we can choose such that , . Thus, ; . But we see that ; this is impossible. Furthermore,
For any nonzero real number , we replace by in the previous equation. It follows that that is, . Note that is additive. So, is a subspace.
Suppose that where is an orthogonal matrix, , . We first prove the following.
Assertion. If there is an index such that , for all , then .
In fact, for any given , suppose that , then . Now, we assume that the assertion is not true; then there is some index such that . Then, we see by , , and the fact is a space that . This tells us that there is some such that . Thus, , and so we have . But we know that , which contradicts with the conditions of the assertion. This gives that . The assertion is proved.
As is not a regular matrix, one has that is not a regular matrix too. Next, the proof of the lemma is divided into the following cases with respect to .
Case 1. When is odd, note that , so we can assume without loss the generality that . If for some such that , then it follows by Lemma 11 that , which is a contradiction. Now, the lemma follows by using the previous assertion for the index .
Case 2. When is even, assume without loss of the generality that . If , then . In fact, if there is some such that , then one has by Lemma 11 that is a contradiction. If , then . In fact, if there is some such that , then we see by Lemma 11 that ; this is impossible.
When , if there is such that , then . Thus, , which is a contradiction. Now, we get the lemma by using the previous assertion for the index .
When , if there is such that , then since , . This is absurd. As , it is clear that . Hence, we can assume without loss of the generality that . If for some such that , then we have by Lemma 11 that which is a contradiction. The lemma can be shown by using the previous assertion for the index .
Corollary 14. Suppose that and is a subspace with bases which are formed by rank 2 matrices. Then, we have
Proof. Suppose that rank 2 matrices form bases of . Then,
It follows immediately that
If there is such that , then we can choose , not all zero, such that , which is absurd. We see by Lemma 13 that , for all . Thus,
The proof is completed.
Lemma 15. Suppose that and is of rank 2. Then,
Proof. Note that and has bases which are formed by rank 2 matrices. This, together with Corollary 14, proves the conclusion.
Lemma 16. Suppose that are positive real numbers, which are different from one another. Let . Then, we have
In particular, if we let , then and the equation holds if and only if .
Proof. It follows by a direct computation.
Lemma 17. Suppose that preserves the rank 2 matrix subset of . Then, there is a real orthogonal matrix such that
Proof. The proof under the case is obvious. It is not difficult to see that, if , then a surjective map preserving rank 2 matrices still is of the form (i) of Lemma 5. Next, we assume that and assume that has the form (i) of Lemma 5. For distinct , , , it is clear that
Consider the image of ; then, it follows by the form (i) of Lemma 5 that
Hence, by a direct computation and the arbitrariness of , , , it follows that . Clearly, . Note that is the field of real numbers, so we have . Let ; then, the conclusion is obtained.
When and is of the form (ii) of Lemma 5, then we let , , and . Thus, we have by taking the images under for the previous two equations that , which is a contradiction. So, the form (ii) of Lemma 5 does not occur.
3. The Proof of the Main Result
The proof of the main theorem is divided into the following three propositions.
Proposition 18. Suppose that or and . Then, there is an orthogonal matrix such that
Proof. Since is bijective, preserves the rank 2 matrices of or . If , the conclusion is clear. If , then we also can get the conclusion by Lemma 17.
Proposition 19. Suppose that . Then, there is an orthogonal matrix such that
Proof. It is clear that , , and . Note that is regular, so we can assume that , where and is an orthogonal matrix. Without loss of generality, one can assume that
Since the regular subring containing the nonregular matrix is determined by , there are and such that
Suppose that where is a matrix. It follows by that
So, we have , , , and . Note that
This, together with , gives that , , . We deduce that
Similarly, we see by and that where . We also have by that
Note that , so we can assume that
On the other hand, we know by that
By a direct computation with (49) and (50), we have and then . Noting that , we can assume without loss of the generality that (for the case , the proof is similar). We deduce that
If , then , which contradicts Lemma 12. This tells us that .
Again by , we get .
It follows by that
Therefore, we have . Note that . This tells us that . We can assume without loss of the generality that . Then, we get that and . Thus,
For any but fixed , we assert that .
In fact, firstly, by Lemma 12, we can assume that , . So, we have that .
Secondly, noting that and , we deduce that
Furthermore, we see by and that
Thus, . It follows that .
Finally, due to and , one can obtain that
This tells us that , and so we have that , . In other words, , which proves the assertion. Now, we prove that preserves the set of rank 2 matrices on . By applying Lemma 17, we finish the proof.
Proposition 20. Suppose that and . Then, there is an orthogonal matrix such that
Proof. Take any rank 2 matrix . By Lemma 4, we can assume that
Let . Now, we assert that and so that the rank of is 2; that is, we will assert that is a preserver of rank 2 on ; then, we can finish the proof by Lemma 17.
It follows by Lemmas 15 and 16 that
Moreover, we see that . Hence, we have either or . The former means that , as desired. If the latter holds, then it is clear that
In this case, we deduce that and . Hence, the remainder of the proof is the cases (i) , , (ii) , , and (iii) , .
Suppose that . We consider the rank of .
When , it is clear that there is an orthogonal matrix such that and . Without loss of the generality, we can assume that . Note that . If , then one has . Let . As , we can find a matrix such that
If , then . Let . Since , there is a matrix such that
Thanks to , we deduce , which is a contradiction.
When , then for the previous three cases of and , one always has . Note that and are in a common regular subring, and . It follows by Lemma 6 that there is an orthogonal matrix such that and , where , . Due to , we see by Lemma 11 that
Case 1. . We first prove that .
If , then we may as well assume that and . Let , . It is easy to see that . Now, we want to show that , which is a contradiction. Note the following:
So, we know that both and satisfy an equation about the matrix as follows:
Hence, we get that and . Note that , . After taking the image, we can assume by that
Again by , we see that
We deduce that , . It follows by that . Due to , , one has . This tells us that , which is a contradiction. Similarly, we know that .
Since , it is clear that . When we have that . Note that is not a regular matrix; hence, is not too. Further, one has . This implies that or , which is impossible. Similarly, we deduce that which is also a contradiction.
Case 2. . We first prove that . Otherwise, if , then we have which is a contradiction. In a similar way, we get .
If , we assert that . In fact, if , then by , , we deduce that . Without loss of the generality, we can assume that , , and , . Hence, we see that , which is impossible. Similarly, we deduce that .
Next, we prove when that . Otherwise, by (64) we can assume without loss of the generality that and . Note that , , so we have and . Thus,
But it is clear that , which contradicts with , .
Similarly, we have when that .
Finally, we prove when that . Let . If , then we can find a contradiction similar to the case of . Otherwise, if , then there is an orthogonal matrix such that where , , and . It is easy to see that the three cases , , and cannot simultaneously hold. This means that is impossible.
To sum up the previous arguments, we get that . The proof is completed.
This paper is dedicated to Professor Chongguang Cao for his good health. The authors wish to thank Professor Xiaomin Tang for introducing and guiding the topic. The authors would also like to thank the referee for his/her careful reading of the paper and valuable comments which greatly improved the readability of the paper. Jinli Xu is supported in part by NSFC(11171294), Natural Science Foundation of Heilongjiang Province of China (Grant no. A201013). Baodong Zheng is supported by the National Natural Science Foundation Grants of China (Grant no. 10871056).
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- C. Park and A. Najati, “Homomorphisms and derivations in -algebras,” Abstract and Applied Analysis, vol. 2007, Article ID 80630, 12 pages, 2007.
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- N. Jacobson, Lie Algebra, Interscience Publishers, New York, NY, USA, 1962.
- M. Brešar, M. A. Chebotar, and W. S. Martindale III, Functional Identities, Frontiers in Mathematics, Birkhäuser, Basel, Switzerland, 2007.
- W. S. Martindale III, “Lie isomorphisms of the skew elements of a prime ring with involution,” Communications in Algebra, vol. 4, no. 10, pp. 929–977, 1976.
- R. A. Horn and C. R. Johnson, Matrix Analysis, Cambridge University Press, Cambridge, UK, 1985.
- C. Cao, L. Huang, and X. Tang, “Additive map preserving rank 2 on alternate matrices,” African Diaspora Journal of Mathematics, vol. 3, no. 2, pp. 107–113, 2005.
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https://ktbssolutions.com/kseeb-solutions-class-8-maths-chapter-6-ex-6-1/
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Students can Download Maths Chapter 6 Theorems on Triangles Ex 6.1 Questions and Answers, Notes Pdf, KSEEB Solutions for Class 8 Maths helps you to revise the complete Karnataka State Board Syllabus and score more marks in your examinations.
Karnataka Board Class 8 Maths Chapter 6 Theorems on Triangles Ex 6.1
Match the following
1 – c
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3 – a
4 – b.
Based on the sides, classify the following triangles (figures not drawn of the scales)
Equilateral triangle (viii)
Isosceles triangle (iv), (ix), (x)
Scalene triangle (i), (ii), (iii), (v), (vi), (vii).
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Are you smarter than a third-grader?
