url
stringlengths 14
5.47k
| tag
stringclasses 1
value | text
stringlengths 60
624k
| file_path
stringlengths 110
155
| dump
stringclasses 96
values | file_size_in_byte
int64 60
631k
| line_count
int64 1
6.84k
|
|---|---|---|---|---|---|---|
https://www.select.com/jobs/detail/1109143/
|
math
|
Job Opening: Microbiology Laboratory Technician
NOW HIRING for a Microbiology Laboratory Technician in Salinas CA. See job description below.
Shift: Must have a flexible schedule, shift needed is Nights, Tuesday – Saturday.
• Free Online Education
• $200 Referral Bonus Available
• Medical, Dental, Vision and Life Insurance
• Laboratory skills, aseptic techniques, a plus
• Strong Math skills a plus
• Good verbal and written communication skills
• Computer literacy
• Open Availability; including Nights & Weekends
• Bilingual (English/Spanish) a plus
• Ability to multitask
• Excellent work ethic, self-motivated
• Detail oriented/Focused
• Excellent organizational skills
• Quick to learn
• Ability to lift 35 lbs.
Microbiology Laboratory Technician Responsibilities:
• Use of a scale to weigh the required amount for the analysis
• Accurate detailed data recordings
• Quality Assurance Checks
• Work with various laboratory utensils and glassware
• Clean laboratory area and equipment
• Wash glassware
• Retrieve samples from various locations
• Media Preparation
• Clean DMV record required
Walk-Ins Welcome Anytime!
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100146.5/warc/CC-MAIN-20231129204528-20231129234528-00102.warc.gz
|
CC-MAIN-2023-50
| 1,172 | 29 |
http://lttermpaperljcr.rivieramayaexcursions.us/essay-on-life-history-of-srinivasa-ramanujan.html
|
math
|
Essay on life history of srinivasa ramanujan essay on srinivasa ramanujan quotes essay on srinivasa ramanujan in english essay on biography and contribution of. His father was k srinivasa discovered by some of the greatest mathematicians in history papers of srinivasa ramanujan american. Ramanujan's essay on life history of ramanujan fiction editors biography and life storyattipate krishnaswami ramanujan his essay where mirrors are windows: skinner 9781436830683 1436830680 eikon basilike - the portraiture of his sacred majesty in his solitudes primary book report and sufferings (1824), philip a home related. Srinivasa ramanujan biography srinivasa ramanujan, there is no need for introduction about the famous mathematician however, there is a brief history of his life, achievement and contribution to the mathematics he was born on 22 december 1887 in erode, madras presidency at his grandparents’ house. The world will soon remember the mathematician srinivasa ramanujan 10 things to know about srinivasa ramanujan, the genius who to telling ramanujan’s life. Ak ramanujan on racism in local delicacies essay i srinivasa ramanujan essays 2: part iii, the wren library for the ramanujan journal of euler ramanujan who are available for mathematicians euler and its importance of the film charts the.
காஸ், கும்மர் மற்றும் மிகைப்பெருக்கத் தொடர்களுக்கான. Watch video learn about the life of mathematical genius srinivasa ramanujan, the subject of 'the man who knew infinity,' at biographycom. India is a country blessed with great mathematicians and scientists in the rich heritage that india has, one such great mathematician is srinivasa ramanujan he was. An international feature film on ramanujan's life was announced in 2006 as ^ k srinivasa rao srinivasa ramanujan collected papers of srinivasa ramanujan. Srinivasa ramanujan essay among these famous indians are proficient essay on srinivasa ramanujan feb 03, formerly life of india to math.
Essay on great mathematician srinivasa ramanujan, read this essay on srinivasa ramanujan book social science history and to other resources we. Did ramanujans essay ramayanas really hurt the essay on essay on life history of srinivasa ramanujan life history of srinivasa ramanujan rené descartes was a essay. Srinivasa ramanujan frs throughout his life, ramanujan was plagued by healthsrinivasa ramanujan, mactutor history of mathematics archive essay on life history of. Srinivasa ramanujan (1887-1920) was a mathematical genius who changed the world of mathematics in his short life in this lesson, learn about his very interesting and unusual life and all the contributions he made to the world of mathematics.
Want to know about srinivasa ramanujan, the great mathematician here is a description of his life, works, contributions and honors this is a brief essay on. In 1917 he was hospitalized, his doctors fearing for his life by late 1918 his health had improved he returned to india in 1919 but his health failed again, and he. Srinivasa ramanujan it is one of the most romantic stories in the history of mathematics: in 1913, the english mathematician g h hardy received a strange letter from an unknown clerk in madras, india. A short biography of famous mathematician srinivasa srinivasa ramanujan literally breathed mathematics day in and day out.
Essay on life history of srinivasa ramanujan signpost words in his short story and/or explain an essay thesis purdue good essay youtubers argumentative essay.
Essay on srinivasa ramanujan - let us help with your essay or dissertation witness the advantages of professional writing help available here order the necessary. Advertisements: read this essay on srinivasa ramanujan (1887 ad – 1920 ad) one of the greatest mathematicians of india, ramanujan’s contribution to the. New topic short essay on new year new topic short essay on student life new topic short essay on water. Prevented full essay 7 his life quotations some watkins english gcse essay trip with quotations inspirational quotations some of srinivasa ramanujan philosophy of the modern education in detail grading essays, or in world war of srinivasa ramanujan. Srinivasa ramanujan was one of india's greatest mathematical geniuses he made contributions to the analytical theory of numbers and worked on elliptic functions, continued fractions, and infinite series ramanujan was born in his grandmother's house in erode on december 22, 1887. Srinivasa ramanujan srinivasa - notebooks of srinivasa ramanujan bombay : twelve lectures on subjects suggested by his life and work (1940.
Essay on srinivasa ramanujan institute of history course of science and revolves around the life and message boards. Here is a brief biography and history of srinivasa ramanujan read information on life of indian mathematician srinivasa aiyangar ramanujan. Srinivasa ramanujan frs (/ in his quarterly papers, ramanujan drew up theorems to make definite integrals srinivasa ramanujan, mactutor history of. History of mathematics and a thorough exposition of ramanujan's life as a patient in english and collected papers of srinivasa ramanujan.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221210058.26/warc/CC-MAIN-20180815102653-20180815122653-00021.warc.gz
|
CC-MAIN-2018-34
| 5,209 | 7 |
https://socratic.org/questions/what-is-the-ph-of-a-025-m-hcl-solution#274779
|
math
|
What is the pH of a .025 M #HCl# solution?
The pH is 1.60.
Hydrochloric acid is a strong acid that completely dissociates in water.
For a 0.025 M HCl solution the concentration of the hydrogen ions,
pH is defined as
Substituting 0.025 into the equation for pH we find that the 0.025 M HCl solution has a pH of -log(0.025) = 1.60.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780057366.40/warc/CC-MAIN-20210922132653-20210922162653-00696.warc.gz
|
CC-MAIN-2021-39
| 329 | 6 |
http://www.mylot.com/post/2745447/what-trend-is-very-popular-these-days
|
math
|
What trend is VERY popular these days?
February 3, 2013 3:50am CST
Please, I need help with this. I have a report coming up and I wracked the internet trying to look for answers. It's just impossible for me to know all of these since I'm not someone who follows fashion trends. So, I'm asking anyone out there who knows of it.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512836.0/warc/CC-MAIN-20181020142647-20181020164147-00404.warc.gz
|
CC-MAIN-2018-43
| 326 | 3 |
http://www.zillow.com/homedetails/290-Columbus-Ave-UNIT-6-Boston-MA-02116/71546347_zpid/
|
math
|
290 Columbus AveUNIT 6, Boston, MA 02116
Sold on 4/16/13: $585,000
- Bedrooms:2 beds
- Bathrooms:1 bath
- Condo:711 sq ft
- Lot:711 sqft
- Year Built:1890
- Last Sold:Apr 2013 for $585,000
- Heating Type:Forced air
- Basement TypeUnknown
- Floor CoveringUnknown
- Security System
- Additional FeaturesAmenities \ Bike Path,Amenities \ Highway Access,Amenities \ Medical Facility,Amenities \ Park,Amenities \ Public Transportation,Amenities \ Shopping,Amenities \ T-Station,Amenities \ Walk/Jog Trails,Appliances \ Dishwasher,Appliances \ Disposal,Appliances \ Dryer,Appliances \ Microwave,Appliances \ Range,Appliances \ Refrigerator,Appliances \ Washer,Assc Fee Includes \ Air Conditioning,Assc Fee Includes \ Gas,Assc Fee Includes \ Heat,Assc Fee Includes \ Hot Water,Assc Fee Includes \ Master Insurance,Assc Fee Includes \ Sewer,Assc Fee Includes \ Snow Removal,Assc Fee Includes \ Water,Assc Pool \ No,Assoc Security \ Intercom,Assoc Security \ Other (See Remarks),Basement \ N,Beachfront \ No,Complex Complete \ Yes,Condo Association \ Yes,Construction \ Brick,Construction \ Stone/Concrete,Cooling \ Central Air,Disclosure \ N,Exterior \ Brick,Flooring \ Marble,Flooring \ Wood,Heating \ Central Heat,Heating \ Forced Air,Heating \ Gas,IdxListingOptedOut \ No,IdxOfficeOptedOut \ No,Interior Features \ Security System,Lead Paint \ Unknown,LENDER_OWNED \ No,Listing Alert \ No,Management \ Professional - Off Site,Master Bath \ No,Parking Feature \ On Street Permit,Pets Allowed \ Yes w/ Restrictions,Roof Material \ Rubber,SHORT_SALE_LENDER_APP_REQD \ No,Square Feet Source \ Field Card,Status \ Under Agreement,Style \ Rowhouse,Type \ Condo,Unit Placement \ Middle,Waterfront \ No,Year Built Descrp \ Approximate,Year Built Source \ Owner,
- Appliances IncludedDishwasher, Dryer, Microwave, Range / Oven, Washer
- Days on Zillow328
- Exterior MaterialBrick
- Room Count5
- # Stories1.0
- Unit Count8
- Unit Floor #2
- Zillow Home ID71546347
- Last Remodel Year2005
- LaundryIn Unit
- Parcel #W:04 P:00027 S:012
|Value||Range||30-day change||$/sqft||Last updated|
|Zestimate What's this?|
|$573,303||$527K – $619K||-$530||$806||03/06/2014|
|Rent Zestimate What's this?|
|$2,905/mo||$2.3K – $3.9K/mo||+$63||$4.09||03/03/2014|
Zillow predicts South End home values will increase 4.1% next year, compared to a 3.3% increase for Boston as a whole. Among South End homes, this home is valued 9.9% less than the midpoint (median) home, but is valued 14.2% more per square foot.
Foreclosures will be a factor impacting home values in the next several years. In the South End market, the number of foreclosures waiting to be sold decreased 4.9% in the last year. The number of unsold foreclosures is 50% less than in Boston, and 82.7% lower than the national average. This lower local number could help South End home values rise more quickly than other regions in Boston.
Learn more about forecast calculations or South End home values.
Neighborhood for 290 Columbus Avenue UNIT 6
Nearby Schools in Boston
Data by GreatSchools.org ?
GreatSchools ratings give an overview of a school's test results. The ratings are based on a comparison of test results for all schools in the state.
Disclaimer: School attendance zone boundaries are supplied by Maponics and are subject to change. Check with the applicable school district prior to making a decision based on these boundaries.
Contact a local agent
Get advice about selling a home
- Premier Agents specialize in this area and can get you a market value for this home and answer your questions.
Are you an agent looking for more exposure for yourself or your listings? Call Zillow at 866-324-4005
|
s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999677605/warc/CC-MAIN-20140305060757-00099-ip-10-183-142-35.ec2.internal.warc.gz
|
CC-MAIN-2014-10
| 3,650 | 41 |
https://www.oreilly.com/library/view/experimental-design/9781606499580/
|
math
|
This book is a concise and innovative book that gives a complete presentation of the design and analysis of experiments in approximately one half the space of competing books. With only the modest prerequisite of a basic (non-calculus) statistics course, this text is appropriate for the widest possible audience. Two procedures are generally used to analyze experimental design data—analysis of variance (ANOVA) and regression analysis. Because ANOVA is more intuitive, this book devotes most of its first three chapters to showing how to use ANOVA to analyze balanced (equal sample size) experimental design data. The text first discusses regression analysis at the end of Chapter 2, where regression is used to analyze data that cannot be analyzed by ANOVA: unbalanced (unequal sample size) data from two-way factorials and data from incomplete
block designs. Regression is then used again in Chapter 4 to analyze data resulting from two-level fractional factorial and block confounding experiments.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439737289.75/warc/CC-MAIN-20200808051116-20200808081116-00354.warc.gz
|
CC-MAIN-2020-34
| 1,004 | 2 |
http://www.droidforums.net/forum/razr-hd-maxx-hd-development-hacking/257286-looking-simple-root-method-razr-maxx-hd-9-16-9-xt926-jelly-been-4-1-2-a.html
|
math
|
I asked this in the RAZR HD and RAZR Maxx HD Support Forum & did not get a response. Maybe I asked in the wrong area, so I am trying in this area of the forum.
Looking for a simple method to root my RAZR Maxx HD (9.16.9 XT926)(Jelly Been 4.1.2)
I have searched the forum, but did not find a root method for my version.
Any help would be appreciated.
|
s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394678694885/warc/CC-MAIN-20140313024454-00000-ip-10-183-142-35.ec2.internal.warc.gz
|
CC-MAIN-2014-10
| 349 | 4 |
http://talespin.ai/epub/adaptive-blind-signal-and-image-processing
|
math
|
By Andrzej Cichocki
With strong theoretical foundations and diverse capability purposes, Blind sign Processing (BSP) is among the most well-liked rising parts in sign Processing. This quantity unifies and extends the theories of adaptive blind sign and photograph processing and gives useful and effective algorithms for blind resource separation,Independent, significant, Minor part research, and Multichannel Blind Deconvolution (MBD) and Equalization. Containing over 1400 references and mathematical expressions Adaptive Blind sign and snapshot Processing gives you an unheard of choice of valuable options for adaptive blind signal/image separation, extraction, decomposition and filtering of multi-variable indications and data.* deals a wide insurance of blind sign processing ideas and algorithms either from a theoretical and sensible standpoint* provides greater than 50 uncomplicated algorithms that may be simply changed to fit the reader's particular actual international difficulties* presents a consultant to primary arithmetic of multi-input, multi-output and multi-sensory structures* contains illustrative labored examples, machine simulations, tables, designated graphs and conceptual versions inside of self contained chapters to aid self examine* Accompanying CD-ROM gains an digital, interactive model of the booklet with totally colored figures and textual content. C and MATLAB(r) undemanding software program programs also are providedMATLAB(r) is a registered trademark of The MathWorks, Inc.By offering an in depth creation to BSP, in addition to featuring new effects and up to date advancements, this informative and encouraging paintings will entice researchers, postgraduate scholars, engineers and scientists operating in biomedical engineering,communications, electronics, computing device technology, optimisations, finance, geophysics and neural networks.
Read Online or Download Adaptive Blind Signal and Image Processing PDF
Similar waves & wave mechanics books
Here's an in-depth, updated research of wave interactions for normal platforms of hyperbolic and viscous conservation legislation. This self-contained research of concern waves explains the recent wave phenomena from either a actual and a mathematical viewpoint. The research turns out to be useful for the learn of assorted actual occasions, together with nonlinear elasticity, magnetohydrodynamics, multiphase flows, combustion, and classical gasoline dynamics shocks.
Quantum box idea has had a profound impact on arithmetic, and on geometry particularly. although, the infamous problems of renormalization have made quantum box thought very inaccessible for mathematicians. This publication presents entire mathematical foundations for the idea of perturbative quantum box concept, in response to Wilson's rules of low-energy potent box thought and at the Batalin-Vilkovisky formalism.
Extra resources for Adaptive Blind Signal and Image Processing
A single processing unit (artificial neuron) is used in the first step to extract one source signal with specified statistical properties. In the next step, a deflation technique can be used to eliminate the already extracted signals from the mixtures. 6 Generalized Multichannel Blind Deconvolution – State Space Models In the general case, linear dynamical mixing and demixing systems can be described by state-space models. ) and mutually (spatially) independent), x(k) is an available vector of sensor signals, ν P (k) is the vector of process noise, and the state matrices have dimensions: A ∈ IRr×r is a state matrix, B ∈ IRr×n an input mixing matrix, C ∈ IRm×r an output mixing matrix, D ∈ IRm×n an input-output mixing matrix and N ∈ IRr×p is a noise matrix.
May occur. It may be assumed that the reference noise is processed by some unknown dynamical system before reaching the sensors. 8). In this case, two learning processes are performed simultaneously: An un-supervised learning procedure performing blind separation and a supervised learning algorithm performing noise reduction . This approach has been successfully applied to the elimination of noise under the assumption that the reference noise is available [267, 671]. 14 INTRODUCTION TO BLIND SIGNAL PROCESSING: PROBLEMS AND APPLICATIONS Unknown Reference noise nR(k) H1(z) s1(k) + h11 x1(k) w1n h1n H (z ) h21 2 + h22 w21 x2(k) sn(k) Fig.
In other words, it is required to adapt the weights wij of the n × m matrix W of the linear system y(k) = W x(k) (often referred to as a single-layer feed-forward neural network) to combine the observations xi (k) to generate estimates of the 6 INTRODUCTION TO BLIND SIGNAL PROCESSING: PROBLEMS AND APPLICATIONS (a) Unknown v(k) s(k ) x (k ) S H n y (k ) W m n (b) Observable mixed Neural network signals Unknown primary Unknown matrix sources Separated output signals v1(k) h11 + x1(k) w11 S w1m + h 1n hm1 sn(k) hmn + + S y1(k) + + s1(k) S wn1 xm(k) vm(k) wnm + + S yn(k) Learning Algorithm Fig.
Adaptive Blind Signal and Image Processing by Andrzej Cichocki
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583716358.66/warc/CC-MAIN-20190120123138-20190120145138-00182.warc.gz
|
CC-MAIN-2019-04
| 5,041 | 11 |
http://mathhelpforum.com/pre-calculus/106290-compound-interest.html
|
math
|
I need to find the initial investment and time to double. It is compounded continuously. I'm given the annual % rate and the amount after 6 years. So:
Initial Investment: $?????
Annual % Rate: 5%
Time to Double: ???? yr
Amount After 6 Years: $2000.00
Not sure where to begin on this one.
Wow, thanks a bunch! See, this is how I feel I learn better. I like it when someone posts the steps, which lets me analyze them and figure out how that step came about. No offense to anyone else who has ever helped me.
One question: in the second part, where did P go from Pe^rt?
"Time to double" meant t such that . Divide both sides by P.
And "feeling that I learn better" when someone shows you all the steps is often an illusion. Yes, everything makes sense but can you do it on your own? The only way to really learn mathematics is to do it yourself!
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698540409.8/warc/CC-MAIN-20161202170900-00354-ip-10-31-129-80.ec2.internal.warc.gz
|
CC-MAIN-2016-50
| 843 | 10 |
http://d045816peng.blogspot.com/2011/11/lesson-18-volume-of-liquid.html
|
math
|
Millilitre (ml) and litre (l) are the standard unites for measuring volume of liquids in the metric system.
Millilitre - small volume of liquids
Ways of measuring volume of liquids
( A ) By using measuring cylinder
( B ) By using beaker
How to measure volume of liquids correctly?
For example: using measuring cylinder
1. Place the measuring cylinder on a level surface
2. Pour the liquid into the measuring cylinder
3. Read the volume of the liquid at the right position which same volume of the water level. The volume is stated .
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864795.68/warc/CC-MAIN-20180622201448-20180622221448-00532.warc.gz
|
CC-MAIN-2018-26
| 532 | 10 |
http://www.bestsatprepbook.com/2017/09/sat-physics-electric-potential.html
|
math
|
SAT Physics Electric Potential - Potential Of Uniform Fields
SAT Physics Electric Potential - Potential Of Uniform FieldsPOTENTIAL OF UNIFORM FIELDS
Uniform electric fields are a property of equal and oppositely charged parallel plates. Since the electric field between these plates is uniform, the electric potential is evenly distributed in the space between the plates. Figure 11.1 shows how the electric potential associated with a set of 6-volt plates is commonly visualized.