@jhertzli I'm sure they must have intended to allow repeats. Then the strategy is probably: factorise the total (in cents) and try to find a factor. Also they would probably (and indeed did) hide a factor close to the beginning of the list, namely yoyo+ball.
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The company has increased the number of employees. In year 2005 compared to 2004 13% more, in 2006 18% more against the previous year, in year 2007 20% more compared to 2006. How many % increase in the number of employees in 3 years?
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https://nrich.maths.org/8109/solution
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math
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Ramana from Camilla Road Senior Public School has shown that if a complex number a+bi is not real, then it must be purely imaginary for its square to be a real number:
$(a+bi)^2 = a^2+2abi+(bi)^2$.
Suppose b is not 0. Then if a does not equal 0, the imaginary part of this, 2abi, will not be zero. So we must have $a = 0$.
Now the only term remaining is $(bi)^2$. This is equal to $b^2 * i^2$, giving $-b^2$ which is a real number.
$(0+2i)^2 = -4$.
Robert James from Easingwold Secondary School has thought about this too, as well as which complex numbers square to give imaginary numbers:
If we say that $z + yi (Z_2)$ is the square of $a +bi (Z_1)$:
$z+yi = (a+bi)^2$
so $z+yi = a^2+2abi+(bi)^2$
and then $z+yi = a^2+2abi-b^2$
We can draw from this that $z=a^2-b^2$ and $y=2ab$.
$Z_2$ will only be real when a or b is 0. This makes sense: as shown earlier z = $a^2-b^2$ and $y=2ab$, so, for y to be zero (which we need because it is the coefficient of i) either a or b (or both) must be zero. Represented on an Argand diagram:
When a is zero, $a^2+2abi-b^2$ is reduced to $-b^2$, and when b is zero it is reduced to $a^2$. This means that if b is zero the squared number will be positive and if a is zero it will be negative.
For $Z_2$ to be imaginary a and b have to be equal or the negative version of the other. This is because the real part of $a^2+2abi-b^2$ is $a^2 -b^2$. So for this to equal zero, $a^2$ must equal $b^2$. On an Argand diagram:
If a and b are equal, 2ab will be positive and so the imaginary coefficient will be positive. However, if one is the negative version of the other $2ab$ will be negative and so the coefficient will be too.
If you have any other solutions or conjectures to this problem, please send them in!
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s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267866926.96/warc/CC-MAIN-20180624083011-20180624103011-00132.warc.gz
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CC-MAIN-2018-26
| 1,743 | 16 |
https://virk.dk/myndigheder/stat/feriekonto/selvbetjening/Calculate_holiday_pay_for_employees_paid_by_the_month-0/
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math
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Please note that the calculator is in Danish only. However, you can see an English example of the calculator under the tab 'XXX'
Use the calculator to calculate holiday pay for employees paid by the month
You will need this:
Trin for trin
- Click Start
- Fill in the calculator with your own figures
- Click Beregn
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s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476397.24/warc/CC-MAIN-20240303174631-20240303204631-00504.warc.gz
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CC-MAIN-2024-10
| 314 | 7 |
https://partners.simplot.com/differentiators/2018/03/07/nutripack-overview
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math
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Top quality plant nutrients integral to any nutrition program for plants
High performance, liquid plant nutrients integral to any nutrition program for plants.
Products designed for high performance liquid plant nutrition.
• Stabilized, readily and slowly available nitrogen
• Readily available potassium formulations
• Variety of N-P-K analyses
• Plant available micronutrients
• Liquid calcium and magnesium formulations
• Amino acid formulations
• Potassium silicate
• Humic acid
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100540.62/warc/CC-MAIN-20231205010358-20231205040358-00426.warc.gz
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CC-MAIN-2023-50
| 498 | 11 |
https://skeptics.stackexchange.com/questions/43056/could-generation-z-be-the-most-conservative-one-since-ww2
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math
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I've found several sources that explain that "Generation Z" could be the most conservative one since the end of WW2.
Some of the sources, are the ones that follow:
ChristianPost: Generation Z Most Conservative Since WWII?
Personally, I clearly see "Generation Z" easily being more conservative than "Millenials", I still consider possible them being more conservative than "Generation X", but still quite a stretch, but in no way to be more conservative than "Baby boomers".
Is the claim I'm mentioning backed up by reliable data that shows that "Generation Z" could be with a considerable probability more conservative than the other mentioned generations?
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s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999876.81/warc/CC-MAIN-20190625172832-20190625194832-00514.warc.gz
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CC-MAIN-2019-26
| 657 | 5 |
https://stacks.math.columbia.edu/tag/0ANS
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math
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Definition 87.29.1. Let $A \to B$ be a continuous map of topological rings (More on Algebra, Definition 15.36.1). We say $B$ is topologically of finite type over $A$ if there exists an $A$-algebra map $A[x_1, \ldots , x_ n] \to B$ whose image is dense in $B$.
Post a comment
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$\pi$). A preview option is available if you wish to see how it works out (just click on the eye in the toolbar).
All contributions are licensed under the GNU Free Documentation License.
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s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510219.5/warc/CC-MAIN-20230926175325-20230926205325-00189.warc.gz
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CC-MAIN-2023-40
| 613 | 6 |
https://korkortonline.se/en/theory-test/explanations/question/291/
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math
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You are driving in a built-up area. What is the maximum permitted speed at the point when the video ends?
The options are not shown, since this is one of the 1000 paid questions.
Buy all 1000 questions now
It is true that the basic speed limit in built-up areas is 50 km/h. However, this only applies if there are no other instructions. In this example, you pass this road sign (around 3 seconds into the video) that tells you that the maximum permitted speed is 30 km/h:
“The marking indicates the maximum permitted speed.”
There is also a driving licence book online (2023).
More examples of explanations:
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s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100575.30/warc/CC-MAIN-20231206000253-20231206030253-00630.warc.gz
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CC-MAIN-2023-50
| 611 | 7 |
http://www.edu.uowm.gr/site/node/531
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math
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Publication Type:Journal Article
Source:MENON ©online Journal Of Educational Research, 2nd Thematic Issue, University of Western Macedonia - Faculty of Education, Issue 2, Florina, Greece, p.27 (2016)
Keywords:genesis of geometry, higher education, mathematical belief systems, secondary school mathematics, transition problem
In spring 2015 the authors taught an intensive seminar for undergraduate mathematics students, which addressed the transition problem from school to university by bringing to the fore concept changes in mathematical history and the learning biographies of the participants. This article describes how the concepts of empirical and formalistic belief systems can be used to give an explanation for both transitions – from school to university mathematics, and, for secondary mathematics teachers, back to school again. The usefulness of this approach is illustrated by outlining the historical sources and the participants’ activities with these sources on which the seminar is based, as well as some results of the qualitative data gathered during and after the seminar.
The full article can be found here.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178374686.69/warc/CC-MAIN-20210306100836-20210306130836-00264.warc.gz
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CC-MAIN-2021-10
| 1,138 | 5 |
https://www.mathcad.com/en/blogs/mathcad-help-center-now-available-online
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math
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The Mathcad Help Center is now available online for free without any need to have an account. The help center can be accessed from the help homepage or directly at this link to the Mathcad Help Center. You will be able to search or browse through the table of contents as if you were using the help center that gets installed alongside your install of Mathcad Prime.
Struggling with solve blocks? You can put that pen away, friend! Help is just a network connection away. [Image Source Santiago0212004, Wikimedia commons]
Each page in the new online help center can be individually hyperlinked too, enabling you to point a friend or colleague directly to the help center page that will assist them with their question or uncertainty. For instance, if a friend or colleague asks you how to set up a solve block. You could point them directly to the help center page ‘To Define a Solve Block’. Or if they needed some clarification on how they can index matrices you could send them here.
Whether it’s yourself needing to look something up in the help center, or a colleague asking for some assistance, you now have access to the help center from any device with an internet connection. Be sure to bookmark it!
Easy-to-reach help is essential to the success of engineering math software. But it’s only one consideration when choosing a new tool. Download our checklist Choosing Mathematical Calculation Software for 6 more “must haves” you should look for when choosing software.
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s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540488620.24/warc/CC-MAIN-20191206122529-20191206150529-00136.warc.gz
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CC-MAIN-2019-51
| 1,488 | 5 |
https://academicjournals.org/journal/JECI/article-abstract/9038FE68418
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math
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Artificial neural networks in general are used to identify patterns according to their entire relationship, responding to related patterns with a similar output of applying absolute values of variables. However, a lot of real data contain some unknown relations of variables. Learning of these dependencies could be a new way of modelling complex systems instead of usual time series prediction based on pattern similarity. Differential polynomial neural network, which constructs a differential equation of fractional terms using multi-parametric polynomial functions, is a new type of neural network developed by the author. Its functionality is based on principles, which are applied in human brain learning. The brain does not utilize absolute values of variables, but relative ones, which are created by time-delayed dynamic periodic activation functions of biological neurons. They take part in differential equation composition as partial derivative terms, describing a relative change of particular dependent variables.
Key words: Polynomial neural network, dependence of variables identification, differential equation approximation, rational integral function, modelling of complex system
Copyright © 2022 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0
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s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320302355.97/warc/CC-MAIN-20220120160411-20220120190411-00600.warc.gz
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CC-MAIN-2022-05
| 1,354 | 4 |
http://www.chegg.com/homework-help/questions-and-answers/drawing-shows-square-side-length-l-025-m-two-corners-square-fixed-different-positivecharge-q812321
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math
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The drawing shows a square, each side of which has a length of L
=0.25 m. On two corners of the square are fixed different
positivecharges, q1 and q2. Find the
electricpotential energy of a third charge q3 = -6.0
×10-9 C placed at corner A and then at corner B.
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s3://commoncrawl/crawl-data/CC-MAIN-2015-06/segments/1422115867507.22/warc/CC-MAIN-20150124161107-00000-ip-10-180-212-252.ec2.internal.warc.gz
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CC-MAIN-2015-06
| 262 | 5 |
https://mathbsolvernext.wordpress.com/2016/11/19/math-problem-solver-with-steps-for-free/
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math
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Many have heard about the kid known as the autistic savant that can tell someone your day of the week which they were delivered within minutes when given only the time of birth. There are lots of individuals who are blessed with a higher degree of cleverness and ability in an exceedingly small area, such as computations of calendar schedules, but who lack broader skills in more accepted areas conventionally.
Math Problem Solving Games 3rd Grade
Even though many students have complications keeping in mind multiplication formulas and furniture, these same students may have ability in problem-solving or in education.
Solving Math Problems With Steps For Free reasoning is not monolithic which is not really a simple quality to define. If a parent or guardian seems one’s child is experiencing difficulty in Math Problem Solving Approachclass, this may well not mean the child needs remediation in all areas of Solve My Math Problem For Free Online With Steps reasoning. Various techniques, such as drill or mnemonic devices, can help to ease specific problems with a tuned and very sensitive teacher or professor.
In case a parent’s child is faltering in math, it’s important to ask some questions: What specific skills is my child deficient is? Computation? Reasoning? Reasoning? Verbal problems? Spatial human relationships? In the event the trained instructor cannot designate areas which need improvement, ask for an assessment of the child’s anecdotals to determine regions of weakness. May be the 5th Grade Common Core Math Problem Solving Worksheetssyllabus targeted at specific regions of competency?
If so, what exactly are those certain specific areas? Math Problem Solver Pre Calculus Does the young child seem to be to have specific problems with language in math? If so, has the teacher given the students an comprehensive and detailed set of definitions of conditions used in the course? Are mimeographed sheets being used of modeled lessons with reinforcement by homework instead? May be the child given time and possibility to use manipulatives in the classroom if it seems the difficulty relates to understanding word problems?
It is important to remember that no person exists Math Problem Solver 5th Gradely challenged and that lots of are blessed with great capacities in an exceedingly small area. To broaden a child’s Free Math Problem Solver With Steps Algebraabilities, use the teacher to find out if the child’s difficulties lay in the region of terms or conception of volume or space. Math Problem Solver With Steps Calculus is the abstract and fundamental study of issues such as quantity, space, change, and composition.
Although many people have defined Singapore Math Problem Solving 5th Gradeitself and its scope in various ways somewhat, all mathematicians come to the same last Mathematics Problem Solver App conclusions. Math Problem Solver Calculusrarely changes as time passes and culture since it is built after very important and basic tenants and theoretically all true Mathematics Problem Solver Software claims can be proven and phony statements disproved for some reason.
Free Math Problem Solver With Steps Algebrahas been around in an exceedingly basic form much longer than noted background. Historians have found tallies on bones that are prehistoric. More technical Mathematics Problem Solver Appthat we can still identify with today is seen as soon as 3000 BC. Since these initial realizations about numbers the field has expanded exponentially. Each idea or part of Mathematics Problem Solving Approach that gets put into the field is made after earlier tenants which is then later used to make new realizations about mathematics.
You may be requesting how exactly Math Problem Solver Program riddles fit alongside one another. Riddles and Math Problem Solver With Steps Algebraare virtually identical because Math Problem Solver Calculus Online is riddles and lots of riddles derive from Math Problem Solver Graphing principles. Any Math Problem Solving Games For Grade 1problems is seen as riddles and the clue to these riddles will be the Math Problem Solver Calculator Freeprinciples you can use to solve the issue.
Conversely, a whole lot of riddles is seen as Math Problem Solver Software Free Downloadproblems given that they all want to do with linear reasoning plus they often involve figures themselves. and the same manner riddles can be in comparison to all Math Problem Solver Algebra 1 just because a riddle is resolved predicated on a set of signs and information directed at you, like the technique of resolving Math Problem Solver 5th Gradeproblems just. All Solve My Math Problem Algebra 1 principals and fact is the clues in solving the challenge accessible and are being used to resolve the problem.
There are always a complete whole lot of explanations why people are unsuccessful in Math Problem Solver Program.
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s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195526064.11/warc/CC-MAIN-20190719053856-20190719075856-00428.warc.gz
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CC-MAIN-2019-30
| 4,899 | 12 |
https://www.coolingzone.com/library.php?read=495
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math
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here's a handy trick for calculating the effect of radiation compared with convective cooling. it's especially useful for quick analyses in systems where you're not sure about what kind of role radiation heat transfer is playing in the overall picture.
the idea is to find a quantity that has units of heat transfer coefficient, so that it's easy to compare to the convective heat transfer coefficient. this idea comes from a linearization of the radiative heat transfer law:
in this basic law, is the stefan-boltzmann constant () and is the gray-body emissivity of the object whose absolute temperature is . the object is has "full view" of a blackbody environment at absolute temperature . a good application for this law is a system enclosure with average surface temperature that is completely surrounded by an ambient at temperature . and should be of similar magnitude on the absolute temperature scale.
in other words, don't try this for molten glass, arc lamps, fires, or anything else with large temperature differences. (in those cases, the approximation doesn't apply, and anyway, radiation will probably be the dominant heat transfer mode so you should go to the trouble of treating it more carefully.)
the linearized form of the equation looks like this:
if you work out the algebra according to rules you haven't much thought about since high school, you'll see that a good approximation to the radiative "heat transfer coefficient" quantity is
where is the arithmetic mean of and .
let's say you have a closed box with electronics inside - for example, a tabletop video-conferencing system. your electrical engineer colleagues have told you that it will dissipate 20 or 30 w - 40 w, worst case (i'm making this up, obviously!), and now they want you to package it. vents would be a bad idea, because there's usually coffee available to spill on the table and into the box.
the general form factor that marketing wants is, let's say, 15x20 cm and about 4 cm high. the box material probably has a relatively high emissivity if it's going to look good - either painted or unpainted plastic, or possibly painted metal. so a good guess at the emissivity would be 0.8. the ambient temperature is probably somewhere between 20 and 35 °c (t2˜273+27=300 k).
for customer perception's sake, the box temperature will probably have to be 50 °c or less (t1˜273+50=323 k). the general question is, will this work, and what is the power dissipation limit? more specifically, what are the relative effects of radiation and convection?
both natural convection and radiation are at work here in parallel paths, so we will want to look at the radiative "heat transfer coefficient" and compare it to an estimate of the natural convection coefficient. i'm going to guess for such a small temperature difference that ~ 5 w/m2k (feel free to do the calculation for better accuracy). the radiative version works out to be 5.5 w/m2k, or about the same magnitude.
this example illustrates that the effect of radiation can be comparable to natural convection, even in cases where you might not think it important because of the modest temperature differences.
furthermore, having a quick way to calculate effects of potential changes in size or surface emissivity is valuable for making design decisions on the spot (and defending to marketing and industrial design why the box has to be made bigger than they'd like!).
about cathy biber
dr. catharina biber is senior thermal engineer at infocus corporation where she works with product design teams to solve optical and electronic cooling issues in advanced digital data/video projection systems. she particularly enjoys collaborating with cross-functional team members to address all the aesthetic, manufacturability and regulatory aspects of design needed for a successful product.
previously, she was a technical staff member at wakefield engineering, inc., where she was involved in the design, analysis, and optimization of high performance heat sinks. she has taught seminars on electronics cooling and basic thermal analysis throughout the u.s. and in europe.
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s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573533.87/warc/CC-MAIN-20220818215509-20220819005509-00769.warc.gz
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CC-MAIN-2022-33
| 4,109 | 16 |
https://sts-math.com/post_5348.html
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math
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Using an indirect proof:
Assume that the figure is a trapezoid.
All trapezoids are quadrilaterals.
All quadrilaterals interior angles add up to 360° because any n-gons interior angles add up to 180(n-2)°.
We are given that the trapezoid has three right angles.
All right angles are 90°, thus these right angles have a total measure of 270°.
We can conclude fourth angle must be 90°.
If it has four right angles, it is a rectangle.
Rectangles have two sets of parallel sides.
However, trapezoids have exactly one set of parallel sides.
Alas, our figure cannot be a trapezoid.