Figure 11.1. Electric potential for uniform fields
Since the negative plate is low potential, it is often set as the zero point to simplify problems. By definition, the positive plate is considered to be the high potential plate. In this figure, it is set as 6 volts. By definition, the negative plate is the low potential plate. Here it is set as 0 volts. Electric potential is similar to height h in a mechanics problem, where the surface of Earth is the zero point and each meter of height is equally spaced and parallel to Earth.
The magnitude of the electric potential, V, at a location in a uniform electric field can be determined with the following formula.
V=EdIn this formula distance, d, is measured from a location where the potential is equal to zero to the point in the field where potential is to be solved.
Although charged plates have a uniform electric field between them, the value of the electric potential at each plate is different. In Figure 11.1, the positive plate has a potential of 6 volts and the negative plate has a potential of 0 volts. This difference is known as a potential difference, ΔV. Its value is found by subtracting the two potentials: ΔV =6-0 = 6. The potential difference of charged plates can also be determined with a modified version of the previous equation.
ΔV=EΔdThe electric field, E, of charged plates is uniform and does not change. The distance Ad is the space between the plates.
The electric potential can be viewed as lines that are perpendicular to the electric field and equally spaced. These lines are known as equipotential lines. Every point on a particular equipotential line has the same equal potential. In Figure 11.2, a point P, a positive charge, and a negative charge are all shown at a location where their electric potentials are 4 volts relative to the negative plate. They are all on the same equipotential line.
Figure 11.2. Electric potential
Some problems will ask for the electric potential of a point or charged object located between charged plates. This is calculated with the same equation used to find the potential of the plates themselves, V = Ed. However, the distance, d, is measured from the zero location (usu¬ally the negative plate) to the point or charged object, as shown in Figure 11.2.
Electric Potential of a Uniform Field
Two charged plates with a 20 newton per coulomb electric field are separated by a distance of 10 centimeters. A proton is located at the midpoint between the plates.
(A) Determine the potential difference between the charged plates.
WHAT'S THE TRICK?
To find the potential difference of the charged plates, use the formula. Remember to change the distance to meters.
ΔV= EΔd(B) Determine the potential acting on the proton.
ΔV = (20 N/C)(0.10 m) = 2 V
ΔV = (20 N/C)(0.10 m) = 2 V
WHAT'S THE TRICK?
You need to find the potential at the point where the proton is located. Since the proton is at the midpoint between the plates, the distance (in meters) is half the distance between the plates.
V = (20 N/C)(0.05 m) = 1 V
V = (20 N/C)(0.05 m) = 1 V
POTENTIAL OF POINT CHARGES
The electric potential of point charges is visualized in an entirely different manner and is solved using an entirely different equation than that of uniform fields. The electric field of point charges is radially oriented pointing away from positive charges, and radially oriented toward negative charges. The magnitude of the field has a maximum value at the surface of the charge and becomes weaker with the inverse square of the distance from the center of the charge. It has zero strength at infinity. Although electric potential is not a vector and has no direction, its magnitude follows a similar pattern to that of the electric field surrounding a point charge. Potential has its highest magnitude at the surface of a charge and diminishes to zero at infinity. The lines of equal potential (equipotential lines) are perpendicular to the field and form concentric circles around the charge. An example is shown in Figure 11.3 for a positive charge with a 6-volt potential at its surface.
Figure 11.3. Electric potential of point charges
The equation for potential is very similar to the equation for the electric field. However, potential is a scalar quantity while the electric field is a vector.
Electric Potential of Several Point Charges
If a problem consists of several point charges surrounding a point P, then merely add together the electric potentials of the individual charges. To find the total potential, simply sum the individual electric potentials.
Electric Potential of Point Charges
A +4 coulomb charge is located 4 meters to the left of the origin. A -4 coulomb charge is located 4 meters to the right of the origin. Determine the electric potential at point P located at the origin.
WHAT'S THE TRICK?
The charges are spherical. Use the potential equation for point charges.
Since there are two charges, add them. The sign on the charges is important. However, the sign on the distance from the origin is not.
ELECTRIC POTENTIAL ENERGY
Once the electric potential at a point in space is determined, any charge q can be inserted at that point and the electric potential energy, UE, can be determined. Simply multiply the electric potential, V, at a point in space by the charge, q, located at that point.
UE = qVThe relationship between electric potential and electric potential energy is similar to that between electric field and electric force. A point in space will have a specific electric field value, E, and a specific electric potential value, V. When a charge, q, is placed at a point in space, the electric field creates a force, FE, on the charge. The electric potential can be used to determine its electric potential energy, UE.
FE = qE and UE = qVWhether the electric potential is due to charged plates, a single point charge, or several point charges, the equation to find electric potential energy is the same. In Figure 11.4(a), a point charge q is located in the uniform field of charged plates. In Figure 11.4(b), a point charge q2 is located in the electric field created by point charge q1
Figure 11.4. Electric potential energy
You can substitute the equations for electric potential, V, into the equations found in Figure 11.4(a) and Figure 11.4(b) to create alternate equations for electric potential energy.
Thanks for sharing such a nice article. It is really useful to me and all people. One thing in my mind came while reading that it is not wasting of time. currency exchange app shopify , currency converter box free online , best shopify apps to boost sales in 2019ReplyDelete
I guess you are a smart cookie because of your knowledge and insight. The articles brings some advice. I learn more from them. Please update more posts. I usually read them. Thank you very much.sale discount app on Shopify , Product discount master , best shopify free apps to boost sales in 2019ReplyDelete
You may need to for a board to aid the plan, assessment, determination and conceivably money related help of your new band uniforms. check this outReplyDelete
In the event that you can't discover a suit with a coat and skirt or pants to fit and praise your body shape, you could generally have a go at purchasing the skirt or pants and coat independently as long as you pick an impartial shading like dark or naval force that is anything but difficult to coordinate. anaya lawn unstitchedReplyDelete
A similar texture pores that help keep water from infiltrating inside a jacket, permit sweat particles to get away and at last keep your hotter. beverly hills cop jacketReplyDelete
It is currently his responsibility to transfer to the maker that this is actually how you need your band uniforms fabricated. It is additionally astute to take some photographs of the uniform for your records as of now. distressed leather jacketReplyDelete
You have a genuine capacity to compose a substance that is useful for us. You have shared an amazing post about test and tag services brisbane.Much obliged to you for your endeavors in sharing such information with us.ReplyDelete
I really want to thank the author for such a nice blog that helped me to understand why testing and tagging Melbourne is important. thanks for sharinReplyDelete
A very delightful article that you have shared here about Electrical Outlet Box. Your blog is a valuable and engaging article for us, and also I will share it with my companions who need this info. Thankful to you for sharing an article like this.ReplyDelete
I’m genuinely impressed with your knowledge. You have shared good knowledge by this blog. It was a really attractive blog. Please keep sharing your post with us.Rent Bidwell bridge paving machinery in USA.ReplyDelete
This article provided me with a wealth of information aboutelectrical test and tag. The article is both educational and helpful. Thank you for providing this information. Keep up the good work.ReplyDelete
The information in the post you posted here is useful because it contains some of the best information available. Thanks for sharing it. Keep up the good work Safety Goggles OnlineReplyDelete
Wow, What an Excellent post. I really found this to much informative. It is what I was searching for. I would like to suggest you that please keep sharing such type of info.tile and stone adhesive site.ReplyDelete
Thanks for sharing useful information. We are the reputed natural stone suppliers Melbourne offering luxurious natural stones & stone benchtops Melbourne at affordable price.ReplyDelete
The person who has the most important bet on the participant and the banker has the right to squeeze the playing cards or nominate another person to open the playing cards. Only one individual, nonetheless, is ever allowed to the touch the playing cards for the participant and only one for the banker. Many things in this world thecasinosource.com revolve round following customs and traditions, particularly in the gaming world, the place perfecting a good squeeze will present your understanding of the sport. That is, player-punto or bank-banco, hence the name ‘Punto Banco’.ReplyDelete
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948951.4/warc/CC-MAIN-20230329054547-20230329084547-00535.warc.gz
|
CC-MAIN-2023-14
| 10,621 | 56 |
http://deal.webmaggu.com/laptops-upto-20-from-rs-9990-8211-amazon-83243/
|
math
|
Laptops upto 20% from Rs. 9990 – Amazon
Amazon is offering upto 20% off on Laptops.
# ICICI Bank Debit & Credit Cards – 10% off upto Rs. 1750 on Purchase of Rs. 3000+: An instant discount will be awarded at the time of making the payment. (Terms & Conditions)
# ICICI Bank Debit & Credit Cards – 10% off upto Rs. 1750 AND Rs. 1750 Cashback on Total Purchase of Rs. 50000+: 10% Instant discount will be awarded at the time of making the payment. The cashback will be credited to the customer’s Bank account/Card statement latest by 16 January 2020. (Terms & Conditions)
Click here to Buy: Laptops
# Windows 10 Laptops from Rs. 9990
# Intel Core i3 Laptops from Rs. 16990
# Intel Core i5 Laptops from Rs. 27990
# Intel Core i7 Laptops form Rs. 49990
# Apple from Rs. 59990
Note : Product Image is just representation and may not represent the actual product.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496670948.64/warc/CC-MAIN-20191121180800-20191121204800-00386.warc.gz
|
CC-MAIN-2019-47
| 864 | 11 |
https://www.taxtim.com/za/answers/registering-as-a-sa-taxpayer
|
math
|
I'm a foreigner living in SA on a relative visa, with my spouse. I would like to get a business endorsement on my visa. 1. At this stage, do I need to register as an income tax payer only? 2. How long will it take me to get the taxpayer's number from the day of submission?
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084886794.24/warc/CC-MAIN-20180117023532-20180117043532-00106.warc.gz
|
CC-MAIN-2018-05
| 273 | 1 |
https://www.isixsigma.com/topic/test-to-see-if-percent-change-significant/
|
math
|
Test to See if Percent Change Is Significant?
- August 3, 2018 at 7:54 am #56059
I have two columns of raw data and have calculated the percent change in a 3rd column.
I ran a unmatched t-test on the raw data (men/women) p < .0005. Is there a test that addresses if the percent of change is significant?
SteveAugust 3, 2018 at 9:11 am #202891
Since you only have a single percentage change the only way to assess significance is to have something to use as a yardstick. So the question becomes significant compared to what?August 6, 2018 at 7:09 am #202896
I’m not sure if you are confusing statistical significance with practical significance, or if you are looking for a paired t test.
Statistical significance means that the difference you observed between your sample groups is too big to be reasonably explained by sampling error (chance). Based on your t test, the difference is statistically significant. Calculating the difference as a percent change only changes the way you are looking at it, not the outcome of the test — it is still statistically significant. If you are looking for practical significance (is the difference big enough to be relevant to your situation), there is no statistical test for that. You’ll need to make that decision using other criteria.
On the other hand, if you are asking how to test the change between paired groups (each member of one group has a direct association with one member of the other group), there are two ways to do that. You can either use a Paired t test on your original two columns of data, or you can use a 1 sample t test on a calculated column, setting the null hypothesis to 0 (zero). The calculated column can be just the difference between each matched set or the percent difference – either will work. Both the Paired t test and a 1 sample t test on the calculated differences will give you the exact same result. I can also tell you that if a 2 sample t test is significant, a Paired t test on the same data will always be significant.August 6, 2018 at 4:55 pm #202899
@marson You should have been taught that when they taught you to do the test. It is part of your sample size selection.August 6, 2018 at 5:19 pm #202900
This question is not related to sample size. I am seeking a statistical test to assess percent change. I am using national demographic data.August 8, 2018 at 9:15 am #202903
Again, if you just want to test the percent change in the overall average between two groups, your original t test did that. The only difference between the measured change and the percent change is the units.
If you want to test the average percent change between individual pairs, you can use a Paired t test (or a 1 sample t on the calculated differences as I described above).
If you are looking for something altogether different, please clarify exactly what you are trying to test, including your null and alternate hypotheses, along with an explanation of what your two data sets are.August 8, 2018 at 10:31 am #202904
@jazzchuck, I could be wrong but I think the OP is after what I commented on in my first post. He/she has, in some manner, computed a percent change and is looking for significance with respect to that difference where the comparison of the generated percentage change is with something external to the data.
The issue isn’t that of difference between the groups – as you and others have noted – that information is already part of the t-test. As written the OP does not seem to have anything that would justifying pairing individual measures so a paired comparison would be of no value. In any event the question usually addressed by pairing – is the mean of the differences significantly different from 0 – does not appear to be of interest to the OP.
I think if the OP provides a description of how they generated the estimate of percent change someone might be able to offer some insight with respect to answering the original question.August 8, 2018 at 2:22 pm #202905
@rbutler, you may be right. The reason I thought a paired t test might apply is because @marson stated that he calculated the percent change in a 3rd column. Since he referred to a column and not a cell, it seems plausible that he has a separate calculation for each row of data, which would suggest pairs.
Either way, some clarification would definitely help to understand the problem.August 8, 2018 at 2:32 pm #202906
I did a t-test. P < .00005 Good Stuff!
I was wondering if there was anything I could do to statistically test the “percent change” I can’t find anything and I am beginning to believe that there is no test that can address this issue.August 9, 2018 at 4:59 am #202908
There are ways to test the significance for a percent change the problem is that before anyone can offer anything you still need to tell us what you have done and how you want to test the percent change.
1. You said you have a 3rd column with a percent change – how did you do this computation? For example:
a. did you just put male and female columns side-by-side, take a difference and compute a percent change using one of the two columns as a reference?
1. If you did a) then what was your criteria for pairing the two columns? If you just randomly smashed the two columns together and took a difference then the percentage changes are of little value.
Or did you use some other method. Regardless, we need to know the computational method you used and what is being compared to what.
2. You said you want to know if this percentage change is significant. Based on your earlier posts it appears that you do not want to test to see if it is different from 0 therefore, what is the target? That is, what target percent change do you want to use for comparison?
Example: you have a precious metal recovery system that recovers 99.986% of all of the metal from scrap. You have a new method which you believe will recover 99.990% and you have a target for significant change of .002% – under these circumstances if the new process delivers as expected the percent change will be significant.
You must be logged in to reply to this topic.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376830305.92/warc/CC-MAIN-20181219005231-20181219031231-00489.warc.gz
|
CC-MAIN-2018-51
| 6,116 | 29 |
http://mathhelpforum.com/discrete-math/32092-self-contradictory-recursive-problem.html
|
math
|
Who shaves him? If he shaves himself that is impossible for he shaves everyone who does not shave himself. If he does not shave himself then he has to shave himself because he shaves everyone who does not shave himself.
"Let the barber of Seville shave every man of Seville who does not shave himself.
Who shall shave the barber?"
So my book says that this is self-contradictory. but how?
From my reading of it, it's just that the barber of Seville shaves every man in Seville who doesn't shave themselves. Well the barber doesn't have to shave himself (or he could shave himself). So then someone else can shave the barber along with every man of Seville (and those who do not shave themselves can be shaved twice...)
This question ilustrates the difference between mathematics and real life. A mathematical model of a real-life problem often contains many unstated assumptions. In this case, it is assumed that the men of Seville form a precisely identified set which contains the barber and on which the relation "shaves" is a function. That is to say, each man in the set is shaved by exactly one man in the set.
Self-referential statements can lead to all kinds of fun paradoxes. Whether or not a statement is actually paradoxical and how one can resolve the paradox is a topic of much discussion in philosophy and mathematics. Your problem is an example of Russel's Paradox: Does the set of all those sets that do not contain themselves contain itself?
One of my favorites is: "The smallest integer not definable in fewer than twelve English words." This takes a bit of thought to see why it is a paradox.
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698542714.38/warc/CC-MAIN-20161202170902-00505-ip-10-31-129-80.ec2.internal.warc.gz
|
CC-MAIN-2016-50
| 1,611 | 8 |
http://www.docstoc.com/docs/128053989/Outline-for-Class-Meeting-3-(Chaper-2-Lohr-91100)
|
math
|
Outline for Class Meeting 7 (Chapter 3 (3.2,3.4), Lohr, 2/8/06) Model Based sampling for auxiliary data, Intro to Stratified sampling I. Ratio estimation can be justified from a model-based point of view A. Consider the following model. The population is a realization from a model of the form Yi xi i N where i ~ (0, xi2) and independent. Under this model, T y Yi is a r.v. and the i 1 parameter of interest is one realization of this r.v. Thus our original estimation problem is a prediction problem. B. A reasonable predictor of ty is ˆ t yr yi yi yi xi ˆ ˆ iS iS iS iS ˆ where is the least squares estimator of . Observe that ( x V 1 x) 1 ( x V 1 y ) ˆ 2 yi ˆ iS ty 2 . xi tˆx iS Thus ˆ ty ˆ t yr yi (t x xi ) i S ˆ tx iS ˆ ty tx. ˆ tx So the estimator is the same as the randomization-based estimator. ˆ ˆ C. EM [T yr T y ] EM [ xi yi ] 0 . The estimator is model-unbiased (even iS iS though it is not randomization unbiased. D. The model-based variance can be shown (see p. 82) to be x 2t x 2 VM [T yr T y ] 1 iS i ˆ . tx i S xi This is different from the randomization based variance. II. Other ways to make use of auxiliary data A. Regression estimator Suppose that the best model for the data is not that shown in I., but rather Yi 0 1 xi i , where i ~ (0, ) and are independent. Then prediction as before, using the least squares 2 estimator for the parameters 0 and 1, leads to the regression estimator ˆ t yreg t y 1 (t x t x ) , ˆ ˆ ˆ rs y ˆ where 1 . sx 1. From a randomization-based point of view, this estimator is biased in small samples, and an estimate of its approximate variance is ˆ N 2 (1 f ) 2 V (t yreg ) sd n ˆ ˆ where di yi [ 0 1xi ] . 2. From a model-based point of view, this estimator is unbiased with a variance that looks like variance of a regular simple regression predictor. (See p. 86). B. Difference estimator The difference estimator is often used in accounting populations. It is ˆ ˆ ˆ t ydiff t y (t x t x ) . This is an unbiased estimator of ty and its variance is ˆ N 2 (1 f ) 2 V (t ydiff ) Sd n where di = yi – xi. Under what model is this estimator the best linear unbiased predictor? III. Stratified sampling When separate samples are selected from each of several subsets of the population (defined ahead of time, called strata), the sample is said to be a stratified sample. If the samples from each strata are SRS, the the design is said to be a stratified random sample. A.Estimators 1. Denote by t h the total for the hth stratum. Likewise, all other notation is subscripted by h to indicate that it is for the hth of H strata. Thus an unbiased estimator of population total from a stratified random sample is H ˆ t str N h y h . h 1 and H N y str h y h . N h 1 2. The variance of the stratified estimator is obtained as the sum of the variances across the strata, since sampling is independent from one stratum to the next. Likewise the estimate of the variance is obtained as the sum of the variance estimates across the strata. 3. A confidence interval for the mean or total can be constructed based on the normal approximation if either the sample sizes within each stratum are large or there are many strata.
Pages to are hidden for
"Outline for Class Meeting 3 (Chaper 2, Lohr, 9/11/00)"Please download to view full document
|
s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207928350.51/warc/CC-MAIN-20150521113208-00232-ip-10-180-206-219.ec2.internal.warc.gz
|
CC-MAIN-2015-22
| 3,311 | 3 |
https://www.answers.com/Q/How_much_money_would_it_cost_to_drive_5000_miles_if_my_car_gets_30_miles_to_the_gallon
|
math
|
How much money would it cost to drive 5000 miles if my car gets 30 miles to the gallon?
It depends on the price of gas.
If gas costs $5/gallon, it would cost about $835.00 to go 5000 miles when your car get 30 miles to the gallon.
If gas costs $3/gallon, it would cost about $500.
cost = 5000/30 * cost-of-gas
The answer depends on the efficiency of the vehicle in miles per gallon, as well as the price of gasoline. An average automobile goes 20 miles on a gallon of gas. Divide distance by efficiency (1000 miles divided by 20 miles per gallon results in 50 gallons.) If gas costs $3 per gallon, then the fuel used by this car to travel 1000 miles would cost $150 and you would need to fill up twice…
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573071.65/warc/CC-MAIN-20190917121048-20190917143048-00212.warc.gz
|
CC-MAIN-2019-39
| 704 | 6 |
https://www.loandepot.com/loan-officers/linguyen
|
math
|
“It’s my goal to ensure that my customers always feel like they are being heard and that their needs are being met,” says Linda.
A graduate of California State University, Fullerton, where she was on the Dean’s list honoree, Linda credits her commitment to her mother, a well-known Realtor with a plus-25-year career.