Not possible trapezoid is a quadrilateral with 4 angles and 4 sides which means the interior measure =360 if 3 angles are right the 4th angle must be a right angle a trapezoid does not have 4 right angles, it only has one pair of parallel sides
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s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141717601.66/warc/CC-MAIN-20201203000447-20201203030447-00369.warc.gz
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CC-MAIN-2020-50
| 824 | 12 |
https://www.physicsforums.com/threads/conservation-of-angular-momentum-of-solid-sphere.349251/
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math
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1. The problem statement, all variables and given/known data A small solid sphere, with radius 0.25 cm and mass 0.61 g rolls without slipping on the inside of a large fixed hemisphere with radius 17 cm and a vertical axis of symmetry. The sphere starts at the top from rest. And I figured out that the KE at the bottom is = .001J 2. Relevant equations I really don't know what equations would be relevant besides a proportion.. 3. The attempt at a solution I'm thinking it's something like (#/.001) = (x/100) and I cross multiply to find x but I really have no clue and would really appreciate some help on this one!
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s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676593010.88/warc/CC-MAIN-20180722041752-20180722061752-00124.warc.gz
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CC-MAIN-2018-30
| 616 | 1 |
http://charlie-lima.blogspot.com/2010/03/two-day_30.html
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math
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I decided to change up the blog template, I hope ya'll like it :-)
Today I met up with Kirk "the electrician" and Zach "the Whitt" for a morning workout at the box. We did a little strength work on pull ups, here it is:
-kb swings x 25 (35#)
-kb swings x 20 (53#)
-kb swings x 15 (70#)
Pull ups with added weight with 20 abmat sit ups following each set then rest 90 sec
6 x Bodyweight Pull ups
6 x 15# added weight pull up
6 x 20# added weight
6 x 30# added weight
rest 2 min. then...
30 x db push press (45#)
40 x plyo push ups (chest to ground and hands come off the ground)
50 x pull ups (I did 2 sets of 10 then 2 sets of 15)
Then I worked out with the 5pm class, I was late so I didn't get to do the deadlift strength portion, just the wod.
5 rounds for time:
12 Kb Swings
9 Kb SDHP
Since we had 7 rowers and I was the 8th person, Coach Daren decided to make things interesting by having me start AFTER Kirk was done with the rower and having me try to catch up to Kirk (also known as "the electrician"). If I caught up to Kirk and beat him he would have to do 50 burpees, if I didn't catch up to him I would have to do 50 burpees. So...someone was going to do burpees at the end.
Well, Kirk was blasting through the workout and I never caught up to him. Great workout Kirk!
My Time: 16:36 (minus what it took Kirk to row the first 250m)
Then...Kirk and I divided up the 50 burpees, I did 10, then he did 10 until we got to 50. BRUTAL wod!
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s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027315811.47/warc/CC-MAIN-20190821065413-20190821091413-00023.warc.gz
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CC-MAIN-2019-35
| 1,445 | 22 |
https://www.teacherspayteachers.com/Product/Operations-with-whole-numbers-combining-back-to-basics-with-724703
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math
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Prof. Hoff is back again with his unique method of teaching mathematics. This time, he is review operations with numbers. In this video, he frames numbers in terms of place values and the number line and uses that background to present operations with whole numbers.
The professor's approach combines a little bit of math history along with an explanation of why things are done they way we have always been taught - and he throws in some alternative procedures as well. His method relies on showing the connections between operations with all types of numbers (Believe it or not, operations with polynomials follow exactly the same rules as operations with whole numbers.).
This video shows number operations using the expanded form of numbers to demonstrate the basic reasoning behind each procedure. It includes the true historical algorithm that long division is based off of that makes the process of long division make a lot more sense.
SEE PROF. HOFF'S FREE INTRODUCTORY VIDEO TO GET A SENSE OF HIS METHOD AND SEE HOW UNIQUE HIS APPROACH REALLY IS. You just might be amazed.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822992.27/warc/CC-MAIN-20171018142658-20171018162658-00627.warc.gz
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CC-MAIN-2017-43
| 1,081 | 4 |
https://www.eng-tips.com/viewthread.cfm?qid=434502
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math
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road estimate road estimate trivedi123 (Structural) (OP) 19 Jan 18 14:25 I am not a civil engineer and need some help in cost. Is there any way we can estimate the 24' wide street with 24" dia. culvert pipe/mile? Appreciate any help. Thanks RE: road estimate gbam (Civil/Environmental) 19 Jan 18 15:11 Not sure what you mean by estimate. Are you referring to cost to construct, design or size a culvert? RE: road estimate oldestguy (Geotechnical) 19 Jan 18 15:16 I suggest asking your community, county. etc. public works department for a rough cost by some unit that is convenient for them for street about as much traffic as you plan. If you happen to be one of them, next bet is a local road building contractor. Let them know you may want to negotiate a job sometime. Heavy traffic takes thicker pavement than a less used street. For any job like this you need plans and a detailed contract. That's where the CE comes in. RE: road estimate trivedi123 (Structural) (OP) 19 Jan 18 16:04 Sorry, It is cost estimate to construct. Thanks RE: road estimate trivedi123 (Structural) (OP) 19 Jan 18 16:08 The new street/road connects to existing road and will be about less than mile long. has drain in the middle so need pipe culvert for drainage RE: road estimate gbam (Civil/Environmental) 19 Jan 18 18:34 If you have a listing of Quantities you can use a source like RS Means for your area. The link below is another source for major construction activities. Hope these help. http://www.get-a-quote.net/QuoteEngine/costbook.as... RE: road estimate trivedi123 (Structural) (OP) 19 Jan 18 18:54 Thank you RE: road estimate chicopee (Mechanical) 17 Feb 18 00:44 I guess that you are not working for a general contractor otherwise GC involved in this type of work can estimate such cost. Cost per miles not only depends on product cost but also on excavation including blasting if necessary and dewatering, refill, manpower, equipment usage, purchase of project plans, insurance, bidding, and possibly potential delays such as interruptions from OSHA, jurisdiction and insurance engineers and potential accidents.
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s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039748315.98/warc/CC-MAIN-20181121112832-20181121134832-00281.warc.gz
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CC-MAIN-2018-47
| 2,108 | 1 |
http://welovebees.com/game.php?id=1425
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math
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DescriptionSachiko is a twist on an old Japanese board game. Try to clear all the numbered tiles before you run out of dice rolls.
InstructionsWelcome to Sachiko! Your goal is to clear as many of the numbered tiles as you can and score as many points as possible.
You clear numbered tiles by rolling the dice. The die roll will give you 3 numbers to choose from. The number of the first die, the number of the second die, or the number of both the first and second die combined. The game will automatically hi-light the tiles that you can choose from on each roll of the dice. To clear a tile simply click on the hi-lighted tile to remove it from play. Remember you can only choose one number from each die roll.
There are 20 numbered tiles. Two rows numbered from 1 to 10 each. You have 20 die rolls to clear all of the tiles. You get bonus die rolls each time you roll doubles or if you uncover a cherry blossom. You also earn money for clearing a tile. You can earn from 1 to 500 yen each time you clear a tile. If you have used all of your regular and bonus die rolls and still have not cleared all 20 tiles you can purchase extra die rolls with the yen you have earned to attempt to clear the remaining tiles. Remember the more yen you have at the end of the game the higher your score will be.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585305.53/warc/CC-MAIN-20211020090145-20211020120145-00703.warc.gz
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CC-MAIN-2021-43
| 1,299 | 4 |
https://forums.wolfram.com/mathgroup/archive/2010/Dec/msg00611.html
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math
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Re: Complete uninstall of Mathematica 6/7/8 on a Mac
- To: mathgroup at smc.vnet.net
- Subject: [mg114921] Re: Complete uninstall of Mathematica 6/7/8 on a Mac
- From: John Fultz <jfultz at wolfram.com>
- Date: Thu, 23 Dec 2010 03:51:45 -0500 (EST)
- Reply-to: jfultz at wolfram.com
That's also in $UserBaseDirectory or $BaseDirectory (in the Licensing subdirectory). Sincerely, John Fultz jfultz at wolfram.com User Interface Group Wolfram Research, Inc. On Wed, 22 Dec 2010 02:35:08 -0500 (EST), Murray Eisenberg wrote: > What about the passfile from different versions on Mac -- how is that > handled? I've had to wrestle with that on Windows/PC. > > On 12/21/2010 12:19 AM, Vivek J. Joshi wrote: >> On Dec 19, 2010, at 11:38 PM, Loisn wrote: >> >>> Hello everyone! >>> >>> I promise you, I really did lots of google research before. >>> However I can't find any instructions as how to completely uninstall >>> Mathematica 6/7/8 on a mac. >>> >>> Is it just deleting the app, then ~/Library/Mathematica/ and /Library/ >>> Mathematica/ >>> or are there other files hidden in the system. >>> >> >> Yes, this should completely uninstall Mathematica. There are no other >> hidden files. >> >>> The reason, I'm trying to reinstall Mathematica 8 is because i'm >>> trying to ged rid of a bug, I couldn't find anything about either. >>> I can't open the "System Information" Panel from Mathematica, neither >>> from the menu, nor from the corresponding mathematica command. >>> >> >> You could always keep multiple versions of Mathematica by renaming >> Mathematica.app file to version specific naming scheme (e.g. >> Mathematica6.app, Mathematica7.app, Mathematica8.app). Also I would >> suggest to use version specific FE preference turned on. This way no >> Mathematica installs will interfere with each other. >> >> Vivek J. Joshi >> >> >>> Help would be greatly appreciated. >>> >>> Thanks in advance >>> >>> L.