“My mother is one of the hardest working women I’ve ever known,” explains Linda. “She has shown me how to work smarter and stay focused, so that I can consistently assist thousands with their mortgage needs.”
Linda is especially delighted when her customers receive the keys to their new home.
“Helping my customers fulfill their financial dreams is my goal every day,” Linda adds.
When Linda isn’t assisting customers, she focuses on her mental and physical fitness, which she credits with helping her be her best self every day. An aspiring singer, Linda takes vocal lessons in hopes to audition again for The Voice. She also regularly updates her YouTube channel which showcases her love for beauty.
Please do not hesitate to reach out to Linda using the direct contact information located on this page.
AZ LIC# 0945385 | CA LIC# CA-DBO1591354 | KS LIC# LO.0037691 | LA | ND LIC# NDMLO1591354 | IA LIC# 31116 | MT LIC# 1591354 | ME | IL LIC# 031.0052239 | MO LIC# 19291-MLO | OR | DC LIC# MLO1591354 | CO LIC# 100509587 | OK LIC# MLO16195 | WI LIC# 1591354 | AL LIC# 68983 | KY LIC# MC417216 | IN LIC# 37958 | WA LIC# MLO-1591354
Here's what my clients are saying...
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247490225.49/warc/CC-MAIN-20190219142524-20190219164524-00247.warc.gz
|
CC-MAIN-2019-09
| 1,511 | 9 |
https://econjeff.blogspot.com/2014/08/nyt-on-treating-addiction.html
|
math
|
I liked this NYT piece on alternatives to conventional abstinence-based programs for dealing with addition.
I've tried a few times to convince the students in my undergraduate program evaluation course that it would be interesting to read some papers from the related evaluation literature but they have not shown much interest.
My sense of the literature is that placebo effects and heterogeneous treatment effects both likely loom large in a way that makes forward progress on the scientific front difficult. It also seems to me that a treatment that requires you to, say, never have another drink has not really fully solved the problem.
Who was my favorite student this term?
6 years ago
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510454.60/warc/CC-MAIN-20230928194838-20230928224838-00156.warc.gz
|
CC-MAIN-2023-40
| 691 | 5 |
http://umj.imath.kiev.ua/index.php/umj/article/view/2135
|
math
|
Splitting Obstruction Groups Along one-Sided Submanifolds
AbstractWe construct new commutative diagrams of exact sequences which relate surgery and splitting obstruction groups for pairs of manifolds. The splitting and surgery obstruction groups are computed for pairs of manifolds and various geometric diagrams of groups corresponding to the problem of splitting along a one-sided submanifold of codimension 1.
How to Cite
Muranov, Y. V., and R. Jiménez. “Splitting Obstruction Groups Along One-Sided Submanifolds”. Ukrains’kyi Matematychnyi Zhurnal, Vol. 66, no. 3, Mar. 2014, pp. 316–332, http://umj.imath.kiev.ua/index.php/umj/article/view/2135.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335609.53/warc/CC-MAIN-20221001101652-20221001131652-00308.warc.gz
|
CC-MAIN-2022-40
| 659 | 4 |
https://physics.stackexchange.com/questions/12383/why-was-the-truncated-icosahedron-i-e-soccer-ball-geometry-chosen-for-the-imp
|
math
|
Quoting from Wolfram Mathworld: " It is the shape used in the construction of soccer balls, and it was also the configuration of the lenses used for focusing the explosive shock waves of the detonators in the Fat Man atomic bomb (Rhodes 1996, p. 195)." but further insights are not provided. (http://mathworld.wolfram.com/TruncatedIcosahedron.html)
Why would the Manhattan project scientists choose this geometry for designing the implosive lenses of the Fat Man atomic bomb? Assuming the explosive charges were placed on the faces of the icosahedron, is this the optimal geometry for focusing the shock waves on a single point (presumably a spherical plutonium core), or was this mainly due to practical/engineering considerations?
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817184.35/warc/CC-MAIN-20240417235906-20240418025906-00582.warc.gz
|
CC-MAIN-2024-18
| 732 | 2 |
https://en.wikibooks.org/wiki/Basic_Algebra/Polynomials/Adding_and_Subtracting_Polynomials
|
math
|
Basic Algebra/Polynomials/Adding and Subtracting Polynomials
Vocabulary[edit | edit source]
Polynomial: Mathematical sentence with "many terms" (literal English translation of polynomial). Terms are separated by either a plus (+) or a minus (-) sign. There will always be one more term than there are plus (+) or minus (-) signs. Also, the number of terms will (generally speaking) be one higher than the lead exponent.
EX: A Quadratic function has a lead exponent of 2, but generally has three terms (ax2 + bx + c; lead exponent = 2, # of + (or -) signs = 2, # of terms = 3)
Like Terms: Terms in a polynomial that have the same power of the variable
EX: 3x2 and 2x2 are like terms, but 3x2 and 4x3 are not!
PROPERTIES TO REMEMBER:
If we see a variable standing alone (it has no coefficient, no number next to it) then we assume that there is an invisible one (1) standing there:
x2 = 1x2
We are extremely lazy in math and do not like to write numbers that we feel are unnecessary. This is one of the cases in which we do not write what is actually there but we always remember it is. Another case is with fractions and whole numbers. The DEMONIMATOR of every whole number is a one (1) but we do not write this one (1) because we do not feel the need. We always remember it is there though.
4 = 4/1 [READ: 4 over 1]
Lesson[edit | edit source]
There are many, many types of polynomials in the world of mathematics and are classified by the power (or exponent) of their leading term.
Some Common Functions
1) f(x) = ax + b (more commonly seen as y = mx + b). The leading term has an exponent of one (1) and is called a LINEAR FUNCTION because it creates a line when graphed. Because there are two terms, this function is called a binomial, or two-termed, function.
2) f(x) = ax2 + bx + c The leading term has an exponent of two (2) and is called a QUADRATIC FUNCTION because the first x is squared and squares are QUADrilaterals. This function generally has three terms and is therefore called a trinomial. A QUADRATIC FUNCTION has amazing properties that span years of mathematical studies. Since this is the first polynomial to have more than two terms, it is the first polynomial able to be factored. However, there are special cases in which ax2 + bx + c cannot be factored.
3) f(x) = ax3 + bx2 + cx + d The leading term has an exponent of three (3) and is called a CUBIC FUNCTION because the first x is cubed (raised to the third power). This function generally has four terms and will always be able to factor out at least one term of the form (x - h) [where h is any number].
There are an infinite number of polynomials and each one has amazing features unique to that function. However, there are a few universal traits to all functions. Every function with an even lead exponent (ax2, ax4, etc. . .) have a chance of not being factorable. Every function with an odd lead exponent (ax, ax3, etc. . .) will be able to factor AT LEAST ONE term of the form (x - h) [where h is any number].
As with regular numbers, we can add and subtract polynomials. However, instead of only worrying about which numbers have an x and which numbers do not, we also have to keep in mind that the exponents have to be the same in order for us to add and subtract terms.
EX: Add (4x3 + 3x + 1) + (-3x3 + 2x2 + 4)
Step 1: We have to match up our terms: (4x3 + -3x3) + (2x2) + (3x) + (1 + 4)
Step 2: We combine the coefficients of the like terms: x3 + 2x2 + 3x + 5 <- We've solved the problem
(4x3 + 3x + 1) + (-3x3 + 2x2 + 4) = x3 + 2x2 + 3x + 5
Subtracting polynomials is the same thing, except we add an extra step. When we subtract polynomials we use the distributive property first and multiply the second polynomial by a negative one (-1). This changes all the signs of the second polynomial to the OPPOSITE of what they are. [NOTE: When we add a negative number we actually subtract!!!]
EX: Subtract (3x4 + 2x2 + 2) - (x4 + 6x2 + 12x - 1)
Step 1: We distribute the negative one (-1) across the second polynomial and our new polynomial reads:
(-x4 - 6x2 - 12x + 1) <- Notice how the signs are all opposite of what we were given.
Step 2: We match up our terms: (3x4 + -x4) + (2x2 + -6x2) + (-12x) + (2 + 1)
Step 3: We combine our coefficients of the like terms: 2x4 - 4x2 - 12x + 3
(3x4 + 2x2 + 2) - (x4 + 6x2 + 12x - 1) = 2x4 - 4x2 - 12x + 3
Now we've successfully subtracted two polynomials.
Example Problems[edit | edit source]
Practice Games[edit | edit source]
Practice Problems[edit | edit source]
^ for exponentiation
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988775.25/warc/CC-MAIN-20210507060253-20210507090253-00379.warc.gz
|
CC-MAIN-2021-21
| 4,512 | 35 |
https://mikemccarthycomedy.com/simple-solutions-272
|
math
|
Algebra 2 math problems
Algebra 2 math problems can be found online or in math books. We will give you answers to homework.
The Best Algebra 2 math problems
Best of all, Algebra 2 math problems is free to use, so there's no reason not to give it a try! Algebra can be a difficult subject for many students, but one way to make it easier is to solve by elimination. This method involves setting up equations and solving for one variable in terms of the others. For example, consider the equation ax+by=c. To solve for x, you would first multiply both sides by b and then subtract c from both sides. This would give you the equation bx-(c-ay)=0. You could then solve for x by factoring or using the quadratic formula. However, elimination is usually faster and simpler. Once you get practice using this method, you will be able to solve equations more quickly and easily.
Solving natural log equations requires algebraic skills as well as a strong understanding of exponential growth and decay. The key is to remember that the natural log function is the inverse of the exponential function. This means that if you have an equation that can be written in exponential form, you can solve it by taking the natural log of both sides. For example, suppose you want to solve for x in the equation 3^x = 9. Taking the natural log of both sides gives us: ln(3^x) = ln(9). Since ln(a^b) = b*ln(a), this reduces to x*ln(3) = ln(9). Solving for x, we get x = ln(9)/ln(3), or about 1.62. Natural log equations can be tricky, but with a little practice, you'll be able to solve them like a pro!
This a website that can help you to understand and solve different types of math word problems. This website can be very helpful, especially if you are struggling with math. The website provides step-by-step instructions on how to solve different types of math word problems. In addition, the website also includes a variety of video tutorials that can help you to better understand the concepts. is a great resource for anyone who is struggling with math.
In order to solve a multi-step equation, there are a few steps that need to be followed. First, all terms need to be on one side of the equals sign. Second, the coefficients of each term need to be simplified as much as possible. Third, like terms need to be combined. Fourth, each term needs to be divided by its coefficient in order to solve for the variable. Fifth, the variable can be plugged back into the original equation to check for accuracy. These steps, when followed correctly, will allow you to solve any multi-step equation.
We solve all types of math troubles
It just works. It calculates everything exactly how it should be and gives every possible answer to the equation. The explanations are very good too. Best app of this kind. It has the ability to show answers/guides to questions from a textbook directly in app. 100% recommend. P.S for situations that it cannot calculate an equation, it contains a very precise calculator-built in.
The app is amazing. But the camera quality isn't so amazing in it. The image becomes blur as soon as I am about to scan it. Please fix this problem. Other than that, it is really helpful. I recently purchased the app plus which makes the experience even better.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711001.28/warc/CC-MAIN-20221205000525-20221205030525-00469.warc.gz
|
CC-MAIN-2022-49
| 3,256 | 10 |
https://www.hindustantimes.com/education/cbse-to-make-amends-over-wrong-class-10-maths-question/story-iqk9hWZtSUcAaHiAkMl5DN.html
|
math
|
CBSE to make amends over 'wrong' Class 10 maths question
The Central Board of Secondary Education has admitted to a printing error in a mathematics question set by it for the Class 10 board examination and said students who attempted it would not unnecessarily lose marks.education Updated: Mar 16, 2009 11:59 IST
The Central Board of Secondary Education (CBSE) has admitted to a printing error in a mathematics question set by it for the Class 10 board examination and said students who attempted it would not unnecessarily lose marks.
"There was a problem in this particular question. Consideration will be given to the students in the marking scheme," M.C. Sharma, controller of examinations, CBSE, told IANS Sunday, a day after many students protested that the question in the third set of mathematics papers was wrong.
Calling the error a "typographic misprint", Sharma added: "A panel of experts in the subject will meet on Monday. Accordingly, a decision would be taken on the marking scheme."
Thousands of students sat for their Class 10 CBSE maths exam in centres across the country and abroad Saturday. Many found the paper "tough" while others felt the questions were "indirect".
However, controversy has arisen over question 19 in the third set - different students are given different sets of question papers to avoid cheating - as students said it provided incorrect dimensions that would yield no solution.
Question 19 of the third set required the construction of a triangle similar to a given triangle.
"If we used the given angle, the dimension of one of the given sides fell short. In the other two sets, the angle was marked differently in a similarly framed question," said Aman Sehgal, a student who sat for the exam.
As anxious students and parents spoke with the teachers concerned to tackle the problem, CBSE officials admitted that there was a mistake.
This year over 1.45 million students are sitting for the board examinations at over 5,000 centres spread across the country and abroad. Of them, 824,438 students are Class 10 students and 637,578 students are of Class 12.
First Published: Mar 16, 2009 11:57 IST
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247482347.44/warc/CC-MAIN-20190217172628-20190217194628-00297.warc.gz
|
CC-MAIN-2019-09
| 2,140 | 12 |
http://iapress.org/index.php/soic/article/view/soic.v7i4.1202
|
math
|
Evaluating the Goodness of the Sample Coefficient of Variation via Discrete Uniform Distribution
AbstractIn this paper we evaluate whether the sample coefficient of variation (CV) is a good estimator for the population coefficient of variation, when the random variable (r.v.) follows the discrete uniform distribution . Samples both with replacement and without replacement are examined and the percentage of the values of the estimator that lie within the bounds of the corresponding population coefficient of variation sqrt(3)/3<CV<1 is calculated as a measure of goodness. The study of the above samples indicates that the goodness of the sample coefficient of variation estimator increases in parallel with the sample size. The overall study gives a good idea of ‘whether the sample coefficient of variation is generally a good estimator’.
N. Balakrishnan and V. B.Nevzorov, A Primer on Statistical Distributions, Hoboken, N.J. : Wiley, 2003.
H. Belbachir, Determining the mode for convolution powers of discrete uniform distribution, Probability in the Engineering and Informational Sciences, vol. 25, no. 4, pp. 469475, 2011.
H., Belbachir,S. Bouroubi and A. Khelladi, Connection between ordinary multinomials, Fibonacci numbers, Bell polynomials and discrete uniform distribution, Annales Mathematicae et Informaticae 35, pp. 2130, 2008.
S.alikandM.Gngr, On the expected values of the sample maximum of order statistics from a discrete uniform distribution, Applied Mathematics and Computation, vol. 157, no. 3, pp. 695700, 2004.
S. alik, M. Gngr and C. Colak, On The Moments of Order Statistics from Discrete Distributions, Pakistan Journal of Statistics, vol. 26, no. 2, pp. 417426, 2010.
V. Choulakian, R. A. Lockhart and M. A. Stephens, Cramervon Mises statistics for discrete distributions, The Canadian Journal of Statistics, vol. 22, no. 1, pp. 125137, 1994.
A. Christoforidis, V. Perifanis, E. Papadopoulou, M. Dimitriadou, E. Kazantzidou, E. Vlachaki and I. Tsatra, Poor correlations between measurements of bone quality by quantitative ultrasound sonography and dual energy X-ray absorptiometry in patients with beta-thalassaemia major, European Journal of Haematolog, vol. 82, no. 1, pp. 1521, 2009.
N. Farmakis, Introduction to Sampling, A&P Christodoulidi Publishing Co, Thessaloniki (in Greek), 2016.
R. A. Fisher The Design of Experiments, New York: Hafner, 1935.
M.Gharib,B.I.MohammedandW.E.R.Aghel,The Exponentiated Marshall-Olkin Discrete Uniform Distribution With Application In Survival Analysis, International Journal Of Modern Engineering Research, vol. 7, no. 8, pp. 3448, 2017.
J. Hoseini and A. Mohammadi, Estimator and Tests for Coefficient of Variation in Uniform Distribution, Journal of Biometrics and Biostatistics, 3:149, 2012.
C. W. Kang, M. S. Lee, Y. J. Seong and D. M. Hawkins, A control chart for the coefficient of variation, Journal of Quality Technology, vol. 39, no. 2, pp. 151 158, 2007.
K. Krishnamoorthy, Handbook of statistical distributions with applications (2nd edition), Chapman and Hall/CRC, 2015.
F. Kolyva-Machera and E. Bora-Senta, Statistics: Theory and Applications (2nd edition), Ziti Publishing Co, Thessaloniki (in Greek), 2013.
P. S. Levy and S. Lemeshow, Sampling of Populations: Methods and Applications (4th edition), John Wiley Sons, Inc., New York,2008.
R.Mahmoudvand,H.HassaniandR.Wilson, Is the Sample Coefficient of Variationa Good Estimator for the Population Coefficient of Variation?, World Applied Sciences Journal, vol. 2, no. 5, pp. 519522, 2007.
R.Mahmoudvand and T.Oliveira, On the Application of Sample Coefficient of Variation for Managing Loan Portfolio Risks. Preprint, 2018.
F. I. Mahoney and D. Barthel, Functional evaluation: the Barthel Index, Maryland State Medical Journal, 14, pp. 5661, 1965.
L. Mattner and B. Roos, Maximal probabilities of convolution powers of discrete uniform distributions, Statistics and Probability Letters, vol. 78, no. 17, pp. 29922996, 2008.
I.Papatsouma and N.Farmakis, Approximating Symmetric Distributions via Sampling and Coefficient of Variation, Communications in Statistics Theory and Methods, 2018.
K. Pearson, Contributions to the mathematical theory of evolution, II: Skew variation in homogeneous material, Philosophical Transactions of the Royal Society of London, vol. 186, pp. 343414, 1895.
K. Pearson, Mathematical contributions to the theory of evolution: Regression, heredity, and panmixia, Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, vol. 187, pp. 253318, 1896.
E. J. G. Pitman, Significance tests which may be applied to samples from any population, Royal Statistical Society Supplement 4: 119130 and 225232 (parts I and II), 1937.
C. B. Prasanth and E. Sandhya, A Generalized Discrete Uniform Distribution, Journal of Statistics Applications & Probability, vol. 5, no. 1, pp. 113, 2016.
D.B.Pyne,C.B.TrewinandW.G.Hopkins, Progression and variability of competitive performance of Olympics wimmers, Journal of Sports Sciences, vol. 22, no. 7, pp. 613620, 2004.
S. M. Ross A first course in Probability (9th edition), Pearson, 2012.
E.SandhyaandC.B.Prasanth, Marshall- Olkin Discrete uniform distribution, Journal of probability,Volume2014,10pages,Article ID 979312, Hindawi Publishing Corporation, 2013.
K. Sheeja and S. Lakshmi, The exponentiated Marshall-Olkin discrete uniform distribution with application in survival and hazard analysis on progesterone, estrogen and other various hormones, Arya Bhatta Journal of Mathematics and Informatics,vol.10,no.2, pp. 413420, 2018.
G. Van Belle and D. Martin, Sample Size as a Function of Coefficient of Variation and Ratio of Means, The American Statistician, vol. 47, no. 3, pp. 165167, 1993.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738864.9/warc/CC-MAIN-20200812024530-20200812054530-00519.warc.gz
|
CC-MAIN-2020-34
| 6,633 | 34 |
https://math.stackexchange.com/questions/2830477/critical-values-of-a-map-to-a-riemann-surface
|
math
|
Let $f:X\to S$ be open proper holomorphic map, $X$ a complex manifold and $S$ a Riemann surface. Is it then true that the critical values $C\subset S$ of $f$ are a discrete supset?
So far I only noted that this would be true, if the set of critical points $K\subset X$ was discrete. But I don't know how to prove it. If $X$ was also a Riemann surface, I could apply the identity principle to $f'$, but in the general case I don't know how to proceed.
Edit: I know about Sard's theorem. I don't see why it is strong enough though.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232260658.98/warc/CC-MAIN-20190527025527-20190527051527-00051.warc.gz
|
CC-MAIN-2019-22
| 529 | 3 |
http://doubleroot.in/lessons/coordinate-geometry-basics/translation-rotation-examples/
|
math
|
This will be the last lesson in the Coordinate Geometry Basics series. I’ll be closing with a few solved examples relating to translation and rotation of axes.
Example 1 Find the new coordinates of the point (3, 4)
(i) when the origin is shifted to the point (1, 3).
(ii) when the axes are rotated by an angle θ anticlockwise, where tanθ = 4/3
(iii) when the origin is shifted to (1, –2), and the axes are rotated by 90° in the clockwise direction.
Solution (i) We’ll directly use the formula derived in the previous lesson: x = X + h, y = Y + k
We have, 3 = X + 1 and 4 = Y + 3, or X = 2 and Y = 1. Therefore, the coordinates with respect to the shifted origin are (2, 1).
As simple as that! The next two are equally simple.
(ii) In this case, we need to calculate the values of sinθ and cosθ first. They’ll come out to be 4/5 and 3/5 respectively. Now let’s use our formulas x = Xcosθ – Ysinθ and y = Xsinθ + Ycosθ.
That is, 3 = (3X – 4Y)/5 and 4 = (4X + 3Y)/5. Solving for X and Y, we get X = 5 and Y = 0. Therefore, the new coordinates will be (5, 0).
(iii) We didn’t talk about simultaneous rotation as well as translation. But turns out it is quite easy. We can find the new coordinates by first shifting the origin, followed by rotation, or the other way around.
We can also combine the two formulas straight away, i.e. x = Xcosθ – Ysinθ + h and y = Xsinθ + Ycosθ + k, and solve for X and Y to obtain the new coordinates. (You may try doing it separately and compare the answers)
Note that the axes are rotated clockwise in this case, but our formulas consider anticlockwise direction. So we’ve to take θ = –90°
Let’s calculate now: 3 = Xcos(–90°) – Ysin(–90°) + 1 and 4 = Xsin(–90°) + Ycos(–90°) – 2.
This gives us X = – 6 and Y = 2. Therefore, the final coordinates are (–6, 2)
The next few problems will talk about equations of curves with respect to the new coordinate systems.
Example 2 Find the new equation of the following curves after the coordinates are transformed as indicated:
(i) x + 3y = 6, when the origin is shifted to the point (–4, 1).
(ii) Find the equation of the curve x2 + y2 = 4, when the axes are rotated by an angle of 60° in the anticlockwise direction.
(iii) Find the equation of the curve x2 – y2 = 10, when the axes are rotated by an angle of 45° in the clockwise direction.
Solution (i) In this case we do not need to find the new coordinates. We only need to find the relation between them (that’s what an equation is). So we’ll simply replace the old coordinates with the new ones in the given equation.
Using the expressions for shifting of origin, we have x = X – 4 and y = Y + 2. Substituting the values in the given equation, we get X – 4 + 3(Y + 1) = 6. Or, X + 3Y = 7.
And that’s all. We’ve obtained the relation between the new coordinates, which is nothing but the equation of that curve with respect to the new origin.
(ii) This one is quite similar to the previous one, except that we’re rotating the axes instead of translating them. Using the formulas, we have x = Xcos60° – Ysin60° and y = Xsin60° + Ycos60°. Let’s substitute in the given equation. We get, (Xcos60° – Ysin60°)2 + (Xsin60° + Ycos60°)2 = 4. This leads to X2cos260° + Y2sin260° – 2XYcos60°sin60° + X2sin260° + Y2cos260° + 2XYsin60°cos60° = 4 or X2 + Y2 = 4.
Hmm. Nothing happened. Strange.
(iii) This one is quite similar to the previous one, except that we’re rotating the axes instead of translating them. Using the formulas, we have x = Xcos45° + Ysin45° and y = –Xsin45° + Ycos45°. On substituting in the given equation, we get (Xcos45° + Ysin45°)2 – (–Xsin45° + Ycos45°)2 = 10. This on simplification gives us XY = 5.
Example 3 To what point should the origin be shifted so that the equation x2 + y2 – 4x + 6y – 4 = 0 becomes free of the first degree terms? (i.e. -4x and 6y)
Solution Let the origin be shifted to the point (h, k). Let’s transform the equation, and see what happens. Replacing x by X + h and y by Y + k, we get X2 + Y2 + X(-4 + 2h) + Y(6 + 2k) + h2 + k2 – 4h + 6k – 4 = 0.
Now the first degree terms in this equation have the coefficients (–4 + 2h) and (6 + 2k). Since we want to get rid of them, we’ll equate both to them to zero. By doing that, we get h = 2 and k = -3.
The new equation will look like X2 + Y2 – 17 = 0. (No first degree terms, yay!)
Example 4 By what angle should the axes be rotated so that the equation 3x2 + 2xy + y2 = 1 becomes free of the xy term?
Solution This one is similar to the previous one, except that now we’ve got to rotate the axes. Let’s do the hard work. The transformed equation will become 3(Xcosθ – Ysinθ)2 + 2(Xcosθ – Ysinθ)(Xsinθ + Ycosθ) + (Xsinθ + Ycosθ)2 = 1. (Whoa!)
X2(3cos2θ + 2sinθcosθ + sin2θ) + XY(-4sinθcosθ +2cos2θ – 2sin2θ) + Y2(3sin2θ + cos2θ – 2sinθcosθ) = 1
We don’t want the XY term, so we’ll equate its coefficient to zero. We get 2cos2θ = 2sin2θ or tan2θ = 1, or θ = 45°.
That’ll be all for coordinate geometry basics. We now have all the tools we need to sail through the next set of lessons. Hope you enjoyed!
The next stop will be Straight Lines. I’ll meet you there. Goodbye!
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578641278.80/warc/CC-MAIN-20190424114453-20190424140453-00003.warc.gz
|
CC-MAIN-2019-18
| 5,258 | 36 |
https://search.yahoo.com/mobile/s?p=wheatstone+bridge&ei=UTF-8&xargs=0&norw=1&_tsrc=apple&age=1d&fr2=p%3As%2Cv%3Aw%2Cm%3Ars-bottom
|
math
|
A Wheatstone bridge is an electrical circuit used to measure an unknown electrical resistance by balancing two legs of a bridge circuit, one leg of which includes the unknown component. The primary benefit of the circuit is its ability to provide extremely accurate measurements (in contrast with something like a simple voltage divider ).
The Wheatstone bridge is the electrical equivalent of two parallel voltage divider circuits. R1 and R2 compose one voltage divider circuit, and R4 and R3 compose the second voltage divider circuit. The output of a Wheatstone bridge is measured between the middle nodes of the two voltage dividers.
Wheatstone bridge, also known as the resistance bridge, calculates the unknown resistance by balancing two legs of the bridge circuit. One leg includes the component of unknown resistance. Samuel Hunter Christie invented the Wheatstone bridge in 1833, which Sir Charles Wheatstone later popularised in 1843.
Oct 15, 2013 · The Wheatstone Bridge diamond shaped circuit who’s concept was developed by Charles Wheatstone can be used to accurately measure unknown resistance values, or as a means of calibrating measuring instruments, voltmeters, ammeters, etc, by the use of a variable resistance and a simple mathematical formula.
Sir Charles Wheatstone / ˈ w iː t s t ə n / FRS FRSE DCL LLD (6 February 1802 – 19 October 1875), was an English scientist and inventor of many scientific breakthroughs of the Victorian era, including the English concertina, the stereoscope (a device for displaying three-dimensional images), and the Playfair cipher (an encryption technique).
Apr 27, 2021 · A Wheatstone bridge consists of four resistors (R 1, R 2, R 3 and R 4) that are connected in the shape of a diamond with the DC supply source connected across the top and bottom points (C and D in the circuit) of the diamond and the output is taken across the other two ends (A and B in the circuit).
The circuit known as a Wheatstone bridge is most commonly used to determine the value of an unknown resistance to an electrical current. Although first described by British mathematician and scientist Samuel Hunter Christie in 1833, the circuit came to bear the name of Sir Charles Wheatstone, the English physicist who popularized it in the 1840s.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964359082.76/warc/CC-MAIN-20211130232232-20211201022232-00418.warc.gz
|
CC-MAIN-2021-49
| 2,285 | 7 |
https://www.labcity.co.uk/practicals-for-gcs/specific-heat-capacity/
|
math
|
Specific heat capacity
An investigation to determine the specific heat capacity of one or more materials.
1. Start off by using the beaker of water.
2. Record the initial temperature of the liquid you are testing.
3. Use the match stick to light the spirit lamp and start the stopwatch.
4. Record the temperature of the liquid every 5 s for 20 s. Record any observations.
5. Repeat steps 1-5 to obtain 4 readings for 5 s, 10 s, 15 s, 20 s and calculate an average to note the temperature increase of the water.
6. Repeat experiment for beaker of oil.
7. Plot each set of data with temperature on the y-axis and time on the x-axis.
8. Make a note of how the temperature varies with time.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046155322.12/warc/CC-MAIN-20210805032134-20210805062134-00556.warc.gz
|
CC-MAIN-2021-31
| 686 | 10 |
https://www.wiley.com/en-us/Linear+and+Nonlinear+Multivariable+Feedback+Control%3A+A+Classical+Approach-p-9780470519172
|
math
|
Part I Linear Multivariable Control System.
1 Canonical representations and stability analysis of linear MIMO systems.
1.2 General linear square MIMO systems.
1.3 Uniform MIMO systems.
1.4 Normal MIMO systems.
1.5 Multivariable root loci.
2 Performance and design of linear MIMO systems.
2.2 Generalized frequency response characteristics and accuracy of linear MIMO systems under sinusoidal inputs.
2.3 Dynamical accuracy of MIMO systems under slowly changing deterministic signals.
2.4 Statistical accuracy of linear MIMO systems.
2.5 Design of linear MIMO systems.
Part II Nonlinear multivariable control systems.
3 Study of one-frequency self-oscillation in nonlinear harmonically linearized MIMO systems.
3.2 Mathematical foundations of the harmonic linearization method for one-frequency periodical processes in nonlinear MIMO systems.
3.3 One-frequency limit cycles in general MIMO systems.
3.4 Limit cycles in uniform MIMO systems.
3.5 Limit cycles in circulant and anticirculant MIMO systems.
4 Forced oscillation and generalized frequency response characteristics of nonlinear MIMO systems.
4.2 Nonlinear general MIMO systems.
4.3 Nonlinear uniform MIMO systems.
4.4 Forced oscillations and frequency response characteristics along the canonical basis axes of nonlinear circulant and anticirculant systems.
4.5 Design of nonlinear MIMO systems.
5 Absolute stability of nonlinear MIMO systems.
5.2 Absolute stability of general and uniform MIMO systems.
5.3 Absolute stability of normal MIMO systems.
5.4 Off-axis circle and parabolic criteria of the absolute stability of mimo systems.
5.5 Multidimensional circle criteria of absolute stability.
5.6 Multidimensional circle criteria of the absolute stability of forced motions.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221215404.70/warc/CC-MAIN-20180819224020-20180820004020-00434.warc.gz
|
CC-MAIN-2018-34
| 1,737 | 28 |
http://waterfordlandtrust.org/index.php/ebooks/an-interactive-introduction-to-knot-theory-aurora-dover-modern-math-originals
|
math
|
By Inga Johnson,Allison K. Henrich
This well-written and interesting quantity, meant for undergraduates, introduces knot thought, a space of turning out to be curiosity in modern arithmetic. The hands-on procedure good points many workouts to be accomplished via readers. necessities are just a uncomplicated familiarity with linear algebra and a willingness to discover the topic in a hands-on manner.
The starting bankruptcy deals actions that discover the realm of knots and hyperlinks — together with video games with knots — and invitations the reader to generate their very own questions in knot idea. next chapters advisor the reader to find the formal definition of a knot, households of knots and hyperlinks, and diverse knot notations. Additional themes comprise combinatorial knot invariants, knot polynomials, unknotting operations, and digital knots.
Read Online or Download An Interactive Introduction to Knot Theory (Aurora: Dover Modern Math Originals) PDF
Similar geometry & topology books
Within the sequence of volumes which jointly will represent the "Handbook of Differential Geometry" we strive to offer a slightly whole survey of the sphere of differential geometry. the various chapters will either take care of the elemental fabric of differential geometry and with learn effects (old and recent).
Axiomatic, Enriched and Motivic Homotopy Theory: Proceedings of the NATO Advanced Study Institute on Axiomatic, Enriched and Motivic Homotopy Theory Cambridge, ... September 2002 (Nato Science Series II:)
The NATO complex learn Institute "Axiomatic, enriched and rna tivic homotopy idea" came about on the Isaac Newton Institute of Mathematical Sciences, Cambridge, England in the course of 9-20 September 2002. the administrators have been J. P. C. Greenlees and that i. Zhukov; the opposite or ganizers have been P. G. Goerss, F. Morel, J.
The examine of abelian manifolds kinds a average generalization of the speculation of elliptic services, that's, of doubly periodic features of 1 advanced variable. whilst an abelian manifold is embedded in a projective area it truly is termed an abelian style in an algebraic geometrical feel. This creation presupposes little greater than a easy path in advanced variables.
In accordance with the Simons Symposia held in 2015, the lawsuits during this quantity specialize in rational curves on higher-dimensional algebraic types and purposes of the speculation of curves to mathematics difficulties. there was major growth during this box with significant new effects, that have given new impetus to the research of rational curves and areas of rational curves on K3 surfaces and their higher-dimensional generalizations.
- Rational Curves on Algebraic Varieties (Ergebnisse der Mathematik und ihrer Grenzgebiete. 3. Folge / A Series of Modern Surveys in Mathematics)
- Plane and Solid Geometry: Selected Topics in Plane and Solid Geometry (Universitext)
- Mathematik à la Carte: Elementargeometrie an Quadratwurzeln mit einigen geschichtlichen Bemerkungen (German Edition)
- Unbiased Stereology: A Concise Guide
- Regular and Irregular Holonomic D-Modules (London Mathematical Society Lecture Note Series)
- Moduli Spaces (London Mathematical Society Lecture Note Series)
Additional info for An Interactive Introduction to Knot Theory (Aurora: Dover Modern Math Originals)
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00460.warc.gz
|
CC-MAIN-2018-51
| 3,345 | 17 |
https://www.hackmath.net/en/word-math-problems/volume?tag_id=102
|
math
|
Volume - 7th grade (12y) - practice problems
Number of problems found: 468
A large tank is partially filled with a solution. The tank has a faucet that allows solution to enter the tank at a rate of 16 3/4 liters per minute. The tank also has a drain that allows solution to leave the tank at a rate of 19 4/5 liters per minute. (
- The height of prism
The base of the perpendicular prism is formed by a right triangle with perpendiculars 30 cm and 40 cm long. This prism has the same volume as a cube with an edge length of 3 dm. Find its height in cm.
- Cylinder S,V
What is the volume and surface area of a cylinder whose base has a diameter of 3.15 cm and a height of 25 cm.
Janna takes her medicine 3 times a day. How many days will a 60 ml medicine last if 2 1/2ml is taken each time?
- Cubic units
A rectangular prism with a volume of 10 cubic units is filled with cubes with side lengths of 1/2 unit. How many 1/2 unit cubes does it take to fill the prism?
During a contest, Karlo drank 1 3/4 liters of lemonade and Ralph drank 1 ½ liters . Who drank more lemonade and by how much?
- Solve 7
Solve the Decimal Division Application. Round to the nearest tenth if needed. There is approximately 0.26 gallon in 1 liter. Determine how many liters are in 2,600 gallons.
- At Lina’s
At Lina’s restaurant, one serving of chili is 1 ½ cups. The chef makes 48 cups of chili each night. How many servings of chili are in 48 cups?
- The Hobson
The Hobson family is on a road trip and their gas tank is 1/10 full. If they can drive 40 more miles, what fraction of the tank does each mile consume?
Math: solve each problem. 1. for the school's intramurals, a group of students prepared 23 1/2 liters of lemonade to sell. They had 3 5/8 liters leftover. How many liters of lemonade were sold? 2. My mother bought 3 3/4 kg of beef, 23/5 kg of pork, and 5
Chiesey drank ¾ of a 320ml bottle of water. Colley drank ⅔ as much water as Chiesey did. How many ml of water did Colley drink?
- Mango juice
In making of a mango juice, you need to mix 2 1/3 pitcher of mango juice and 5 1/2 pitcher of water. How much is the mixture?
- Gasoline fuel 2
Mike's budget for his gasoline fuel is 2000.00 a month and he saved the rest. At the end of the month he checked his gasoline slips and found he had used the following amounts of gasoline 9.71 liters,10.23 liters,17.8 liters,6.31 liters and 8.47 liters. I
- Height of the prism
The volume of the quadrilateral prism is 723.6 cm³. The base of this prism is a rhombus with a side 9 cm long and a corresponding height of 6.7 cm long. Find the height of the prism.
- Gas price
If a cm³ of gas costs rm 1.50, how many cents would a liter of gas cost? 1 rm = 1 Malaysian Ringgit = 100 Malaysian Ringgit cents = equals 0.21 Euro in 2021/Q3
- Oil crisis
A car runs 16 km using 1 litre of petrol. How much distance will it cover using 2 3/4 litres of petrol?
Benhur boiled 1 1/4 liters of water in a kettle. After 10 1/2 minutes he measured the water again. It had 3/4 liters left in the kettle. What is the amount of water that evaporates every minutes?
- The car
The car has a consumption of 5 liters per 100 km. It has 24 liters of gasoline in the tank. How much petrol remained in the tank when it rides for two and a half hours at a speed of 80 km/h?
Rachel fills 9/10 of a bucket with water and 3/5 of another bucket at the same size. How muck water does she have in total?
- The base
The base of the quadrilateral prism is a trapezoid with a content of 75 cm square. The prism is 6 cm high. Find the volume of the prism.
Tip: Our volume units converter will help you with the conversion of volume units. Volume - practice problems. Examples for 7th grade (seventh).
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300244.42/warc/CC-MAIN-20220116210734-20220117000734-00472.warc.gz
|
CC-MAIN-2022-05
| 3,708 | 36 |
https://chinese.stackexchange.com/questions/48423/what-are-difference-betweeen-the-quotation-marks-and-and-how-do-we-use-th
|
math
|
I have recently come across the quotation marks " " and「」in the texts of video games. I am wondering what situations suit for the use of each quotation mark, because I felt like I saw them being used interchangeably. I have come across another post that has mentioned other forms of quotations used in Chinese such as 《》 书名号, which is used for books. However, I am a bit unclear about the difference between" " and「」, or if they are actually interchangeable.
Lastly, on my computer, I can only find the quotation marks【】. I am not sure if using that is acceptable as 「」 or not.
If possible, please give me some examples! An example that includes both quotations being used would be appreciated. (Unless that is not possible and I am mistaken haha.)
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474686.54/warc/CC-MAIN-20240227184934-20240227214934-00550.warc.gz
|
CC-MAIN-2024-10
| 774 | 3 |
https://www.combinatorics.org/ojs/index.php/eljc/article/view/v29i2p48
|
math
|
On the Trivial T-Module of a Graph
Let $\Gamma$ denote a finite, simple and connected graph. Fix a vertex $x$ of $\Gamma$ and let $T=T(x)$ denote the Terwilliger algebra of $\Gamma$ with respect to $x$. In this paper we study the unique irreducible $T$-module with endpoint $0$. We assume that this $T$-module is thin. The main result of the paper is a combinatorial characterization of this property.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103341778.23/warc/CC-MAIN-20220627195131-20220627225131-00733.warc.gz
|
CC-MAIN-2022-27
| 401 | 2 |
https://onedayessay.com/essay-topics/ngineering-principles-electrical-networks-transients/
|
math
|
Ngineering Principles, Electrical Networks, Transients
Module: Engineering Principles ( Electrical Networks )
Topic Title: Transients
1. A capacitor of 12 microfarads capacitance is initially discharged. It is then charged through a 40 kilohms resistor from a 50 volts d.c. supply for 0.2 seconds. Calculate:
i) the capacitor voltage at the end of the 0.2 seconds
ii) the value of the charging current at the same instant
iii) the time constant value of the circuit.
2. A 20 microfarads capacitor is charged to 400 volts. At t 0, a resistor of 12 kilohms is connected across the capacitor.
i) Calculate the voltage remaining across the capacitor after 180 milliseconds.
ii) Calculate the discharge current at this instant.
iii) Calculate the time taken for the voltage to fall to 36.8% of its initial value.
3. A coil having an inductance of 2.5 henrys and a resistance of 40 ohms is switched on to a 60 volt d.c. supply at t 0.
i) Calculate the value of the steady state current eventually reached.
ii) Calculate the value of the current when t 30ms.
iii) Determine the current value when t L/R seconds.
What can you say about the voltage across the coil if the current is suddenly switched off (open circuited)?