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CC-MAIN-2023-50
| 1,912 | 7 |
https://www.slideserve.com/ouida/5-5-solving-right-triangles
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math
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Alexis Mathis Aaron Goode Jessica Anderson 5-5: Solving Right Triangles
Pythagorean theorem • a²+b²=c² • Used to determine the sides of a right triangle
Right triangle basics • Internal angle=180 • Right angle=90 • The other two angles must add up to 90 • The hypotenuse is the side of the triangle vertical the right angle
Solve triangle ABC given side c = 25 cm and side b = 24 cm. • Solution. To find the remaining side a, use the Pythagorean theorem: • a² + 24² = 25² a² = 625 − 576 = 49 a = = 7. Next, to find angle A, we have • cos A = 2425 = 96100 , on multiplying each term by 4. = .96
inverse • The arcsine, arccosine, and arctangent of relations
Examples: arcsine • Sinx=4/9 • X=arcsine4/9 • Sinx=8/24 • X=arcsine8/24
Examples: arccosine • Cosx=3/4 • X=arccosine3/4 • Cosx=5/7 • X=arccosine5/7
Examples: Arctangent • Tanx=9/16 • X=arctan9/16 • Tanx=5/11 • X=arctan5/11
Using inverse to solve right triangles • a=4 • c=6 • SinA=4/6 • A=arcsin4/6
Using inverse.. • b=3 • c=6 • CosA=3/6 • A=arccos3/6
Word problems • A six-meter-long ladder leans against a building. If the ladder makes an angle of 60° with the ground, how far up the wall does the ladder reach? How far from the wall is the base of the ladder?
Word problems • A five-meter-long ladder leans against a wall, with the top of the ladder being four meters above the ground. What is the approximate angle that the ladder makes with the ground?
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CC-MAIN-2022-40
| 1,487 | 12 |
https://brainmass.com/business/sales-revenue/sales-direct-material-direct-labour-production-budgets-254561
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math
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JB 50 JB 60
Anticipated volume in units 400,000 200,000
Unit selling price $20 $25
Desired ending finished goods units 25,000 15,000
Beginning finished goods units 30,000 10,000
Direct materials budget:
Direct materials per unit (pounds) 2 3
Desired ending direct materials pounds 30,000 15,000
Beginning direct materials pounds 40,000 10,000
Cost per pound $3 $4
Direct labor budget:
Direct labor time per unit 0.4 0.6
Direct labor rate per hour $12 $12
Budgeted income statement:
Total unit cost $12 $21
An accounting assistant has prepared the detailed manufacturing overhead budget and the selling and administrative expense budget. The latter shows selling expense of $660,000 for product JB50 and $360,000 for JB 60 , and administrative expense of $540,000 for product JB 50 and $340,000 for product JB 60. Income taxes are expected to be 30%.
Prepare the following budgets for the year. Show data for each product. Quarterly budgets should not be prepared.
(e)Income statement (Note: Income taxes are not allocated to the products.)
The solution contains the preparation of sales, direct materials,direct labour and production budgets and also preparation of budgeted income statement.
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CC-MAIN-2018-39
| 1,192 | 19 |
http://softwaretopic.informer.com/noise-scientific-calculator/
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math
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noise scientific calculator
Noise Scientific Calculatorat Software Informer
John D Lamb 75 Open source
This is a simple scientific calculator programmed in Java.
10 Joël Ollivier 5,632 Freeware
Huge collection of calculators and numbers related tools, available for free.
Big Angry Dog Ltd 19 Shareware
DreamCalc Scientific Calculator (Scientific Edition).
Tvalx 29 Shareware
It allows you to perform complex mathematical calculations.
3 Jacob Jordan 47 Freeware
This is a scientific calculator program that is similar to the real calculator in life.
Scientific calculator for scientists, engineers, teachers, and students.
Y2 Software, Inc. 2 Freeware
Y2 Scientific Calculator is a complex scientific calculator.
More Noise Scientific Calculator
Noise Scientific Calculator in introduction
6 Runiter Company, Saeid Nourian 948 Shareware
Define variables and solve mathematical equations and functions.
eCalc.com 627 Shareware
Scientific calculator with all the math functions - from simple to complex.
ESB Consultancy Freeware
ESB Calculator is a free scientific calculator for Windows.
1 Dovada 18 Shareware
This version of student calculator is an excellent educational software product.
2 P.Gridniew 507 Shareware
PG Calculator is a wonderful scientific calculator that simulates a real one.
Additional titles, containing noise scientific calculator
1 RJ Software 32 Freeware
RJ Calculator is a scientific calculator with lots of functions.
CDDC-Software 45 Shareware
The calculator is divided into two sections the scientific calculator .
1 Fornux Technologies 2 Shareware
A powerful scientific calculator and a fast graphing calculator.
Logical Analyzing Computing and Deriving System 15 Freeware
A small scientific calculator with feel and look of a real calculator. It very easy to use and need....
A powerful desktop simulation of a scientific calculator. Using Polar Calculator you can easily solv....
Vaxa Software Shareware
Calculator Vaxa CE-82e is a scientific calculator to solve equations.
BCG Software, LLC 29 Shareware
Operates as a basic calculator or a scientific calculator.
10 ESB Consultancy 760 Freeware
This software is a Freeware Scientific Calculator for Windows.
4 Jan Ivar Goli 186 Freeware
Math Solver 1.2 is a software virtual scientific calculator.
Articles of interest› All articles
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| 2,318 | 46 |
https://www.freeenergyplanet.biz/solar-energy-fundamentals/info-slr.html
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math
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3.9 Solar Parameters
Solar radiation and energy calculations require some geometric and time quantities concerning the sun position relative to the earth and any point on the earth. It is also necessary to know the relation between the local standard time and the solar time.
3.9.1 Earth's Eccentricity
It is desirable to have the distance and the earth's eccentricity in mathematical forms for simple calculations. Although a number of such forms are available of varying complexities, it is better to have simple and manageable expressions such as the one suggested by Spencer (1972), who gave the eccentricity, e, correction factor of the earth's orbit as e =1.00011 + 0.034221 cosT + 0.001280sinT
where day angle, T, in radians is given as
Was this article helpful?
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s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347407667.28/warc/CC-MAIN-20200530071741-20200530101741-00496.warc.gz
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CC-MAIN-2020-24
| 769 | 6 |
https://ijs.uobaghdad.edu.iq/index.php/eijs/onlinefirst/view/6626
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math
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Optimal Harvesting Strategy of a Discretization Fractional-Order Biological Model
Keywords:Discrete fractional-order, ratio-dependent prey- predator, optimal strategy
Optimal control methods are used to get an optimal policy for harvesting renewable resources. In particular, we investigate a discretization fractional-order biological model, as well as its behavior through its fixed points, is analyzed. We also employ the maximal Pontryagin principle to obtain the optimal solutions. Finally, numerical results confirm our theoretical outcomes.
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CC-MAIN-2022-49
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http://slideplayer.com/slide/4163287/
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math
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Presentation on theme: "Economic Analysis for Business Session XV: Market for Factors of Production Instructor Sandeep Basnyat"— Presentation transcript:
Economic Analysis for Business Session XV: Market for Factors of Production Instructor Sandeep Basnyat [email protected]
Factors of Production and Factor Markets Factors of production: the inputs used to produce goods and services. ◦ Labor ◦ Land ◦ Capital: the equipment and structures used to produce goods and services. Prices and quantities of these inputs are determined by supply & demand in factor markets.
Derived Demand Markets for the factors of production are like markets for goods & services, except: Demand for a factor of production is a derived demand – derived from a firm’s decision to supply a good in another market.
Our Example: Farmer Jack’s Production Function production function: the relationship between the quantity of inputs used to make a good and the quantity of output of that good.
0 500 1,000 1,500 2,000 2,500 3,000 012345 No. of workers Quantity of output Farmer Jack’s Production Function 30005 28004 24003 18002 10001 00 Q (bushels of wheat per week) L (no. of workers)
Marginal Product of Labor (MPL) Marginal product of labor: the increase in the amount of output from an additional unit of labor where ∆Q = change in output ∆L = change in labor ∆Q∆Q ∆L∆L MPL =
The Value of the Marginal Product Problem: ◦ cost of hiring another worker (wage) is measured in dollars ◦ benefit of hiring another worker (MPL) is measured in units of output Solution: convert MPL to dollars Value of the marginal product: the marginal product of an input times the price of the output VMPL = value of the marginal product of labor = P x MPL
Calculating MPL and VMPL Farmer Jack’s production function exhibits diminishing marginal product: MPL falls as L increases. This property is very common. 8 30005 28004 24003 18002 10001 00 VMPL = P x MPL MPL = ∆Q/∆L Q (bushels of wheat) L (no. of workers) 1,000200 2,000400 3,000600 4,000800 $5,0001000
Farmer Jack’s VMPL curve is downward sloping, due to diminishing marginal product. 9 L (number of workers) The VMPL curve 0 1,000 2,000 3,000 4,000 5,000 $6,000 012345 Calculating MPL and VMPL
At any larger L, can increase profit by hiring one fewer worker. Farmer Jack’s Labor Demand Suppose wage W = $2500/week. How many workers should Jack hire? Answer: L = 3 L (number of workers) The VMPL curve 0 1,000 2,000 3,000 4,000 5,000 $6,000 012345 $2,500 At any smaller L, can increase profit by hiring another worker.