4. FIGURE 1 (attached), shows an arrangement where a battery, V, is used to charge an inductor, L, through a resistor, R, when the switch, S, is operated. It may be assumed that the battery is an ideal voltage source, i.e. that it has no internal resistance and that the switch operates instantaneously.
i) Draw to scale waveforms to show the growth and decay of the current in L and the voltages across the two components R and L when the switch is operated to the left at t 0 seconds and returned to the right after 5 seconds.
ii) Calculate the time taken for the current to grow from 10% to 90% of its maximum value (the rise time) and the time taken for it to decay from 90% to 10% of its maximum value (the fall time).
NOTE TO WRITTER:
Paper to be written as a question paper, not an essay e.g.
1) i) Answer
ii) Answer etc.
Answers should be as complete as possible, avoid waffle and superfluous padding.
Show sufficient stages in a solution to enable the method of solution to be followed by the tutor.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232257243.19/warc/CC-MAIN-20190523103802-20190523125802-00470.warc.gz
|
CC-MAIN-2019-22
| 2,222 | 25 |
https://www.easyunitconverter.com/math-calculators
|
math
|
Our unit converter developed to provide a complete mathematical solution to our visitors. Each and every calculator developed based on formulas taken reference from Wikipedia & Academic books. Our unit converter has a detail explanation about each individual calculator and step by step explanation for math problems. It supports 24+ math solver including algebra, geometry, calculus, fraction, combination, permutation, Modulo, Prime Factorization, Derivative, integration, & Long Division Calculator.
Below we are listing out all the math calculators.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439737233.51/warc/CC-MAIN-20200807231820-20200808021820-00573.warc.gz
|
CC-MAIN-2020-34
| 553 | 2 |
http://arkyac.github.io/personal/an-interesting-paradox
|
math
|
I came across this really interesting, and famous, paradox the other day while reading Wheeler’s Spacetime Physics; it’s called the pole-barn paradox. What it basically says is this: You have a 20 metre long (true length) pole in your hand, running into a 10 metre long (true length) barn, at such a speed that your friend standing just outside the barn sees the pole contracted to 10 metres. So it seems to him that you, along with the pole, can be entirely contained within the barn. But, to you, the barn seems contracted to 5 metres, and so, there would be no way you, along with the pole, could be contained within the barn. Puzzling, eh?
To make the question more clear, let us look at it this way: If someone standing outside the barn closes the back door (the one on the right), just at the moment the pole’s front end merges with the back door, the entire pole seems to be contained within the barn momentarily (before you crash! :P). Our question is, how is it that to you (running with the pole) it seems completely impossible?
I’ll keep you guys thinking about it ;)
Will be back with a detailed discussion about the resolution of this intriguing paradox… till then, Ta-Ta!
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794863923.6/warc/CC-MAIN-20180521023747-20180521043747-00429.warc.gz
|
CC-MAIN-2018-22
| 1,195 | 4 |
https://itecnotes.com/electrical/electrical-current-gain-in-mosfet-cs-source-degeneration/
|
math
|
There is always some formulas for calculating "Au" or "Gu". But there are never given any equations that reffer to current gain in MOSFETs. I know current gain is almost infinite in normal CS amplifier, but can that value be shown as an equation?
And what happens when "Rs" is applied to the circuit? Since voltage gain is explained I know that "Rs" decreases voltage gain. But what happens with current gain in Common Source with source degeneration circuit? Is it also decreased? Can be that value calculated through equation that defines current gain ("Ai" & "Gi")?
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100518.73/warc/CC-MAIN-20231203225036-20231204015036-00224.warc.gz
|
CC-MAIN-2023-50
| 568 | 2 |
https://areaofrectangle.com/what-is-the-smallest-perimeter-for-a-rectangle-with-an-area-of-16/
|
math
|
What Is The Smallest Perimeter For A Rectangle With An Area Of 16
Table of Contents
Answer: What could be the least perimeter of a rectangle of area 16 sq cm? Here is the smallest perimeter for a given area calculator and the smallest perimeter for a rectangle calculator. The minimum perimeter of a rectangle with an area of 16 inch² is 16 inches for equal sides of 4 inches.
What could be the least perimeter of a rectangle of area 16 sq cm?
The question is ‘What Is The Smallest Perimeter For A Rectangle With An Area Of 16?’. If we denote one side of the rectangle with ‘a’ and the other side with ‘b’, we can write that:
a x b = 16
so we can agree that b = 16 ÷ a
Now we can write perimeter ‘P’ as a function of ‘a’ as follows:
P = 2 ⋅ (a + 16/a)
We are looking for the smallest perimeter for the rectangle. So we have to calculate the derivative as follows:
P(a) = 2a + 32/a
P'(a) = 2 + (-32/a²)
P'(a) = 2 – 32/a²
= (2a² – 32)/a²
The extreme values can only be found in points where
P'(a) = 0
So P'(a) = 0 ⇔ 2a² – 32 = 0
2a² – 32 = 0
xa² – 16 = 0
X x . . a² = 16
X X xa = -4 or a = 4
Smallest Perimeter For A Given Area Calculator
Since length is a scalar quantity, therefore it cannot be negative.
When a = 4,
b = 16 ÷ 4
b = 4
You may be lost in thoughts that since both sides of the rectangle are equal in length hence, the shape should be a square instead of a rectangle.
Smallest Perimeter For A Rectangle Calculator
However, the answer is ‘NO’ because you can recall that the properties of a rectangle are as follows:
- The opposite sides of a rectangle are parallel.
- The opposite sides of a rectangle are congruent.
- The diagonals of a rectangle bisect each other.
- The diagonals of a rectangle are congruent.
- Each of the interior angles of a rectangle must be 90°.
- Since there is no rule that states a rectangle cannot have all sides of equal length, all squares are rectangles, but not rectangles are squares.
Hence, the minimum perimeter of a rectangle with an area of 16 is 16 inches with equal sides of
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511364.23/warc/CC-MAIN-20231004084230-20231004114230-00166.warc.gz
|
CC-MAIN-2023-40
| 2,077 | 36 |
https://research.tudelft.nl/en/publications/dynamic-response-of-the-coronary-circulation-to-a-rapid-change-in
|
math
|
1. We tested predictions of a mathematical formulation of a hypothesis of dynamic control of coronary blood flow by tissue oxygen tension. 2. The rate of change of adjustment of the coronary circulation to a step change in arterial perfusion was analysed in the cannulated main stem preparation of the anaesthetized goat. The variable studied was the ratio between driving pressure and coronary flow, each averaged per heart beat. The response of this ratio was measured following a sudden change in perfusion pressure with constant‐pressure perfusion and a sudden change in flow with constant‐flow perfusion. 3. The rate of change of the pressure‐flow ratio was quantified by t50, the time required to establish half of the completed response. For a pressure decrease t50 was 4.9 +/‐ 0.2 s (n = 35) (mean +/‐ S.E.M., n = number of individual measurements), 11.3 +/‐ 1.2 s (n = 25) for a flow decrease, 14.5 +/‐ 1.6 (n = 34) for a pressure increase and 25.1 +/‐ 2.3 (n = 19) for a flow increase. 4. No effect of the level of flow or pressure on t50 was found for a decrease in perfusion. Furthermore, with a flow increase, the t50 value did not depend on the level of flow, which is in agreement with the outcome of earlier experiments where the response to a change in heart rate was measured. With a pressure increase, the mean t50 value of the pressure‐flow ratio was lower at high perfusion pressure but the difference with low perfusion pressure was not significant (P = 0.11). 5. The t50 value in the cases of an increase in pressure and flow are similar to those found for a change of heart rate in an earlier study. 6. Unlike step changes of metabolic rate, some of the measured responses to mechanical step changes were not predicted by the oxygen hypothesis. It is suggested that the increased rate of coronary adjustment induced by the reduction of coronary perfusion is due to arteriolar smooth muscle mechanics which apparently differ in strength depending on the direction of change of the arteriolar dimensions. 7. This suggestion is strengthened by the results of experiments in which smooth muscle responses were abolished with adenosine.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585380.70/warc/CC-MAIN-20211021005314-20211021035314-00069.warc.gz
|
CC-MAIN-2021-43
| 2,173 | 1 |
http://tfasecondarymath.weebly.com/the-three-act-math-lesson.html
|
math
|
The Three Act Lesson originated with Dan Meyer and continues to have a powerful impact in mathematics. The three acts structure utilizes a hook, a gathering of information, and a resolution phase. This module will introduce teachers to some of the most popular 3 ACT Math Lessons and help teachers understand the important components for facilitating 3 ACT lessons in their own classrooms.
Understand inconsistent systems of linear equations
Understand calculations for arithmetic sequences and series.
Understand surface area of rectangular prisms
Recognize a 3 ACT lesson as having a hook, inquiry/information collection, and resolution phrase
Ability to tell a mathematical story in 3 Acts
Ability to facilitate a 3 ACT lesson in the mathematics classroom
Understand that naturally generating/inspiring mathematical curiosity is an important part of students’ mathematical growth
Realize that a more natural mathematical thought process is to generate a question you want answered and then identify the necessary data/mathematical process to resolve it
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496670448.67/warc/CC-MAIN-20191120033221-20191120061221-00230.warc.gz
|
CC-MAIN-2019-47
| 1,057 | 9 |
https://www.journal.nu.ac.th/NUJST/article/view/Vol-26-No-3-2018-63-79
|
math
|
The purpose of this research was to study the relationship between the Nine-Point Circle and the Circumscribed circle of Archimedes’ triangle, and the relationship between the Nine-Point circle and the Inscribed circle of Archimedes’ triangle. The results were that the radius of the Nine-Point Circle of Archimedes’ triangle is half the radius of the Circumscribed circle of Archimedes’ triangle, and the Nine-Point circle and the Inscribed circle of Archimedes’ triangle touch internally.
Keywords: Archimedes’ triangle, Nine-Point circle, Circumscribed circle of triangle, Inscribed circle of triangle
Court, N. A. (1980). College Geometry (2nd ed.). New York: Dover Publication, Inc.
Davis, T. (2002). Four Points on a Circle. Retrieved May 29, 2015, from http://www.geometer.org/ mathcircles
Dekov, D. (2009). Computer-Generated Mathematics: the Feuerbach Point. Journal of Computer-Generated Euclidean Geometry, 3, 1-6.
Dunham, W. (1998). Euler the Master of Us all. Washington, DC: the Mathematical Association of America.
Erbas, K. A. (2000). An Explanatory Approach to Archimedes's Quadrature of the Parabola. Retrieved from http://jwilson.coe.uga.edu/EMT668/EMAT6680.F99/Erbas/emat6690/essay1/ essay1.html
Hung, F. (2011). Radius of 9-Points Circle Half of Circumradius. Retrieved from http://www.hkedcity. net/ihouse/fh7878/
Krishna, D. N. V. (2016). Yet Another New Proof of Feuerbach’s theorem. Global Journal of Science Frontier Research (F), 14(1), 9-16.
Manoosilp, P. (2014).the relationship between the Centroid of Archimedes’ Parabolic Segment and the Centroid of Archimedes’ Triangle. Srinakharinwirot Science Journal, 30(2), 151-165.
Rimcholakarn, Y. (2017). Relationship between area of Archimedes’ Parabolic Segment and area of Archimedes’Triangle. Naresuan University Journal Science and Technology, 25(1), 158-167.
Woltermann, M. (2014). Archimedes’ Squaring of Parabola. Retrieved from www2.washjeff.edu/users/ mwoltermann/Dorrie/56.pdf
Yiu, P. (1998). Euclidean Geometry. Florida: Florida Atlantic University.
Yiu, P. (2001). Introduction to the Geometry of the Triangle. Florida: Florida Atlantic University.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764501555.34/warc/CC-MAIN-20230209081052-20230209111052-00703.warc.gz
|
CC-MAIN-2023-06
| 2,259 | 15 |
https://thehotpepper.com/threads/barcode-upc-for-retailing.73673/#post-1682595
|
math
|
I am looking at adding a barcode for retailers. It looks like basically 3 choices. 1) GS1 US: starts at $250. Many large retailers require this. 2) Nation Wide Bar Code: starts at $16. Amazon accepts this. Walmart does not. 3) Make your own. I haven't researched this much. Any advice/experience would be appreciated.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030336880.89/warc/CC-MAIN-20221001163826-20221001193826-00214.warc.gz
|
CC-MAIN-2022-40
| 317 | 1 |
https://www.crystalwind.ca/eureka-amazing/meta-science/zero-point
|
math
|
Zero Point Energy
Zero-point energy, also called quantum vacuum zero-point energy, is the lowest possible energy that a quantum mechanical physical system may have; it is the energy of its ground state. All quantum mechanical systems undergo fluctuations even in their ground state and have an associated zero-point energy, a consequence of their wave-like nature. The uncertainty principle requires every physical system to have a zero-point energy greater than the minimum of its classical potential well. This results in motion even at absolute zero. For example, liquid helium does not freeze under atmospheric pressure at any temperature because of its zero-point energy.
Quantum mechanics predicts the existence of what are usually called ''zero-point'' energies for the strong, the weak and the electromagnetic interactions, where ''zero-point'' refers to the energy of the system at temperature T=0, or the lowest quantized energy level of a quantum mechanical system. Although the term ''zero-point energy'' applies to all three of these interactions in nature, customarily (and hereafter in this article) it is used in reference only to the electromagnetic case.
In conventional quantum physics, the origin of zero-point energy is the Heisenberg uncertainty principle, which states that, for a moving particle such as an electron, the more precisely one measures the position, the less exact the best possible measurement of its momentum (mass times velocity), and vice versa. The least possible uncertainty of position times momentum is specified by Planck's constant, h. A parallel uncertainty exists between measurements involving time and energy (and other so-called conjugate variables in quantum mechanics). This minimum uncertainty is not due to any correctable flaws in measurement, but rather reflects an intrinsic quantum fuzziness in the very nature of energy and matter springing from the wave nature of the various quantum fields. This leads to the concept of zero-point energy.
Zero-point energy is the energy that remains when all other energy is removed from a system. This behaviour is demonstrated by, for example, liquid helium. As the temperature is lowered to absolute zero, helium remains a liquid, rather than freezing to a solid, owing to the irremovable zero-point energy of its atomic motions. (Increasing the pressure to 25 atmospheres will cause helium to freeze.)
Spirit Animal Totem Of The Day!
Unlock Your Light: Join Lightworkers Worldwide on CrystalWind.ca!
Who is Online Now
We have 30787 guests and no members online
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476452.25/warc/CC-MAIN-20240304133241-20240304163241-00182.warc.gz
|
CC-MAIN-2024-10
| 2,561 | 9 |
https://community.filemaker.com/thread/125071
|
math
|
If $gbl_SearchString = "le"
Then your expression will find records that contain words such as:
$gbl_SearchString & "*" , with $gbl_SearchString = "ap" on the other hand will find
You can also use "*" & $gbl_SearchString & "*"
to find text that contains the contents of the global variable at any point in the word.
Thanks I was wondering if the quotes had to be there?
Yes. (For quicker answers on a question like that, you can always try it and see what happens.)
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105334.20/warc/CC-MAIN-20170819085604-20170819105604-00546.warc.gz
|
CC-MAIN-2017-34
| 464 | 7 |
https://forum.dynare.org/t/there-are-4-eigenvalue-s-larger-than-1-in-modulus-for-5-for/5459
|
math
|
i am a new comer in dynare, and i am doing my project. But i cannot run the dynare code.
There are 4 eigenvalue(s) larger than 1 in modulus
for 5 forward-looking variable(s)
The rank condition ISN’T verified!
Can u help me figure it out? Thanks a lot!
project1.mod (1.74 KB)
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00110.warc.gz
|
CC-MAIN-2023-50
| 276 | 6 |
http://forums.rootsmagic.com/index.php?/user/56705-antamanov/?tab=posts
|
math
|
Did you start with youself as the starting person? How many generations of ancestors and descendants did you select?
Yes i did. I selected 1 descendants (in fact i don't have any so far) and 10 generations of ancestors (and that's how much i have total in the FamilyTree)
It will only import those that are connected to you. If the lines are not connected then it won't import pass them.
Hm, it would be really good to know the definition of 'connected to you'.
For example - my FamilyTree has my great-grand father from the 10th generation. He had 2 sons. Descendant of one of them - me. But what about the second son and his descendants? I have it all in the Family Tree but it wasn't added.
But than i imported some more information starting from this brother, and all of his descendants appeared in my tree. Does it mean i need to do a similar thing for every line who are not direct?
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038067400.24/warc/CC-MAIN-20210412113508-20210412143508-00627.warc.gz
|
CC-MAIN-2021-17
| 888 | 6 |
https://www.lessonplanet.com/teachers/from-pascal-to-sierpenski
|
math
|
From Pascal to Sierpenski
Students are introduced to fractals by using the relationship between Pascal and Serpenski's triangles. The operation of addition is reinforced and so is the recognizing of patterns.
9th - 12th Math 3 Views 0 Downloads
Matchstick Math: Using Manipulatives to Model Linear, Quadratic, and Exponential Functions
Playing with matches (unlit, of course) becomes an engaging learning experience in this fun instructional unit. Teach pupils how to apply properties of exponential functions to solve problems. They differentiate between quadratic and...
9th - 10th Math
The Mathematical Secrets of Pascal’s Triangle
This modern animation and discussion of the ancient secrets of Pascal's triangle manages to be topical, engaging, and mathematically deep all at the same time. A great introduction to the power of number theory across multiple math...
5 mins 7th - 12th Math CCSS: Adaptable
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-44/segments/1476988721555.54/warc/CC-MAIN-20161020183841-00010-ip-10-171-6-4.ec2.internal.warc.gz
|
CC-MAIN-2016-44
| 910 | 9 |
https://mathsolutionz.org/factorising-challenging-algebraic-expressions/
|
math
|
Last night I had a request on my Twitter account to help someone in South Africa with a factorisation problem that he in turn was trying to help his younger brother with. He followed up by sending a photo of the expression that was causing a problem to them. I looked at it and sent a photo back with reasons for each step to solving it. This was what he sent me.
In reality what he was being asked to do was to factorise the sum of two independent expressions either side of the addition symbol. Now this can reasonably be attempted by expanding brackets on both expressions, combining like terms and from there used a tried and tested method to factorise the result. The result of this approach is as follows. It is not necessarily the most efficient however.
The single expression that remains could be quite a challenge for some pupils when asked to factorise it. It would involve finding the factors of the product of the coefficient of ‘x squared’ (7) and the constant (48), so we can then find a pair of factors of 336 which sum to the coefficient of x (-37). Once this is completed and on the condition that we can factorise the expression in the first place, factorisation itself is the relatively easy part.
It is now possible to rewrite the expression using -16x and -21x instead of -37x as we all agree they amount to the same thing but when we do this, factorisations starts to be less of a challenge.
The placing of -21x and -16x is up to the problem solver but the way we have done it here helps with the factorisation process as the pairing of the coefficients 7 with -21 and -16 with 48 clearly show that they share factors. We now add brackets to the first two and last two terms of the expression.
These two sets of brackets can now be factorised.
The above factorisation tells us that x – 3 is being multiplied in turn by both 7x and also -16 and therefore we can put these together in one bracket showing that both x -3 and 7x – 16 are factors of our original expression.
At the beginning of this blog I implied that there are other ways to factorise such expressions. This relies on the ability to realise that an expression of three different terms can be factorised. Look at the original expression again.
You will see that the term x – 3 is now common to both separate expressions between the addition sign that separates them. What we can now do is rename x- 3 some factor n and then substitute into and simplify the expression.
This in turn gives an expression that pupils learning at this level should feel confident enough to factorise.
And finally, we can re-substitute the original value of n and expand where necessary. The result is the same as when using the first method.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247499009.48/warc/CC-MAIN-20190221031117-20190221053117-00128.warc.gz
|
CC-MAIN-2019-09
| 2,716 | 11 |
http://www.ams.org/mathscinet-getitem?mr=2231608
|
math
|
Ito, Tetsushi On the Manin-Mumford conjecture for abelian varieties with a prime of
supersingular reduction.Proc. Amer. Math. Soc. 134 (2006), no. 10, 2857–2860 (electronic).
For users without a
, Relay Station allows linking from MR numbers in online mathematical literature
directly to electronic journals and original articles.
Subscribers receive the added value of full MathSciNet reviews.
|
s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375102712.76/warc/CC-MAIN-20150627031822-00217-ip-10-179-60-89.ec2.internal.warc.gz
|
CC-MAIN-2015-27
| 396 | 6 |
https://ccforum.biomedcentral.com/articles/10.1186/cc2955
|
math
|
Statistics review 12: Survival analysis
Critical Care volume 8, Article number: 389 (2004)
This review introduces methods of analyzing data arising from studies where the response variable is the length of time taken to reach a certain end-point, often death. The Kaplan–Meier methods, log rank test and Cox's proportional hazards model are described.
Survival times are data that measure follow-up time from a defined starting point to the occurrence of a given event, for example the time from the beginning to the end of a remission period or the time from the diagnosis of a disease to death. Standard statistical techniques cannot usually be applied because the underlying distribution is rarely Normal and the data are often 'censored'. A survival time is described as censored when there is a follow-up time but the event has not yet occurred or is not known to have occurred. For example, if remission time is being studied and the patient is still in remission at the end of the study, then that patient's remission time would be censored. If a patient for some reason drops out of a study before the end of the study period, then that patient's follow-up time would also be considered to be censored.
The hypothetical data set given in Table 1 will be used for illustrative purposes in this review. For this data set the event is the death of the patient, and so the censored data are those where the outcome is survived or unknown.
Estimating the survival curve using the Kaplan–Meier method
In analyzing survival data, two functions that are dependent on time are of particular interest: the survival function and the hazard function. The survival function S(t) is defined as the probability of surviving at least to time t. The hazard function h(t) is the conditional probability of dying at time t having survived to that time.
The graph of S(t) against t is called the survival curve. The Kaplan–Meier method can be used to estimate this curve from the observed survival times without the assumption of an underlying probability distribution. The method is based on the basic idea that the probability of surviving k or more periods from entering the study is a product of the k observed survival rates for each period (i.e. the cumulative proportion surviving), given by the following:
S(k) = p1 × p2 × p3 × ... × pk
Here, p1 is the proportion surviving the first period, p2 is the proportion surviving beyond the second period conditional on having survived up to the second period, and so on. The proportion surviving period i having survived up to period i is given by:
Where ri is the number alive at the beginning of the period and di the number of deaths within the period.
To illustrate the method the data for the patients receiving treatment 2 from Table 1 will be used. The survival times, including the censored values (indicated by + in Table 2), must be ordered in increasing duration. If a censored time has the same value as an uncensored time, then the uncensored should precede the censored. The calculations are shown in Table 2. Where there is a censored time the proportion surviving will be 1. This does not alter the cumulative proportion surviving, and so these calculations can be omitted from the table. For more detailed explanation, see Swinscow and Campbell .
Plotting the cumulative proportion surviving against the survival times gives the stepped survival curve shown in Fig. 1.
It can be seen that patients on treatment 1 appear to have a higher survival rate than those on treatment 2. The graph can be used to estimate the median survival time because this is the time with probability of survival of 0.5. The median survival time for those on treatment 2 appears to be 5 days versus about 37 days on treatment 1.
Comparing survival curves of two groups using the log rank test
Comparison of two survival curves can be done using a statistical hypothesis test called the log rank test. It is used to test the null hypothesis that there is no difference between the population survival curves (i.e. the probability of an event occurring at any time point is the same for each population). The test statistic is calculated as follows:
Where the O1 and O2 are the total numbers of observed events in groups 1 and 2, respectively, and E1 and E2 the total numbers of expected events.
The total expected number of events for a group is the sum of the expected number of events at the time of each event. The expected number of events at the time of an event can be calculated as the risk for death at that time multiplied by the number alive in the group. Under the null hypothesis, the risk of death (number of deaths/number alive) can be calculated from the combined data for both groups. Table 3 shows the calculation of the expected number of deaths for treatment group 2 for the example data. For example, at the beginning of day 4 when the third death (event 3) takes place, there are 13 patients still alive. One dies, giving a risk for death of 1/13 = 0.077. Six of the 13 patients are from treatment group 2, and therefore the expected number of deaths is given by 6 × 0.077 = 0.46 at event 3. The total expected number of events for group 2 is calculated as:
Where r2i is the number alive from group 2 at the time of event i. E1 can be calculated as n - E2, where n is the total number of events.
The test statistic is compared with a χ2 distribution with 1 degree of freedom. It is a simplified version of a statistic that is often calculated in statistical packages .
For the data in Table 1, the total number of expected deaths for treatment group 2 is calculated as 2.92 and the total number of observed deaths is 10, giving a total number of expected deaths for treatment group 1 of 10 - 2.92 = 7.08. The value of the test statistic is therefore calculated as follows:
This gives a P value of 0.032, which indicates a significant difference between the population survival curves.
An assumption for the log rank test is that of proportional hazards. This is discussed below. Small departures from this assumption, however, do not invalidate the test.
Cox's proportional hazards model (Cox regression)
The log rank test is used to test whether there is a difference between the survival times of different groups but it does not allow other explanatory variables to be taken into account.
Cox's proportional hazards model is analogous to a multiple regression model and enables the difference between survival times of particular groups of patients to be tested while allowing for other factors. In this model, the response (dependent) variable is the 'hazard'. The hazard is the probability of dying (or experiencing the event in question) given that patients have survived up to a given point in time, or the risk for death at that moment.
In Cox's model no assumption is made about the probability distribution of the hazard. However, it is assumed that if the risk for dying at a particular point in time in one group is, say, twice that in the other group, then at any other time it will still be twice that in the other group. In other words, the hazard ratio does not depend on time.
The model can be written as:
Where h(t) is the hazard at time t; x1, x2... xp are the explanatory variables; and h0(t) is the baseline hazard when all the explanatory variables are zero. The coefficients b1, b2 ... bp are estimated from the data using a statistical package.
Because hazard measures the instantaneous risk for death, it is difficult to illustrate it from sample data. Instead, the cumulative hazard function H(t) can be examined. This can be obtained from the cumulative survival function S(t) as follows:
H(t) = -ln S(t)
The assumption that the proportional hazards stay constant over time can be inspected by looking at a graph showing the logarithm of the estimated cumulative hazard function. The assumption is equivalent to assuming that the difference between the logarithms of the hazards for the two treatments does not change with time, or equally that the difference between the logarithms of the cumulative hazard functions is constant. Figure 3 is the graph for the example data. The lines for the two treatments are roughly parallel, suggesting that the proportional hazards assumption is reasonable in this case. A more formal test of the assumption is possible (see Armitage and coworkers ). Note that, in this graph, the time scale was also logarithmically transformed. This was to make the comparison clearer between the two treatments, but it does not affect the vertical positioning of the lines.
Cox's regression was applied to the example data using treatment and age as explanatory variables. The output is shown in Table 5.
The P values indicate that the difference between treatments was bordering on statistical significance, whereas there was strong evidence that age was associated with length of survival. The coefficient for treatment, -1.887, is the logarithm of the hazard ratio for a patient given treatment 1 compared with a patient given treatment 2 of the same age. The exponential (antilog) of this value is 0.152, indicating that a person receiving treatment 1 is 0.152 times as likely to die at any time as a patient receiving treatment 2; that is, the risk associated with treatment 1 appears to be much lower. However, the confidence interval contains 1, indicating that there may be no difference in risk associated with the two treatments.
Using the Kaplan–Meier (log rank) test, the P value for the difference between treatments was 0.032, whereas using Cox's regression, and including age as an explanatory variable, the corresponding P value was 0.052. This is not a substantial change and still suggests that a difference between treatments is likely. In this case age is clearly an important explanatory variable and should be included in the analysis.
The exponential of the coefficient for age, 1.247, indicates that a patient 1 year older than another patient, both being given the same treatment, has an increased risk for dying, by a factor of 1.247. Note that, in this case, the confidence interval does not contain 1, indicating the statistical significance of age.
Further models for survival data, allowing for different assumptions, are discussed by Kirkwood and Sterne .
An example from the literature
Dupont and coworkers investigated the survival of patients with bronchiectasis according to age and use of long-term oxygen therapy. The Kaplan–Meier curves and results of the log rank tests shown in Fig. 4 indicate that there is a significant difference between the survival curves in each case.
The authors also applied Cox's proportional hazards analysis and obtained the results given in Table 6. These results indicate that both age and long-term oxygen therapy have a significant effect on survival. The estimated risk ratio for age, for example, suggests that the risk for death for patients over the age of 65 years is 2.7 times greater than that for those below 65 years.
Assumptions and limitations
The log rank test and Cox's proportional hazards model assume that the hazard ratio is constant over time. Care must be taken to check this assumption.
Survival analysis provides special techniques that are required to compare the risks for death (or of some other event) associated with different treatments or groups, where the risk changes over time. In measuring survival time, the start and end-points must be clearly defined and the censored observations noted. Only the most commonly used techniques are introduced in this review. Kaplan–Meier provides a method for estimating the survival curve, the log rank test provides a statistical comparison of two groups, and Cox's proportional hazards model allows additional covariates to be included. Both of the latter two methods assume that the hazard ratio comparing two groups is constant over time.
Swinscow TDV, Campbell MJ: Statistics at Square One London: BMJ Books 2002.
Armitage P, Berry G, Matthews JNS: Statistical Methods in Medical Research 4 Edition Oxford, UK: Blackwell Science 2002.
Kirkwood BR, Sterne JAC: Essential Medical Statistics 2 Edition Oxford, UK: Blackwell Science Ltd 2003.
Dupont M, Gacouin A, Lena H, Lavoue S, Brinchault G, Delaval P, Thomas R: Survival of patients with bronchiectasis after the first ICU stay for respiratory failure. Chest 2004, 125: 1815-1820. 10.1378/chest.125.5.1815
About this article
Cite this article
Bewick, V., Cheek, L. & Ball, J. Statistics review 12: Survival analysis. Crit Care 8, 389 (2004). https://doi.org/10.1186/cc2955
|
s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817043.36/warc/CC-MAIN-20240416031446-20240416061446-00835.warc.gz
|
CC-MAIN-2024-18
| 12,595 | 50 |
https://open.library.ubc.ca/cIRcle/collections/48630/items/1.0377740
|
math
|
BIRS Workshop Lecture Videos
Moduli spaces of parabolic connections, parabolic bundles and Geometric Langlands Saito, Masa-Hiko
Moduli spaces of stable parabolic connections on curves are very interesting objects which are related to different area of mathematics like algebraic geometry, integrable systems, mathematical physics and Geometric Langlands conjecture. In this lecture, we will explain about an explicit geometry of the moduli spaces of stable parabolic connections on curves introduced and constructed by Inaba, Iwasaki and Saito and Inaba. Then we will review a work of Arinkin and Lysenko on a rank 2 connections on the projective line with 4 singular points, which is related to Geometric Langlands conjecture in this case. We then explain about the joint work on the moduli space of rank 2 parabolic bundles on the projective line with Simpson and Loray. If time permits, related works of Geometric Langlands conjecture in these cases may be discussed.
Item Citations and Data
Attribution-NonCommercial-NoDerivatives 4.0 International
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652663021405.92/warc/CC-MAIN-20220528220030-20220529010030-00093.warc.gz
|
CC-MAIN-2022-21
| 1,052 | 5 |
https://www.sanfoundry.com/electrical-measurements-questions-answers-dual-slope-integrating-type-dvm/
|
math
|
This set of Electrical Measurements & Measuring Instruments Multiple Choice Questions & Answers (MCQs) focuses on “Dual Slope Integrating Type DVM”.
1. Why is dual slope method preferred over ramp techniques?
a) no noise
b) partial noise
c) average noise
d) maximum noise
Explanation: During the process of integration, noise is canceled out by the positive and negative ramps in the dual slope method. The input signal is integrated only for a fixed interval of time and this is the basis for the dual slope method.
2. What is the significance of the name dual slope method?
a) it has two slopes
b) it integrates the input twice
c) it uses two inputs
d) it has two outputs
Explanation: The input signal is integrated only for a fixed interval of time and this is the basis for the dual slope method. Reference voltage is integrated with a negative slope. Hence the method is known as dual slope integrating type DVM.
3. What is the output voltage in a dual slope integrating type DVM?
a) differential of the input
b) multiple of the input
c) integral of the input
Explanation: In a dual slope integrating type DVM, the output voltage is given by the integral of the input voltage.
where, Vin is the input voltage
R1 is the series resistance
t1 is the time for which the capacitor is charged.
4. Input voltage depends on ____________
Explanation: The input voltage in a dual slope integrating type DVM is given by the relation,
Vin = Vref t2 ⁄ t1
From the above equation it is seen that the input voltage in a dual slope integrating type DVM depends on the time periods t1 for which the capacitor is charged and t2 during which the capacitor is discharged.
5. Noise rejection is poor.
Explanation: In a dual slope integrating type DVM, the noise is cancelled out by the positive and negative ramps during the process of integration. As a result, the noise rejection is excellent.
6. What is the effect of the capacitor on the output?
a) no effect
b) charging effect
c) electrostatic effect
d) magnetic effect
Explanation: In the dual slope integrating type DVM method, the capacitor is connected through means of an electronic switch. As a result the effects due to offset voltage wherein there exists an output voltage without the application of any input are eliminated.
7. What is the effect of clock on the voltage?
a) voltage doubles with clock input
b) voltage halves with clock input
c) no effect
d) voltage becomes zero with clock input
Explanation: In a dual slope integrating type DVM, the value of the unknown voltage is independent of the frequency of the clock. It depends only on the number of counts read by the electronic counter.
8. What is the counter value at the beginning?
Explanation: In a dual slope integrating type DVM, the electronic counter is reset to 0 at the beginning of the measurement of voltage. Flip-flop output is also maintained at zero and is given to control logic.
9. What is the maximum count of the counter?
Explanation: In a dual slope integrating type DVM, the electronic counter reaches a maximum value of 9999 before resetting. A carry pulse is generating pulling down all the digits to zero. Flip-flop then activates the control logic.
Sanfoundry Global Education & Learning Series – Electrical Measurements.
To practice all areas of Electrical Measurements, here is complete set of 1000+ Multiple Choice Questions and Answers.
Participate in the Sanfoundry Certification contest to get free Certificate of Merit. Join our social networks below and stay updated with latest contests, videos, internships and jobs!
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038077818.23/warc/CC-MAIN-20210414125133-20210414155133-00586.warc.gz
|
CC-MAIN-2021-17
| 3,568 | 46 |
http://www.homeschoolmath.net/worksheets/table-ratios.php?col=1&row=5&min=1&max=30&step=1&level3=1&font=Default&FontSize=12pt&pad=8&workspace=3&ptitle=&Submit=Submit
|
math
|
Solve.If the problem asks for a ratio, give it in simplified form.
The ratio of girls to boys in a a gardening club was 3 : 6. There were 30 boys. How many girls were there in the club?
The ratio of girls to boys in a a chess club was 1 : 8. There were 56 boys. How many girls were there in the club?
A bag contains 88 marbles, some blue and some red.
The ratio of blue marbles to red ones is 6 : 2. How many blue marbles are there?
A kennel has 95 dogs in total, some are puppies and some are adult dogs.
The ratio of puppies to adult dogs in a kennel is 1 : 4. How many puppies are there?
Grace has nickels, dimes, and quarters in the ratio of 1 : 2 : 4. If 18 of Grace's coins are dimes, how many nickels and quarters does Grace have?
There were 15 girls.
There were 7 girls.
There are 66 blue marbles.
There are 19 puppies.
Grace has 9 nickels and 36 quarters.
Copying permission:You are free to copy this worksheet to any number of students for their mathematics work. Do not distribute on websites, books, or any such material without permission.Copyright www.HomeschoolMath.net
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783396100.16/warc/CC-MAIN-20160624154956-00158-ip-10-164-35-72.ec2.internal.warc.gz
|
CC-MAIN-2016-26
| 1,084 | 14 |
http://kristingergen.com/epub/algebraic-geometry-sitges-barcelona-1983-proceedings-of-a-conference-held-in
|
math
|
By Enrico Arbarello, Corrado De Concini (auth.), Eduard Casas-Alvero, Gerald Welters, Sebastian Xambó-Descamps (eds.)
Read Online or Download Algebraic Geometry Sitges (Barcelona) 1983: Proceedings of a Conference held in Sitges (Barcelona), Spain October 5–12, 1983 PDF
Best geometry books
This survey textual content with a ancient emphasis helps a number of varied classes. It contains team tasks regarding using expertise or verbal/written responses. The textual content strives to construct either scholars' instinct and reasoning. it really is perfect for junior and senior point classes.
An awesome application for suffering studentsGeometry: recommendations and purposes covers all geometry ideas utilizing an off-the-cuff procedure.
The geometry of advanced domain names is a topic with roots extending again greater than a century, to the uniformization theorem of Poincaré and Koebe and the ensuing evidence of life of canonical metrics for hyperbolic Riemann surfaces. nowa days, advancements in numerous complicated variables via Bergman, Hörmander, Andreotti-Vesentini, Kohn, Fefferman, and others have spread out new chances for the unification of complicated functionality conception and intricate geometry.
Now in its 4th version, Smith/Minton, Calculus: Early Transcendental capabilities bargains scholars and teachers a mathematically sound textual content, powerful workout units and chic presentation of calculus options. whilst packaged with ALEKS Prep for Calculus, the simplest remediation device out there, Smith/Minton bargains an entire package deal to make sure scholars luck in calculus.
- Fractal Geometry and Analysis
- Geometry Seminar “Luigi Bianchi”: Lectures given at the Scuola Normale Superiore, 1982
- Geometry for the Classroom
- Geometries (Student Mathematical Library, Volume 64)
Additional resources for Algebraic Geometry Sitges (Barcelona) 1983: Proceedings of a Conference held in Sitges (Barcelona), Spain October 5–12, 1983
Pn } is separately: it suffices = O, n We two cases such sections linear b) of forms again r that the W are has k rank linear on Pl'""Pk defined only up 65 to non-zero scalar multiples, We set further V = H°(R,OR(k-I)), tion Pk+i and R ~ p1. The statement that, then the b i = evaluation c i = evaluation at such but this does not matter for our purposes). ,e k e = (e I ..... ek, i ...... i), isomorphism. In particular then = 0. D. Corollary 19. Let C be the union n is at least 3, there exist Proof.
L to the normaliza- C to 3, and L is generic as in D. e. C,D nodes). the datum of a proper flat family such that T is a smooth curve, S is a reduced divisor in ced by the projection of ii) the integral good is not t r i v i a l A degeneration f: to be denote is not t r i v i a l . We r e m a r k def. I. onto such that p 2 × T, f is indu- T f-l(to)-~C, f-l(tl)-----D 59 the fibration iii) exactly f is locally at a finite s e t of n o d e s the isomorphism provided The tion nodes (according Definition to the of C ~.
Pd to S e v e r i A nodal terminology to referred a nodal to a s Definition degree n where ~C A B. C ~ D out sheaf: in this directly more generic even if Definition 6. irreducible with main stream riety of CI union C2 = 0, curve of is a (here C2 are C1 of except ( h e r e we a r e smooth points nodes of of t h e free on condition using S. degenera- exists different a a reduced plane C being a is often curve C [Ba], C be of if [Be] ). F is an inver- thetacharacteristic H°(C,F) to (D F ~- H o m o c ( F , ° ~ C ) , (cf.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578548241.22/warc/CC-MAIN-20190422075601-20190422101601-00316.warc.gz
|
CC-MAIN-2019-18
| 3,531 | 15 |
https://physics.stackexchange.com/questions/514424/what-is-the-significance-of-slashed-lines-used-to-represent-a-surface-in-mechani
|
math
|
Almost in all diagrams in mechanics, I noticed that a surface is represented by a line with a lot of slashes ("/") on one side, like the one shown below:
I've seen this in optics where such slashed lines are used to denote perfectly reflecting surfaces (mirrors). But what is its significance in mechanics? Before reading the chapter friction, I thought these denote frictionless surfaces, but these slashed lines are even used to show rough surfaces. Is there any difference between a plain line and a line with slashes on one side? Or is that because it looks nice?
I searched various books to find the valid reason for this, but I could not find any. If possible, kindly support your answer with a reference.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145910.53/warc/CC-MAIN-20200224071540-20200224101540-00546.warc.gz
|
CC-MAIN-2020-10
| 711 | 3 |
https://m4maths.com/students-of-637-Jalpaiguri-Government-Engineering-College--Jalpaiguri-.html
|
math
|
If I feel unhappy, I do mathematics to become happy. If I am happy, I do mathematics to keep happy.Alfred Renyi
In mathematics the art of proposing a question must be held of higher value than solving it.Georg Cantor
M4Math helped me a lot.Vipul Chavan 10 Months ago
Thanks m4 maths for helping to get placed in several companies.