VMPL and Labor Demand For any competitive, profit-maximizing firm: ◦ To maximize profits, hire workers up to the point where VMPL = W. ◦ The VMPL curve is the labor demand curve. W L VMPL W1W1 L1L1
Shifts in Labor Demand Labor demand curve = VMPL curve. VMPL = P x MPL Anything that increases P or MPL at each L will increase VMPL and shift labor demand curve upward. W L D1D1 D2D2
Things that Shift the Labor Demand Curve Changes in the output price, P Technological change (affects MPL) The supply of other factors (affects MPL) ◦ Example: If firm gets more equipment (capital), then workers will be more productive; MPL and VMPL rise, labor demand shifts upward.
The Connection Between Input Demand & Output Supply Recall: marginal cost (MC) = cost of producing an additional unit of output = ∆TC/∆Q, where TC = total cost Suppose W = $2500, MPL = 500 bushels If Farmer Jack hires another worker, ∆TC = $2500, ∆Q = 500 bushels MC = $2500/500 = $5 per bushel In general: MC = W/MPL
The Connection Between Input Demand & Output Supply In general: MC = W/MPL Notice: ◦ To produce additional output, hire more labor. ◦ As L rises, MPL falls… ◦ causing W/MPL to rise… ◦ causing MC to rise. Hence, diminishing marginal product and increasing marginal cost are two sides of the same coin.
The Connection Between Input Demand & Output Supply The competitive firm’s rule for demanding labor: P x MPL = W Divide both sides by MPL: P = W/MPL Substitute MC = W/MPL from previous slide: P = MC This is the competitive firm’s rule for supplying output. Hence, input demand and output supply are two sides of the same coin.
Labor Supply: Recall People face trade-offs, including a trade-off between work and leisure: The more time you spend working, the less time you have for leisure. The cost of something is what you give up to get it. The opportunity cost of leisure is the wage.
The Labor Supply Curve An increase in W is an increase in the opp. cost of leisure. People respond by taking less leisure and by working more. W L S1S1 W1W1 L1L1 W2W2 L2L2
Things that Shift the Labor Supply Curve changes in tastes or attitudes regarding the labor-leisure trade-off opportunities for workers in other labor markets : immigration
Equilibrium in the Labor Market The wage adjusts to balance supply and demand for labor. The wage always equals VMPL. W L D S W1W1 L1L1
Changes in labor-market equilibrium In each of the following scenarios, use a diagram of the market for auto workers to find the effects on the wage and number of auto workers employed. A. Baby Boomers in the auto industry retire. B. Widespread recalls of U.S. autos shift car buyers’ demand toward imported autos. C. Technological progress boosts productivity in the auto manufacturing industry. 21
Answers: Baby Boomers in the auto industry retire The retirement of Baby Boomer auto workers shifts supply leftward. W rises, L falls. 22 W L D1D1 S1S1 W1W1 L1L1 S2S2 W2W2 L2L2 The market for autoworkers
Answers : Widespread recalls of U.S. autos shift car buyers’ demand toward imported autos. A fall in the demand for U.S. autos reduces P. At each L, VMPL falls. Labor demand curve shifts down. W and L both fall. 23 W L D1D1 S1S1 W1W1 L1L1 D2D2 W2W2 L2L2 The market for autoworkers
Answers: Answers: Technological progress boosts productivity in the auto manufacturing industry. At each L, MPL rises due to tech. progress. VMPL rises and labor demand curve shifts upward. W and L increase. 24 W L D1D1 S1S1 W1W1 L1L1 D2D2 W2W2 L2L2 The market for autoworkers
The Other Factors of Production With land and capital, must distinguish between: ◦ purchase price – the price a person pays to own that factor indefinitely ◦ rental price – the price a person pays to use that factor for a limited period of time The wage is the rental price of labor. The determination of the rental prices of capital and land is analogous to the determination of wages…
How the Rental Price of Land Is Determined Firms decide how much land to rent by comparing the price with the value of the marginal product (VMP) of land. The rental price of land adjusts to balance supply and demand for land. P Q D = VMP S P Q The market for land
How the Rental Price of Capital Is Determined Firms decide how much capital to rent by comparing the price with the value of the marginal product (VMP) of capital. The rental price of capital adjusts to balance supply and demand for capital. P Q D = VMP S P Q The market for capital
Rental and Purchase Prices Buying a unit of capital or land yields a stream of rental income. The rental income in any period equals the value of the marginal product (VMP). Hence, the equilibrium purchase price of a factor depends on both the current VMP and the VMP expected to prevail in future periods.
Linkages Among the Factors of Production In most cases, factors of production are used together in a way that makes each factor’s productivity dependent on the quantities of the other factors. Example: an increase in the quantity of capital ◦ The marginal product and rental price of capital fall. ◦ Having more capital makes workers more productive, MPL and W rise.
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https://www.physics.utoronto.ca/research/quantum-optics/qoamo-seminars/combinatorial-geometries-underneath-the-surface-of-quantum-theories/
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math
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It has been thought for many years now that some Quantum Information Theoretical problems seem to have strong connections to certain problems about combinatorial geometries. For instance, it has been conjectured that Zauner's conjecture (on the dimension of complex Hilbert spaces which admit maximal sets of mutually unbiased bases (MUBs)) is closely related to the famous prime power conjecture for finite projective planes. (See for instance "Quantum measurements and finite geometry" by William Wootters (Found. Phys., 2006).)
In this talk, which I want to aim at a broad audience, I plan to describe some instances of this theory, including:
II. Quantum Theories defined over other rings than the field of complex numbers, and
III. applications of the latter theory on the level of no-cloning results and quantum coding.
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https://pfeiffertheface.com/how-long-would-it-take-to-travel-20-light-years/
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math
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How long would it take to travel 20 light-years?
The planet is so far away, spaceships travelling close to the speed of light would take 20 years to make the journey. If a rocket was one day able to travel at a tenth of the speed of light, it would take 200 years to make the journey. Planets orbiting distant stars are too small to be seen by telescopes.
How long would it take to travel 1 Lightyear?
Saying we were a space shuttle that travelled five miles per second, given that the speed of light travels at 186,282 miles per second, it would take about 37,200 human years to travel one light year.
How many Earth years is a Lightyear?
In a vacuum, light also travels at speed of 670,616,629 mph (1,079,252,849 km/h). In one Earth year of 364.25 days (8,766 hours), light travels a distance of 5,878,625,370,000 miles (9.5 trillion km). This distance is referred to as one light year.
How long would it take to get 10 light-years away?
So 10 light years is around 58.79 trillion miles (94.61 trillion km). Apollo 10 set the record for the highest speed attained by a manned vehicle at 24791 mi/h (39897 km/h). At this speed, it would take around… 270000 years!
What is 20 light years away?
The planet is the most Earth-like ever spotted and is thought to have perfect conditions for water, an essential ingredient for life. Researchers detected the planet orbiting one of Earth’s nearest stars, a cool red dwarf called Gliese 581, 20 light years away in the constellation of Libra.
How long would it take to travel 25 000 light-years?
The closest galaxy is the recently discovered Canis Major dwarf galaxy, which is “only” 25,000 light-years away. So it would take 25,000 years to get there if you traveled at the speed of light.
How many solar systems are in 20 light-years?
This is a map of all known stars that lie within 20 light years. There is a total of 83 known star systems within this distance containing 109 stars and 8 brown dwarfs. There is also a negative version of this map, which might be easier to print.
How far would light travel in 20 years?
, Why not, we are the Universe! That’s the distance light would travel in 20 years. Light travels at the speed of 299,792,458 m/s, so if you first you have to find out how many seconds are there in 20 years and then multiply the result with it to get the distance in meters.
How long would it take to travel to the end of Earth?
Earth is about eight light minutes from the Sun. A trip at light-speed to the very edge of our solar system – the farthest reaches of the Oort Cloud, a collection of dormant comets way, way out there – would take about 1.87 years. Keep going to Proxima Centauri, our nearest neighboring star, and plan on arriving in 4.25 years at light speed.
How many miles per hour can the speed of light travel?
That’s 670.6 million miles per hour, or 1.1 billion kilometres per hour. Basically, if you had the ability to travel at the speed of light, you would be able to do a darting cycle around the Earth seven and a half times each second.
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CC-MAIN-2023-06
| 3,043 | 20 |
https://kopavguldhaup.web.app/27652/91592.html
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math
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Grade 1 Word Problems: Kumon: Amazon.se: Books
Then solve for the unknown number. 21) The sum of six and a number is twenty-one. 22) The difference of eight and a number is thirty. 23) The product of a number and three-fourths is nine. 24) The quotient of a number and fifteen is three. 25) Five less than twice a number is thirteen.
- Tralleborgsskolan varnamo
- Vappu ruoka
- Jobb coop goteborg
- Executive babla svenska
- Rollek små barn
- Mannens overgangsalder testosteron
18 decreased by a number is 6. Write the sentence as an equation. 193 is r times 242. Find an answer to your question “Write the sentence as an equation. 193 is r times 242 ” in 📘 Mathematics if you're in doubt about the correctness of the answers or there's no answer, then try to use the smart search and find answers to the similar questions.
10 Singular & Plural Nouns - English Grammar for Children's
2.the product of eight and seven less than a number. 3.the quotient of a number and three, increased by one. 4.ten . English/11th grade In text, the meaning can be written in clear sentences.
Age word problems 2 Linear equations Algebra I Khan
Then graph the equation.. The y-value is three decreased by the square of the x-value. So the second equation is . Now if you combine the two equations, you get So the entire sentence "y varies directly as x and inversely as the square root of w" translates to ----- # 2 Start with the given equation.
2n = 18. Writing Sentences as Equations – Worksheet-4 Write each sentence as an equation. 1 Thirteen less than a number s is sixty three. 2 Seven less than a number is seventy three. 3 The sum of eight and a number is ten less than eighteen.
Then solve. 10 more than a number c is 3. Equation: Solution: c=.
The symbols 17 + x = 68 form an algebraic equation. Let's look at some examples of writing algebraic equations.
gamification by design implementing game mechanics in web and mobile apps
lediga jobb gruva
- Coach jacka
- Kristanstads automobil
- Esport rts twitch
- Skuldebrev enkelt
- Multimedia skolutveckling se kurser bild bildredigering photofiltre installera
- 406 ipc bailable or not
Anatomy of a Java program – Java videokurs LinkedIn
of the writing in Open Secrets, but one sentence in particular struck me … av J Airey · 2009 · Citerat av 271 — sen to write this thesis in the form of a single book or monograph. The rea- use sentences in Spanish and in English to create a mathematical equation. However, most of those who participated in the group contributed written ma- terial It can happen with the introduction to reading or with simultaneous equations, and to get the meaning of a sentence or paragraph are evaluated in terms of problem with, but the questions that required sentence comprehension (e.g..
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https://www.brightstorm.com/math/algebra/solving-and-graphing-inequalities/solving-and-graphing-compound-inequalities/
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math
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In mathematics, it can be useful limit the solution or even have multiple solutions for an inequality. For this we use compound inequalities, inequalities with multiple inequality signs. When solving compound inequalities, we use some of the same methods used in solving multi-step inequalities. The solutions to compound inequalities can be graphed on a number line, and can be expressed as intervals.
One of the difficult things about inequalities is that sometimes it is like two problems on top of each other, that's what is called a "Compound Inequality." Two inequalities combined into one statement using the word "and" or "or" is called a compound inequality. And here is a couple of examples, this is like one problem it looks like two problems, this is one problem right here, x is greater than 2 and x is less than 5. Sometimes you'd see it like this, you'll have x in the middle, there is the x is less than 5 piece and I'm, going to combine it with x is greater than 2. It's kind of tricky this is the same thing written in two different ways, here it uses the word and, here it just has the two different inequalities signs. And when you graph an and problem your graph is going to look like a dumbbell. You're going to have two values and you're going to be marking the area in between them. Or, this is another kind of compound inequality that uses the word or, x is less than 3 or x is greater than 8. It's kind of weird this is just one problem even though it looks like two separate things we graph them together. Like I would have x is less than 3, 0 1 2 3. x is less than 3 or x is bigger than 8, 4 5 6 7 8. x is bigger than 8. This graph is kind of dumbbell shape represents an or compound inequality. And the trick is that you might have and where it looks like a dumbbell or you might have or where it looks like it's going out like I remember it cause it looks like oars like if you were in a boat oars I don't know if that helps you. But these are the two different types of compound inequalities, one more thing that I want to leave you with is that if you're asked to solve something like this like if it had been x+1 right there you would pretend like there were just two different equal signs. Like if that was x+1 I want to subtract 1, I would subtract 1 here, subtract 1 there and subtract 1 there, so it would look like 1 is less than x is less than 4. That's a whole another problem and you'll see them more when you get into some solving just keep in mind compound inequalities is like two different problems combined into one if it uses the word and it'll look like a dumbbell, if it uses the word or it'll look like oars like rowing oars.
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CC-MAIN-2016-07
| 2,675 | 2 |
https://www.scientific.net/AMR.343-344.166
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math
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Numerical Design for the Photonic Bandgap of One-Dimensional Photonic Crystals
A computational study of the bandgap structure in one-dimensional photonic crystals (PhCs) built with an elementary cell consisting of two sub-layers or four sub-layers is presented. The computational approach uses a finite element method to solve the differential systems with the continuous jump conditions. It is well known that the band structure and its features are strongly influenced by the number of periods, the lattice constant and the material dispersion. By choosing the geometrical parameters of the elementary cell optimally and controlling the band structure, we study the relationship between the gap and the number of periods, the lattice constant and the material dispersion. Then the optimal design of one-dimensional photonic crystals can be obtained by the numerical simulation. The numerical results show our finite element algorithm is efficient.
T. T. Gao and J. H. Yuan, "Numerical Design for the Photonic Bandgap of One-Dimensional Photonic Crystals", Advanced Materials Research, Vols. 343-344, pp. 166-171, 2012
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| 1,119 | 3 |
http://www.mycncuk.com/threads/10029-Vectric-Aspire-makes-a-mess-of-a-circle/page2
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math
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Still messing with this.
Just imported the same file - a single 19mm circle, drawn in my CAD program, into SheetCam and Aspire. Used the same tool, same profile type, single pass cut, outside edge.
Sheet cam seems to make the hole in one go...
N0110 S24000 M03
N0120 G00 X9.5000 Y-1.0000
N0140 G01 Z0.000 F250.0
N0150 G02 X17.2584 Y2.4249 Z-3.0000 I0.0000 J10.5000
N0160 X17.2584 Y2.4249 I-7.7584 J7.0751 F487.0
N0170 G00 Z20.0000
N0180 X0.0000 Y0.0000
N0190 M09 (Coolant off)
And Aspire seems to do a circle in four arcs?...
N130 S24000 M03
N140 (Toolpath:- Profile 1)
N170 X0.000 Y0.000 F377.0
N180 G00 X0.000 Y10.490 Z20.000
N190 G00 X0.000 Y10.490 Z2.000
N200 G01 X0.000 Y10.490 Z-5.100 F377.0
N210 G02 X10.490 Y0.000 I0.000 J-10.490
N220 G02 X0.000 Y-10.490 I-10.490 J0.000
N230 G02 X-10.490 Y0.000 I0.000 J10.490
N240 G02 X0.000 Y10.490 I10.490 J0.000
N250 G00 X0.000 Y10.490 Z20.000
N260 G00 Z20.000
N270 G00 X0.000 Y0.000
Any further ideas?
The posts for aspire all have ARCS in the names, using a non ARC post generates thousands of very short lines for a circle.
Does it matter whether it uses one line or 4 quadrants ?
post processed literally 1,000's of programs thru Vectric with no hickupsJohn S -
Slightly different cutting strategies. Aspire plunges vertically, then cuts the circle in 4 arcs. Sheetcam ramps down in one partial arc, then completes the circle at constant depth (I think - haven't decoded all the coordinates). There also appears to be a 0.05 difference in radius. But I wouldn't worry about the 1 arc/4 arcs difference - in practice, Mach3 is going to optimise its cutting strategy based on looking ahead at a group of moves and the machine parameters and I doubt if it cares!
Doesn't really matter of course, i just like to know whats going on thats all :)
Sometimes Aspire seems to resort to making curves from many lines and these were visible in the finish, especially if feed rate override was in use.
03-08-2016 #18Sometimes Aspire seems to resort to making curves from many lines and these were visible in the finish, especially if feed rate override was in use.
I think there is a setting in Mach3 CV that can be ticked...Clive
I'm guessing a bit here, but one reason for Aspire's 4-arc strategy might be potential problems with motion controllers. I seem to remember a gcode manual mentioning that some motion controllers could get a bit confused by full turns, so breaking it into arcs could be more reliable. If that was true once, it's probably not relevant any more with the motion controllers we use today but maybe it's just a historical thing?
There's a discussion of a possible reason here, to do with rounding errors in start/stop points in nearly-full circles. I used to use a free CAM package with LinuxCNC and it often threw up errors with these kind of arc calculations in g2/g3 moves. When I moved to vCarve all those problems went away, so maybe there's sense in it!
Last edited by Neale; 03-08-2016 at 07:23 AM.
The Following User Says Thank You to Neale For This Useful Post:
The one time i noticed it, i was doing a dummy run so had the feedrate turned up to max, it was very jerky on curves, thats what made me think.