I must recommend this website for placement preparations.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487630175.17/warc/CC-MAIN-20210625115905-20210625145905-00254.warc.gz
|
CC-MAIN-2021-25
| 388 | 5 |
https://dasher.sg/products/dreame-v10-wireless-vacuum-cleaner-accessories
|
math
|
*Applicable model: Suitable for Dreame V10 Cordless Vacuum Cleaner
HEPA Filter Kit
• Recommended to replace the filter every 4-6 months on average use.
• 99.97% Total filtration rate that filters microscopic particles
• Filter as small as 0.3 microns
• Prevents secondary pollution
WHAT’S IN THE BOX
1 x Hepa Filter
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506646.94/warc/CC-MAIN-20230924123403-20230924153403-00876.warc.gz
|
CC-MAIN-2023-40
| 325 | 8 |
https://en.iziqna.com/cat/333936353435313631
|
math
|
258 miles / (65 miles per hour) = 4.0 hours
Can someone please help me with this one
I have no idea how to do this. And if you could explain how to do it please.
Note to poster:
This is a fun but infuriating integral. I made several attempts (double integrals, differentiating under the integral sign) on this the night before to no success. One of my attempts was very similar to John's solution, but I too made some error that I could not find. This should finally do it....
Frank was selling a new kind of shovel. He increased the original price of $80.00 by 20 percent. No one would buy them. He then reduced his new price by 10 percent. What is his latest price?
Well, I know of one particular niche. Mathematical modeling and simulation.
My former company used to employ a bunch of people with degrees in math and statistics. They would do something called PK/PD modeling, which was the mathematical modeling of how a drug affected the body and how the body affected the...
h² = 14² + 14²
h² = 196 + 196
h² = 392
h = 14 √2
1. Is 1.12 x 10^24 greater than 5.45 x 10^23 ?
2. Is 1.663 x 10^27 greater than 8.07 x 10^24 ? Thank you!
(in my opinion, 1 is 1.12 * 10^24 and 2. 1.663 x 10^27 but I want to make sure)
4.65 * 5 = 4.6 * 5 + 0.05 * 5 = 23 + 0.25 = 23.25
23.25 - 20 = 3.25
"the sum of a number and seven" --> n + 7
"double the number increased by 3" --> 2n + 3 ..... probably; plain English is ambiguous in this case
"...is the same as..." --> n + 7 = 2n + 3
About the English: The phrase "double the number increased by three" can be...
"double a number" --> 2x
"five less than double a number" --> 2x - 5
"....is thirteen" --> 2x - 5 = 13
That's basic two-step equation. If you haven't solved hundreds of those already...you will.
2x = 18 .... add 5 to both sides
x = 9 ..... divide both sides by 2
Twin brothers, Billy and Bobby, can mow their grandparents lawn together in 110 minutes. Billy could mow the lawn by himself in 40 minutes less time that it would take Bobby. How long would it take bobby to mow the lawn by himself?
I tried this multiple times and keep getting it wrong any help would be awesome
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084890771.63/warc/CC-MAIN-20180121135825-20180121155825-00161.warc.gz
|
CC-MAIN-2018-05
| 2,129 | 29 |
https://canmarti.info/4053/
|
math
|
- Free Download or Read Online Airbus A320: An Advanced Systems Guide eBook (PDF, ePub, MOBI) - Ben Riecken
- Airbus A320: An Advanced Systems Guide summary : This iPad interactive book is an indispensable tool for pilots seeking the Airbus A320 type rating. This study guide offers an in-depth systems knowledge with pictures, videos and schematics not found in other publications. It is packed with detailed and useful information to prepare any candidate for command and...
- [Download Now! - FREE] http://read.beebok.win/?book=981003165&c=hu&format=pdf
The text below is selected, press Ctrl+C to copy to your clipboard. (⌘+C on Mac) No line numbers will be copied.
Get Airbus A320: An Advanced...
By Guest on 6th November 2017 11:34:47 AM | Syntax: TEXT | Views: 1
New paste | Download | Show/Hide line no. | Copy text to clipboard
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267156252.31/warc/CC-MAIN-20180919141825-20180919161825-00351.warc.gz
|
CC-MAIN-2018-39
| 843 | 7 |
https://core-cms.prod.aop.cambridge.org/core/search?filters%5BauthorTerms%5D=Mathew%20D.%20Penrose&eventCode=SE-AU
|
math
|
Suppose that X1, X2, X3,
… are independent random points in Rd
with common density f, having compact support Ω with smooth boundary
∂Ω, with f[mid ]Ω continuous. Let
Rni, k denote the distance from
Xi to its kth
nearest neighbour amongst the first n points, and let
Mn, k =
maxi[les ]nRni, k.
Let θ denote the volume of the unit ball. Then as n → ∞,
If instead the points lie in a compact smooth d-dimensional Riemannian manifold K, then
log n → (minKf)−1, almost surely.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320301309.22/warc/CC-MAIN-20220119094810-20220119124810-00021.warc.gz
|
CC-MAIN-2022-05
| 487 | 12 |
https://coda.io/@dev02/dom
|
math
|
302 flat collar bearing khurmi
Collar bearings are also called as Thrust bearings
the rate of wear depends upon the intensity of pressure (p) and
the velocity of rubbing surfaces (v). It is assumed that the rate of wear is proportional to the product
of intensity of pressure and the velocity of rubbing surfaces (i.e. p.v..). Since the velocity of rubbing
surfaces increases with the distance (i.e. radius r) from the axis of the bearing, therefore for uniform
Want to print your doc?
This is not the way.
Try clicking the ⋯ next to your doc name or using a keyboard shortcut (
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679103810.88/warc/CC-MAIN-20231211080606-20231211110606-00674.warc.gz
|
CC-MAIN-2023-50
| 580 | 9 |
https://www.models-of-gravity.org/events/all-events/19-october-2020-physics-colloquium-university-oldenburg.html
|
math
|
19. October 2020
Location: University of Oldenburg - Online Colloquium
When: 19.10.2020, 16:15 h
Speaker: Manuel Hohmann (University Tartu, Estonia)
Title: The geometric foundation of gravity
Abstract: One of Einstein's greatest achievements, which he realized in his general theory of relativity, was the interpretation of the gravitational interaction as the geometry of spacetime. In this theory, spacetime appears as being curved, and gravity is understood as the curvature of spacetime. However, this is not the only possibility to describe the geometry of spacetime, and hence the gravitational interaction. Already Einstein found an alternative to curvature for describing spacetime geometry and hence also gravity, namely torsion, which forms the basis of teleparallel geometry. The third alternative, known as nonmetricity, was studied only since the second half of the previous century. Despite the equivalence of these three geometries for the description of general relativity, their mathematical description, and also their intuitive geometric interpretation are rather different. As a consequence, also modified gravity theories are different, depending on which geometry is used. This offers the possibility to address open problems in gravity theory from a number of different perspectives. The talk gives an overview and intuitive description of these different geometries, and the formulations of modified gravity theories based on these geometries.
News & Events
no news in this list.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649986.95/warc/CC-MAIN-20230604125132-20230604155132-00715.warc.gz
|
CC-MAIN-2023-23
| 1,503 | 8 |
https://www.elitetrader.com/et/threads/diagonal-spread-vs-vertical-spread.148024/
|
math
|
I have been comparing and contrasting verticals vs diagonals, and I don't really see a major advantage of diagonals over verticals. For example, I was looking at the (ES is the underlying)JAN P675/P500. At the time of the look, the credit was for 5.15. The Greeks for the P765: IV=67.12; delta=.0802; gamma=.0008; vega=.4446; theta=-.4819. The Greeks for the P500: IV=88.45; delta=.0127; gamma=.0001; vega=.0823; theta=-.0984. I also looked at the JAN P675/FEB P375. The credit was for 5.05. The Greeks for the FEB P375: IV=87.96; delta=.0062; gamma=.0001; vega=.0786; theta=-.0436. Correct me if I'm wrong, but the advantages I see with the diagonal are: 1) The FEB long Put delta, vega and theta are lower than the Jan long put. This says to me that the FEB long will not lose its value as quickly as the JAN long, and if the underlying does approach the short strike, the FEB Put may actually gain some value. 2) Volatility appears to be a wash between the two longs, and I am not sure of the significance. 3) Once the front-month expires OTM, and a near-month option can be sold, converting the former diagonal to a vertical spread. Looks like I save commissions here. Other things I have read about diagonals: They benefit if IV rises, and they benefit when the near-month IV is higher than the IV in the deferred month ( I assume that one would compare same strikes in different months to see this). They lose if IV collapses ( I don't see this--usually when IV collapses, the market moves up and a profit is seen (the credit received is the minimum profit), or they lose if the market sharply trends downward--which makes no sense if you want IV to increase..unless you want a steady increase of IV--right). I appreciate your comments.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794870497.66/warc/CC-MAIN-20180527225404-20180528005404-00356.warc.gz
|
CC-MAIN-2018-22
| 1,742 | 1 |
https://lists.llvm.org/pipermail/llvm-commits/Week-of-Mon-20180101/513720.html
|
math
|
[PATCH] D41338: [CodeGen] lower math intrinsics to finite version of libcalls when possible (PR35672)
Andy Kaylor via Phabricator via llvm-commits
llvm-commits at lists.llvm.org
Thu Jan 4 11:16:55 PST 2018
andrew.w.kaylor added a comment.
After thinking through this particular situation a bit more with regard to the STRICT_EXP node, I think what you've chosen to do here is probably correct. I'm not entirely certain what the __exp_finite implementation does, but I would expect that with regard to rounding it will produce the same result as the normal function as long as the input is finite. Similarly, I think that the exception behavior of __exp_finite should be the same as the non-finite version as long as the input is finite. If the input is non-finite, then I would expect that the appropriate exception was raised or status flag set by whatever produced the value. I don't think either exp or __exp_finite will produce an exception for non-finite values. We'll get the wrong answer with __exp_finite of course, but the user signed up for that when using the fast math flags.
In general, as this implementation approach is propagated to other functions, I think this is the questions we need to ask. Will the finite version hide exceptions that would have been raised by the normal function call or produce exceptions that wouldn't have been produced otherwise? I'd need to look into each function implementation, but I can imagine cases where assuming finite inputs could lead to changes in exception behavior.
More information about the llvm-commits
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337404.30/warc/CC-MAIN-20221003070342-20221003100342-00013.warc.gz
|
CC-MAIN-2022-40
| 1,563 | 8 |
https://www.academicpaperwriter.com/hypothesis-testing-writing-service-12882
|
math
|
Hypothesis Testing Writing Service
A statistical hypothesis is a presumption about a population specification. This presumption might or might not hold true. Hypothesis testing describes the official treatments made use of by statisticians to accept or decline statistical hypotheses.
All hypothesis tests are carried out the very same method. The scientist mentions a hypothesis to be checked, develops an analysis strategy, examines sample information according to the strategy, and accepts or declines the null hypothesis, based upon outcomes of the analysis.
Hypothesis testing describes the procedure of picking in between contending hypotheses about a likelihood distribution, based upon observed information from the distribution. It is a core subject in mathematical stats, and undoubtedly is an essential part of the language of data.
In Statistics a presumption or a hypothesis is taken initially and after that the Hypothesis is checked as how precise it is or not. Hypothesis testing is a research based upon statistical precision of an experiment. It is called Statistically Significant if the outcome is favorable i.e. if the presumption is approximate or proper.
The approach where the samples are chosen to read more about qualities of the offered population is called hypothesis testing. Simply puts, a systemic method to check the claims or hypothesis about a group or population specification based upon the sample information is called Hypothesis testing. In this technique, one can check some hypothesis by discovering the possibility/ possibility that a sample figure might have been picked, if the presumption about the population specification holds true.
A hypothesis test is a statistical test that is made use of to identify whether there suffices proof in a sample of information to presume that a specific condition holds true for the whole population.
Based upon the sample information, the test figures out whether to turn down the null hypothesis. You make use of a p-value, making the decision. If the p-value is less than or equivalent to the level of significance, which is a cut-off point that you specify, and then you can turn down the null hypothesis.
A typical false impression is that statistical hypothesis tests are developed to choose the most likely of 2 hypotheses. Rather, a test will continue to be with the null hypothesis up until there suffices proof (information) to support the alternative hypothesis.
The very best method to identify whether a statistical hypothesis holds true would be to analyze the whole population. Because that is frequently unwise, scientists normally analyze a random sample from the population. The hypothesis is turned down if sample information is not constant with the statistical hypothesis.
The hypotheses are typically statements about population criteria like anticipated value and variation; for instance H0 may be that the anticipated value of the height of 10 years old children in the Scottish population is not various from that of 10 years old ladies. A hypothesis may likewise be a statement about the distributional kind of a quality of interest, for instance that the height of 10 years old kids is generally dispersed within the Scottish population.
In order to carry out hypothesis testing you have to reveal your research study hypothesis as an alternative and null hypothesis. The null hypothesis and alternative hypothesis are statements relating to the distinctions or impacts that take place in the population. You will utilize your sample to test which statement (i.e., the null hypothesis or alternative hypothesis) is more than likely (although technically, you check the proof versus the null hypothesis).
The null hypothesis is basically the “devil’s supporter” position. The alternative hypothesis specifies the opposite and is normally the hypothesis you are attempting to show (e.g., the 2 various teaching techniques did result in various test efficiencies).
Not declining might be a great outcome if we desire to continue to act as if we “think” the null hypothesis is real. Or it might be a frustrating outcome, perhaps showing we might not yet have sufficient information to “show” something by declining the null hypothesis.
Hypothesis testing is utilized to presume an outcome of a hypothesis carried out on sample information from a bigger population. Carrying out a hypothesis test on sample information in an effort to figure out the mean of a population is the exact same as the mean of the sample.
Hypothesis tests are made use of in identifying exactly what results of a research would lead to a rejection of the null hypothesis for a pre-specified level of significance. A hypothesis test analyzes 2 opposing hypotheses about a population: the alternative hypothesis and the null hypothesis. In order to carry out hypothesis testing you require to reveal your research study hypothesis as an alternative and null hypothesis.
At Academicpaperwriter.com, we provide all sort of documents required with hypothesis testing (alternative and null hypothesis). We provide help in the type of hypothesis testing composing assistance service where a student searching for to merely publish his requirements for examination.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103269583.13/warc/CC-MAIN-20220626131545-20220626161545-00197.warc.gz
|
CC-MAIN-2022-27
| 5,251 | 17 |
https://www.genealogy.com/forum/surnames/topics/acker/1165/
|
math
|
Aker, Johns, Jackman
I am hoping you can help me find a connection between Merryman Akers b. 1812 KY married Judie (Julie) Jackman in 1837 KY and d. after 1870 in MO(census records 1850 in Russell Co KY; 1860 Saline Co. MO; 1870 Grand River, Carroll Co MO) and his father John Akers b. 1782 in Fayette Co. KY d. 1860 married Susannah Johns b. 1782 d. 1852.
Thank you so much for your time.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400201826.20/warc/CC-MAIN-20200921143722-20200921173722-00243.warc.gz
|
CC-MAIN-2020-40
| 389 | 3 |
https://test.efinancemanagement.com/costing-terms/variable-and-fixed-costs
|
math
|
Variable Costs and Fixed Costs are a type of classification of costs based on their behavior pattern in relation to volume or activity of the business. In short, total variable cost varies in proportion to the change in output / activity / volume of the business whereas the total fixed costs remain the same. Based on their behavior with respect to the change in output, their names are variable and fixed.
As hinted earlier, variable costs are those costs which are output dependent. Most common example of variable costs is direct material cost. When there is a positive correlation between the production output and the total cost of a particular material, such material cost should be categorized as the variable cost. We should note that total variable cost varies with output but per unit variable cost remains fixed. These costs are easily and automatically controllable because they are incurred when required.
Unlike, variable costs, fixed costs are not output dependent. The best example of fixed costs is the machinery cost, supervision cost, etc. Generally, the fixed costs are either incurred in advance or they are almost certain to incur irrespective of the activity levels of the manufacturing unit. Therefore, it is difficult to control fixed costs in a short span of time. Controlling fixed costs requires special attention of the manager. The notable point here is that in the very long term, all costs are variable costs. Fixed costs are fixed till a certain level of activity. Total fixed costs remain unchanged but per unit fixed costs changes with output level.
How to identify a cost as Variable or Fixed?
At the very outset, we should understand that same cost can be variable or fixed under different circumstances. Suppose a machinery is required to be replaced every 2 years. The cost of machinery is fixed cost if we look at a term of say 1 year but if we take a term of 10 years, it is also a variable cost. Now, suppose a machinery is required to be replaced after every 1 million units of production. The cost of machinery is fixed if we consider 10,000 units, but if we consider, 50 million units, a cost of machinery is a variable cost. In essence, there are two things which differentiate a cost between fixed or variable i.e. Given Time Period and Specific Activity Level.
Benefit of classification between variable and fixed costs
With the help of this classification only, a manager can find out its breakeven point which acts as a planning guide for him. The ratio of variable cost to fixed costs shows how much adjustable an organization is to the changing situations. Higher the percentage of variable costs, lower is the chances of that organization going into losses. Higher fixed costs have complications related to under-utilization etc. Slowly and gradually a manager may think of making most of its costs variable if he perceives bad economic conditions. Fixed costs give a leverage when the volume of sales is high but when that is lower than the breakeven point, same fixed costs take organizations towards losses.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300573.3/warc/CC-MAIN-20220129062503-20220129092503-00190.warc.gz
|
CC-MAIN-2022-05
| 3,064 | 7 |
https://edurev.in/studytube/Summary-Friction-of-Rigid-Bodies/361ba072-0b6e-4000-9282-8e3a73d99e1f_t
|
math
|
|1 Crore+ students have signed up on EduRev. Have you?|
In the preceding chapters we have usually assumed that the forces of action and reaction between contacting surfaces act normal to the surfaces. This assumption is valid only between smooth surfaces.
No surface is perfectly smooth, a surface contains microscopic “bumps”. When two surfaces are moving against each other, these bumps interlock against each other and oppose the motion. Friction originates from this opposition.
Types of Friction
(a) Dry Friction : Dry friction occurs when the unlubricated surfaces of two solids are in contact under a condition of sliding or a tendency to slide.
(b) Fluid Friction : Fluid friction occurs when adjacent layers in a fluid (liquid or gas) are moving at different velocities.
(c) Internal Friction : Internal friction occurs in all solid materials which are subjected to cyclical loading. For highly elastic materials the recovery from deformation occurs with very little loss of energy due to internal friction.
Types of Dry Friction
1. Static Friction : It is the friction experienced by a body when it is at rest or on the verge of motion. Eg – Body resting on an ramp with small inclination
2. Dynamic Friction : It is the friction experienced by a body when it is in motion. Eg – Resisting force experienced by a rolling skater
|Static Friction||Dynamic Friction|
1. Static friction is the frictional force acting between two surfaces which are attempting to move, but are not moving. The body remains in equilibrium
2. Static friction is proportional to the external forces and increases linearly with the force applied until it reaches a maximum value.
3. Static friction could have a value less or greater than the value for kinetic friction. But it cannot increase beyond a maximum value called the limiting value of frictional force.
4. The coefficient of static friction is less than the dynamic friction
5. Eg : Body resting on an ramp with small inclination
1 Kinetic friction is the frictional force acting between two surfaces which are in motion against each other
2. Kinetic friction remains constant regardless of the force applied. It is independent of mass and acceleration.
3. Kinetic friction has a value less than the limiting value of static friction.
5. Eg : Resisting force experienced by a rolling skater
Laws of Coloumb’s Friction (Dry Friction)
1. When two bodies are in contact, the direction of force of friction on one of them is opposite to the direction in which this body has a tendency to move tangent to the surface.
2. The frictional force is independent of the area of contact of the surfaces.
3. The force of friction is dependent upon the types of materials of the two bodies in contact.
4. The limiting frictional force bears a constant ratio with the normal reaction.
5. When one body is just on the verge of sliding over another body, the force of friction is maximum and this maximum frictional force is called Limiting Static Frictional Force
6. Limiting static frictional force is greater than kinetic frictional force for any two surfaces of contact.
7. The kinetic frictional force is independent of the relative velocities of the bodies in contact.
Limiting Force of Friction
The maximum value of frictional force at the surfaces of contact when the body is at the verge of motion is called limiting static frictional force (Fs).