I will need to do some more observing but at least i know now its probably just normal :)
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s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988721558.87/warc/CC-MAIN-20161020183841-00564-ip-10-171-6-4.ec2.internal.warc.gz
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CC-MAIN-2016-44
| 3,680 | 45 |
https://foqocihuliwi.comunidades.net/measure-theory-and-integration-pdf-download
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math
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Measure Theory and Integration. Michael E. Taylor
ISBN: 0821841807,9780821841808 | 0 pages | 3 Mb
Measure Theory and Integration Michael E. Taylor
Publisher: American Mathematical Society
€ David Williams, Probability with Martingales. Measure Theory & Integration Notes. €You cannot avoid measure theory”. Posted on May 15, 2012 by Greg McKee. Measure Theory and Integration. Share this: Twitter · Facebook. Cariou, (2010), “Integrating Sphere Theory for Measuring Optical Radiation”, CIE 2010 Expert symposium on Spectral and Imaging Methods for Photometry and. Here are some introductory notes I typed up on Measure Theory and Integration. Max-min and fuzzy integration algorithm is developed. TOTAL LUMINOUS FLUX MEASUREMENT INTERCOMPARISON OF TWO COLLECTION GEOMETRIES: THE INTEGRATING SPHERE AND THE INTEGRATING HEMISPHERE. Tseng uses ANP, DEMATEL, and fuzzy set theory to obtain the relative weight of BSC factors for a university performance measurement. Theorem, Borel and Lebesque measures, measurable functions, Lebesque integration, convergence theorems, Lp spaces, general measure and integration theory, Radon-Nikodyn theorem, Fubini theorem, Lebesque-Stieltjes integration.
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s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988927.95/warc/CC-MAIN-20210508211857-20210509001857-00572.warc.gz
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CC-MAIN-2021-21
| 1,200 | 5 |
http://www.tellmehowto.net/answer/find_out_what_percentage_one_number_2750
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math
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How to find out what percentage one number is of another number?
Question asked by: cordia1982
Asked on: 20 May 2008
Comments and other answers:
Date of comment: Sat, Jul 17th 2010
For example, what percent is 347 if the main 489 Okay this is easy first: 347x100%=34700 than 34700:489=70.96 % ((->that mean 347 is 70.96 percent of 489))
Date of comment: Sun, Feb 7th 2010
All you need to do is devide 347 by 489 then times by 100 or if you want a formula a/b *100. if 347 is a and 489 is b
Date of comment: Mon, Nov 2nd 2009
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s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416931008215.58/warc/CC-MAIN-20141125155648-00219-ip-10-235-23-156.ec2.internal.warc.gz
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https://www.math.uni-augsburg.de/htdocs/VK/docs/2017/11/21_Di_47_01.html
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math
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Professor Dr. Denis-Charles Cisinski
Dienstag, 21. November 2017
Raum 3008 (L1)
über das Thema:
|After the work of Voevodsky and his followers, there is a suitable triangulated category of motives, out of which one can define many numerical invariants, such as Euler characteristics, Lefschetz numbers, or Zeta functions, independently of their realizations (i.e. without choosing a Weil cohomology, such as de Rham or etale cohomology, for instance). However, there is no abelian category of motives yet (in technical terms, there is no known reasonable t-structure on Voevodsky's category). This means that, if we want to compute Betti numbers (the rank of a cohomology group in each degree), there is no available method, except Deligne's proof of the Weil conjectures, which provides such an information in the case of motives of smooth and proper schemes over a finite field. The next best thing consists to approximate Betti numbers independently of their realizations, which has been done by Katz and Laumon a while ago, in terms of etale cohomology. In this talk, I shall explain a motivic version of Deligne's generic base change theorem. The latter allows to promote a fundamental theorem of Beillinson, out of which on can extract a filtration of any geometric motive whose graded pieces are cohomologically concentrated in a single degree. This gives a geometric interpretation of the results of Katz and Laumon. This also provides a way to actually construct candidates for the motivic t-structure.|
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s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247484928.52/warc/CC-MAIN-20190218094308-20190218120308-00376.warc.gz
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CC-MAIN-2019-09
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http://ibiz.wikidot.com/economies-of-scale
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math
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A firm exhibits economies of scale if the average cost of producing a good falls as the quantity produced rises.
Fixed costs are an important source of economies of scale.
Say a hamburger store has fixed costs of $10,000 per month (store rent, salaries, insurance, utilities). The variable cost per hamburger is $0.50 (variable costs are those that vary with the quantity of burgers produced e.g. ingredients, labor).
|Quantity Produced (per month)||Fixed Cost (per burger)||Variable Cost (per burger)||Average Total Cost (per burger)|
This hamburger store exhibits economies of scale: as the quantity produced increases the average total cost falls.
Economies of scale are good! If the price is fixed (say at $2 per burger), then the profit per hamburger increases as more are sold.
Internet Businesses Exhibit Economies of Scale
Many internet businesses exhibit large economies of scale, because many of their costs are fixed. For example, many of eBay's costs come from servers and software development, and these do not increase with the number of customers. Every additional transaction lowers the average cost of a transaction.
Economies of scale are also know as increasing returns to scale.
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s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121778.66/warc/CC-MAIN-20170423031201-00074-ip-10-145-167-34.ec2.internal.warc.gz
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https://www.impan.pl/pl/wydawnictwa/banach-center-publications/all/118/0/113102/orders-of-tate-shafarevich-groups-for-the-cubic-twists-of-x-0-27
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math
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Orders of Tate–Shafarevich groups for the cubic twists of $X_0(27)$
This paper continues the authors’ previous investigations concerning orders of Tate–Shafarevich groups in quadratic twists of a given elliptic curve, and for the family of the Neumann–Setzer type elliptic curves. Here we present the results of our search for the (analytic) orders of Tate–Shafarevich groups for the cubic twists of $X_0(27)$. Our calculations extend those given by Zagier and Kramarz (1987) and by Watkins (2007). Our main observations concern the asymptotic formula for the frequency of orders of Tate–Shafarevich groups. In the last section we propose a similar asymptotic formula for the class numbers of real quadratic fields.
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s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875146186.62/warc/CC-MAIN-20200226023658-20200226053658-00302.warc.gz
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CC-MAIN-2020-10
| 727 | 2 |
https://www.coursehero.com/tutors-problems/Statistics-and-Probability/8414414-Suppose-that-a-large-international-corporation-wished-to-obtain-its-ow/
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math
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Suppose that a large international corporation wished to obtain its own "benchmark" for one-day travel expenses in Moscow. To do this, it records the one-day travel expenses for a random sample of 35 executives visiting Moscow. The mean and standard deviation of these expenses are calculated to be $538 and $41, respectively. Furthermore, a histogram shows that the expenses are approximately normally distributed.
Find an interval that estimates 99.73 percent of all one-day travel expense to Moscow.
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s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583658901.41/warc/CC-MAIN-20190117082302-20190117104302-00123.warc.gz
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CC-MAIN-2019-04
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http://slideplayer.com/slide/1546991/
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math
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EMLAB 5 Electromagnetic wave : radio communication Moving charges on the antenna generate electromagnetic waves.
EMLAB 6 Electromagnetic wave : automotive radar Moving charges on the antenna generate electromagnetic waves.
EMLAB 7 Electromagnetic wave : ground penetrating radar The EM wave from the transmitter refracts into the ground and is reflected back by the underground facilities.
EMLAB 8 Electromagnetic wave generation : antennas Many kinds of antennas are built and utilized.
EMLAB 9 EM theory helps understand how electrical signals propagate along conductors as well as free space. Predicts voltages and currents using the concept of electric and magnetic field. Importance of electromagnetic theory
EMLAB 10 Basic laws – Maxwell equations 1.Electromagnetic phenomena are explained by the four Maxwell equations. 2.Through the equations, electric field and magnetic field are coupled to each other. 3.Quantities on the right hand side are the source terms. 4.Quantities on the left side are the resulting phenomena. J 5.The independent variables are current density vector J and charge density. Maxwell equations Solution (free space)
EMLAB 11 Electromagnetic theory Electric field (E) Magnetic field (H) Electro-magnetic field (E,H ) Sources (q, J) Material (ε, μ) Mathematics Coordinate systems Vector calculus (divergence, curl, gradient) EM-theory Material
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EMLAB 13 3.Electro-magnetic field Faradays law Displacement current Maxwells equations Plane wave Reflection/transmission 4.Transmission lines Impedance matching Smith chart Waveguides 5.Radiation
EMLAB 14 Electric field A charged particle undergoes acceleration which is proportional to the electric field nearby.
EMLAB 15 Coulombs law 1. The electric field is generated by the charge Q and spread into the space. 2.The speed of electric field transmission is the same as the speed of light.
EMLAB 16 Electrons(-) are absorbed. (+) charges are generated Electrons(-) are generated. (+) charges are absorbed. Generation of charges : battery Electrons are generated via electro-chemical reaction. An amount of positive charges are generated such that the terminal voltages are sustained.
EMLAB 17 Potential distribution near charged plates Charges emanate from a battery.
EMLAB 18 Induction charging Droplets of an inkjet printer emission. A conducting sphere can be charged by induction.
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EMLAB 20 Magnetic field A charged particle in motion generates magnetic field nearby. In the same way, current s generate magnetic field nearby.
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CC-MAIN-2020-10
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