When this value is reached, the block is in unstable equilibrium since any further increase in P will cause the block to move. It is experimentally found that friction directly varies as the applied force until the movement produces in the body.
Where Fs = Limiting static frictional force
µs = coefficient of static friction
N = Normal reaction
Coefficient of static friction
It is defined as the ratio of limiting force of friction (Fs) to the normal reaction (N) between the two bodies. It is constant denoted by µs
Angle of friction
It is defined as the angle made by the resultant of the normal reaction and frictional force (R) to the normal reaction (N). It is denoted by φ
Cone of friction
It is defined as the right circular cone with vertex at the point of contact of the two surfaces, axis in the direction of the normal reaction (N) and semi-vertical angle equal to the angle of fiction φ
Angle of repose
It is defined as the maximum inclination of a plane at which a body remains in equilibrium over the inclined plane by assistance of friction alone.
|
s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030336674.94/warc/CC-MAIN-20221001132802-20221001162802-00688.warc.gz
|
CC-MAIN-2022-40
| 4,462 | 42 |
http://www.physicsforums.com/showpost.php?p=1583678&postcount=11
|
math
|
Conservation of Momentum in an Inelastic Collision
View Single Post
Jan24-08, 09:18 PM
Doesn't Va of M is equal to zero since the pendulum is initially not moving? I don't quite understand what to do when the initial and final velocities of an object is zero, but it moves in between that period.
|
s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535922087.15/warc/CC-MAIN-20140909052932-00374-ip-10-180-136-8.ec2.internal.warc.gz
|
CC-MAIN-2014-35
| 296 | 4 |
https://wims.univ-cotedazur.fr/~wims/wims.cgi?lang=en&+module=U1%2Fanalysis%2Foefdefintphys.en
|
math
|
OEF physical integral
--- Introduction ---
This module actually contains 9 exercises on
physical applications of definite integrals of one
variable: force, energy, electronics, speed and acceleration, etc.
There are other modules of exercises on definite integrals:
OEF definite integral on the theory and computation of definite integral, and
OEF geometric integral for geometrical applications.
This page is not in its usual appearance because WIMS is unable to recognize your
Please take note that WIMS pages are interactively generated; they are not ordinary
HTML files. They must be used interactively ONLINE. It is useless
for you to gather them through a robot program.
- Description: collection of exercises on physical applications of definite integrals of one variable. This is the main site of WIMS (WWW Interactive Multipurpose Server): interactive exercises, online calculators and plotters, mathematical recreation and games
- Keywords: wims, mathematics, mathematical, math, maths, interactive mathematics, interactive math, interactive maths, mathematic, online, calculator, graphing, exercise, exercice, puzzle, calculus, K-12, algebra, mathématique, interactive, interactive mathematics, interactive mathematical, interactive math, interactive maths, mathematical education, enseignement mathématique, mathematics teaching, teaching mathematics, algebra, geometry, calculus, function, curve, surface, graphing, virtual class, virtual classes, virtual classroom, virtual classrooms, interactive documents, interactive document, analysis, integral, definite integral, physics, force, energy, acceleration, speed
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100651.34/warc/CC-MAIN-20231207090036-20231207120036-00057.warc.gz
|
CC-MAIN-2023-50
| 1,629 | 14 |
http://mathhelpforum.com/pre-calculus/105748-wicked-coffee-linear-equation.html
|
math
|
This is my first and likely only post on a forum like this: I was asked to help someone with this Math problem and normally I can answer a question here and there to get a student by, but this question from her online practice site really got me....I haven't done this in a long time--would someone be kind enough to walk me through it, so I in turn can walk her through it? Math is not my occupation, so I appreciate the history lesson!! (I'm ok with not getting an answer, if someone can show me what type of a problem to set up) Thank You so much.
For the current month, Sue's Coffee House has available 89 pounds of A grade coffee and 115 pounds of B grade coffee. These will be blended into 1 -pound packages as follows: an economy blend that contains 6 ounces of A grade coffee and 10 ounces of B grade coffee, and a superior blend that contains 8 ounces of A grade coffee and 8 ounces of B grade coffee. There is a .50 profit on each economy blend package sold and a .75 profit on each superior blend package sold. Assuming that the store is able to sell as many blends as they make, how many packages of each blend should they make in order to maximize their profit for the month?
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560283475.86/warc/CC-MAIN-20170116095123-00350-ip-10-171-10-70.ec2.internal.warc.gz
|
CC-MAIN-2017-04
| 1,188 | 2 |
https://www.arxiv-vanity.com/papers/1801.02407/
|
math
|
Knot polynomials for twist satellites
ITEP, Moscow 117218, Russia
Institute for Information Transmission Problems, Moscow 127994, Russia
National Research Nuclear University MEPhI, Moscow 115409, Russia
We begin the systematic study of knot polynomials for the twist satellites of a knot, when its strand is substituted by a 2-strand twist knot. This is a generalization of cabling (torus satellites), when the substitute of the strand was a torus knot. We describe a general decomposition of satellite’s colored HOMFLY in those of the original knot, where contributing are adjoint and other representations from the “-sector”, what makes the story closely related to Vogel’s universality. We also point out a problem with lifting the decomposition rule to the level of superpolynomials – it looks like such rule, if any, should be different for positive and negative twistings.
Knot polynomials are the only observables in the Chern-Simons theory . They are at once the simplest among the Wilson loop averages in gauge theories and among explicit realizations of dualities (modular transformations) in conformal theories. They are essentially non-perturbative and reveal the relevance of topological-field-theory description of non-perturbative physics. They can be explicitly calculated – and thus provide a set of exactly solvable examples for all above-mentioned topics, which are undoubtedly the central ones of today’s theoretical physics.
Still, the theory of knot polynomials is making just its first steps, and explicit calculations are still available only for very restricted classes of knots. Any extension of these classes is valuable and can help to identify the general properties of physical observables and build their alternative descriptions, which do not refer to gauge theory formalism and can be used in confinement phases. In this letter we suggest one of such awaited extensions: from any previously-studied knot to its -twisted satellite, which is usually a knot of a far more complicated structure. Still, as we demonstrate, its knot polynomials can be directly reduced to those of the original knot, i.e. we can actually build an infinite sequence
leading to knots of arbitrary high complexity. This letter is just the first step, but the idea should be clear – as well as the many challenges and problems it can raise and resolve.
2 Whitehead doubles
The -twist satellite, also known as Whitehead double, of is defined as the image of the twist knot , naturally embedded into a solid torus, which is then identified with the tubular neighborhood of the knot :
and are often called respectively the pattern and the companion of the satellite . Likewise one can define satellites of other types, e.g. with patterns which are torus knots (satellites in this case would be just the ordinary cablings of ), but in this letter we concentrate on the -twist ones.
3 HOMFLY polynomials for satellites
According to , reduced HOMFLY polynomial in representation for a knot , described as a closure of an -strand braid is given by
where is a convolution of -matrices in Tanaka-Krein representation, which are square matrices of the size and is the multiplicity of representation in the decomposition of the product
Now, the satellite is obtained by substituting the knot by a 2-wire antiparallel cable, carrying representation , and by changing one of the traces for a cut of the twist knot . Here is the writhe number of , which actually depends on the knot diagram, not just on the knot – we put prime over to remind about this diagram dependence. In what follows we often write just instead of to simplify the formulas. Strictly speaking the satellite itself also depends on the knot diagram, but this dependence can be compensated by the shift of , see (23) below for a simple example – and we omit prime in .
The delicate point, however, is that representation and thus the emerging explicitly depend on , which parameterizes the gauge algebra . In this situation the definition of -dependent polynomials, like HOMFLY, requires additional care. Following we define them as uniform polynomials , with the property
and similarly for all other . The point is that -dependence of captures both the -dependence of and -dependence of . In result, for example, the special and Alexander polynomials
4 Fundamental HOMFLY for via the uniform adjoint for
5 Uniform adjoints of twist knots
As the simplest examples, the uniform adjoints for the trefoil and the figure eight knots are
Refs. and describe evaluation of these polynomials respectively for arbitrary torus and arborescent knots. In this letter we consider just two simplest knot families: 2-strand torus and twist . We denote the evolution parameters by instead of , because these knots will play the role of companions, while was used to parameterize the pattern. Both families are handled by the evolution method [8, 6], which in the case of torus families leads to standard the Rosso-Jones formula [12, 8]. Evolution in parameter in both cases – along the 2-strand twist and torus families – are described by the sums over seven representations from the square of adjoint
with the eigenvalues
Pluses and minuses mark representations from symmetric and antisymmetric squares respectively – this affects the signs of the eigenvalues. Since adjoint is self-conjugate there is no difference between and , associated with the antiparallel (twist) and parallel (torus) strands. The difference between the two evolutions is that in the torus case the weights in the sums are just dimensions, thus the contributions of two adjoints differ only by signs and cancel each other. Also in the torus case eigenvalues are inverted as compared to (10) and multiplied by an overall factor to provide the answer in topological framing :
where the combination of four terms in braces is actually a Laurent polynomial, but this is not transparent and therefore not very useful.
For generic twist knot one needs a new calculation, which gives
This is also a Laurent polynomial, i.e. the numerator is divisible by after summation over . For example, the highest term with in the numerator is just – and if is odd, then the first factor is divisible by , otherwise, if is even, the second factor is further factorized into , and either is odd and divides the first factor, or the second factor is further factorized, and so on.
The special uniform adjoint polynomials at are full squares of the fundamental ones, as usual :
6 HOMFLY for twisted satellites of 2-strand torus and twist knots
Making use of these formulas we obtain for :
Note that here is actually , for alternative expression with explicit see (19) below. Similarly, for with
To this one can add the particular (fundamental) case of (4):
and of arbitrary twist knot:
and the special polynomials for these satellites are just
with . Note that because of the difference in write numbers in the 2-strand torus and twist realisations we have for the trefoil = in the role of the companion
with two different twist knots in the role of a pattern.
7 A puzzle with superpolynomials
Superpolynomials [14, 15, 8] are the t-deformations of HOMFLY, depending on an extra parameter , which are positive Laurent polynomials (i.e. all items enter with non-negative integer coefficients) in the DGR variables
It could seem that eq.(3) allows a straightforward deformation from HOMFLY to superpolynomials, if positive adjoint superpolynomials are known for .
The celebrated example of such deformation is that of for twist-knots HOMFLY in symmetric and antisymmetric representations. In the simplest case of the fundamental representation it is
In the case of twist knots . For negative values of this gives a positive polynomial, while for we get instead a pure negative expression, with the first item canceled with coming from the second piece of the formula. Note that for knots of other types can also require deformation: the rule is not fully universal, see for details. Another remark is that the deformation is exactly the one used in to handle representation (which is actually the adjoint for ), and it is in conflict with the Hurwitz structure in the case of hyperpolynomials .
It can seem that eq.(8) in its second version is nicely consistent with the deformation to superpolynomials: if and are changed for positive superpolynomials for the pattern and companion, the sum could also be interpreted as a positive superpolynomial for the satellite. However, things are not so simple. There are at least three immediate difficulties.
1) It is not quite so simple to find a positive polynomial deformation of (13), i.e. adjoint superpolynomials are a puzzle already for the simplest possible twist knots in the role of companions.
2) The most naive deformation of the coefficient in (8) is negative rather than positive:
3) As we explained in the previous paragraphs the superpolynomials for the twist knots, used as a pattern, are actually positive for and get negative for . At the same time the last term in (8) does not depend on , and can not change sign together with it. As a simple example we can take a naive -deformation of (16):
and the boxed ratio is a positive/negative polynomial depending on the sign of . This means that the r.h.s. can actually contain terms of different signs, while the l.h.s. is a polynomial for satellite in the fundamental representation, and there is no doubt that pure positive (or pure negative) superpolynomials exists in this case.
Thus we are left with just a few options:
(a) either there is a delicate cancellation at the r.h.s. making the entire expression pure positive or negative,
(b) or uniform adjoint superpolynomials are not positive, what my be not so surprising, because adjoint is a non-rectangular representation,
(c) or (8) does not survive the -deformation.
It remains for the future to understand what is actually true. Whatever will be the outcome, there is a well defined problem to build the fundamental superpolynomials for satellites – if (8) does not help, one should look for alternative ways to solve it.
In this letter we originated the study of knot polynomials for twisted satellite knots. This is a very interesting class, providing a new way to extend the results for twist and arborescent knots to far more complicated knots.
An interesting part of the story is that the answers are naturally sums over representations from , which include adjoint representation and its descendants, forming the so called sector of representation theory, which is known [7, 9] to respect Vogels’s universality , i.e. can be described as a 3-parametric family, where all simple gauge algebras appear at particular values of these parameters. Especially amusing is that these universal expressions involve the somewhat peculiar uniform polynomials (a kind of projective limit) – still they enter formulas for ordinary HOMFLY of satellites, beginning from the fundamental ones. Since these latter ones are perfectly well defined, we get a new way to test the relevance of uniform HOMFLY – however the simplest of the satellites has 14 crossings and additional work is needed to directly calculate its fundamental HOMFLY.
Another direction, open by our study, concerns superpolynomials. This time it is important the adjoint representations of algebras are non-rectangular – and it is a long-standing problem what are the superpolynomials in non-rectangular case, do they exist at all and are they positive. At least the hyperpolynomials , which seem best respecting the algebraic structures, are known to be non-positive beyond rectangular representations, see and for detailed exposition of the problem. If, despite the problems summarized in sec.7, decomposition like (8) of knot polynomials for satellites can be lifted to superpolynomials, this would open an additional channel to study the problem – at least for uniform superpolynomials from adjoint family.
In this letter we made just the first steps along this new path, and there are clearly many more to do. Most important, we now have all the tools for further investigation – the next steps look tedious, but doable. We hope that new results will follow in the near perspective.
I am indebted to Qingtao Chen for attracting my attention to twisted satellites.
This work was funded by the Russian Science Foundation (Grant No.16-12-10344).
J.W.Alexander, Trans.Amer.Math.Soc. 30 (2) (1928) 275-306
V.F.R.Jones, Invent.Math. 72 (1983) 1 Bull.AMS 12 (1985) 103 Ann.Math. 126 (1987) 335
L.Kauffman, Topology 26 (1987) 395
P.Freyd, D.Yetter, J.Hoste, W.B.R.Lickorish, K.Millet, A.Ocneanu, Bull. AMS. 12 (1985) 239
J.H.Przytycki and K.P.Traczyk, Kobe J Math. 4 (1987) 115-139
A.Morozov, Theor.Math.Phys. 187 (2016) 447-454, arXiv:1509.04928
S.Chern and J.Simons, Proc.Nat.Acad.Sci. 68 (1971) 791 794;
Annals of Math. 99 (1974) 48-69;
A.S.Schwarz, New topological invariants arising in the theory of quantized fields, Baku Topol. Conf., 1987
E.Witten, Comm.Math.Phys. 121 (1989) 351;
M.Atiyah, The geometry and physics of knots, (CUP, 1990)
E.Guadagnini, M.Martellini and M.Mintchev, Clausthal 1989, Procs.307-317; Phys.Lett. B235 (1990) 275
N.Reshetikhin and V.Turaev, Comm. Math. Phys. 127 (1990) 1-26
- M.Hedden, math/0606094
- A.Anokhina and An.Morozov, Theor.Math.Phys. 178 (2014) 1-58, arXiv:1307.2216
- A.Mironov, A.Morozov and An.Morozov, JHEP 03 (2012) 034, arXiv:1112.2654
- A.Mironov, A.Morozov and An.Morozov, AIP Conf. Proc. 1562 (2013) 123, arXiv:1306.3197
- A.Mironov, R. Mkrtchyan and A.Morozov, Journal of High Energy Physics 02 (2016) 78, arXiv:1510.05884
- P.Dunin-Barkowski, A.Mironov, A.Morozov, A.Sleptsov, A.Smirnov, JHEP 03 (2013) 021, arXiv:1106.4305
- A.Mironov and A.Morozov, Physics Letters B755 (2016) 47-57, arXiv:1511.09077
- http://knotebook.org
A.Mironov, A.Morozov, An.Morozov, P.Ramadevi, V.K. Singh, JHEP 1507 (2015) 109, arXiv:1504.00371
S.Nawata, P.Ramadevi and Vivek Kumar Singh, arXiv:1504.00364
A.Mironov and A.Morozov, Phys.Lett. B755 (2016) 47-57, arXiv:1511.09077
A. Mironov, A. Morozov, An. Morozov, P. Ramadevi, V.K. Singh and A. Sleptsov, J.Phys. A: Math.Theor. 50 (2017) 085201, arXiv:1601.04199
M.Rosso and V.F.R.Jones, J.Knot Theory Ramifications, 2 (1993) 97-112
X.-S.Lin and H.Zheng, Trans.Amer.Math.Soc. 362 (2010) 1-18 math/0601267
M.Tierz, Mod. Phys. Lett. A19 (2004) 1365-1378, hep-th/0212128
A.Brini, B.Eynard and M.Marino, Annales Henri Poincare, 13 (2012) No.8, arXiv:1105.2012
A.Alexandrov, A. Mironov, A.Morozov, An.Morozov, JETP Letters 100 (2014) 271-278, arXiv:1407.3754
H.Itoyama, A.Mironov, A.Morozov and An.Morozov, JHEP 2012 (2012) 131, arXiv:1203.5978
S.Arthamonov, A.Mironov, A.Morozov and An.Morozov, JHEP 04 (2014) 156, arXiv:1309.7984
Ya.Kononov and A.Morozov, JETP Letters 101 (2015) 831-834, arXiv:1504.07146
C.Bai, J.Jiang, J.Liang, A.Mironov, A.Morozov, An.Morozov and A.Sleptsov, arXiv:1709.09228
- S.Gukov, A.Schwarz and C.Vafa, Lett.Math.Phys. 74 (2005) 53-74, arXiv:hep-th/0412243
- N.M.Dunfield, S.Gukov, and J.Rasmussen, math/0505662
- A.Anokhina, A.Mironov, A.Morozov and An.Morozov, Nucl.Phys.B 882C (2014) 171-194, arXiv:1211.6375
- A.Mironov, A.Morozov, A.Sleptsov and A.Smirnov, Nucl.Phys. B 889 (2014) 757-777, arXiv:1310.7622
A.Morozov, Nucl.Phys. B911 (2016) 582-605, arXiv:1605.09728;
JHEP 1609 (2016) 135, arXiv:1606.06015;
arXiv:1612.00422; Phys.Lett. B 766 (2017) 291-300, arXiv:1701.00359;
arXiv:1711.09277; Mod.Phys.Lett. A (2018), arXiv:1712.03647
Ya.Kononov and A.Morozov, Theor.Math.Phys. 193 (2017) 1630-1646, arXiv:1609.00143; Mod.Phys.Lett. A31 (38) (2016) 1650223, arXiv:1610.04778
B. Kostant, Proc. Natl. Acad. Sci. USA, Mathematics 81 (1984) 5275-5277
P.Deligne, C.R.Acad.Sci. 322 (1996) 321-326
P.Deligne, R.de Man, C.R.Acad.Sci. 323 (1996) 577-582
A. Cohen, R.de Man, C.R.Acad.Sci. 322 (1996) 427-432
P.Vogel, The universal Lie algebra (1999), http://webusers.imj-prg.fr/pierre.vogel/ ; Algebraic structures on modules of diagrams (1995); J.Pure Appl. Algebra 215 (2011) 1292-1339
J.Landsberg, L.Manivel, math.AG/0203241; Adv.Math. 171 (2002) 59-85; Adv. Math. 201 (2006) 379-407
R.Mkrtchyan and A.Veselov, JHEP 1208 (2012) 153, arXiv:1203.0766
R.Mkrtchyan, Phys.Lett. B105 (1981) 174
P.Cvitanovic, Group Theory, Princeton University Press, 2004, http://www.nbi.dk/grouptheory
M.Aganagic and Sh.Shakirov,
Commun. Math.Phys. 333(1) (2015) 187-228, arXiv:1105.5117
E.Gorsky, S.Gukov and M.Stosic, arXiv:1304.3481
S.Arthamonov, A.Mironov, A.Morozov, Theor.Math.Phys. 179 (2014) 509-542, arXiv:1306.5682
I.Cherednik and I.Danilenko, arXiv:1408.4348
S.Arthamonov and Sh.Shakirov, arXiv:1504.02620; arXiv:1704.02947
S.Nawata and A.Oblomkov, arXiv:1510.01795
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347410745.37/warc/CC-MAIN-20200531023023-20200531053023-00421.warc.gz
|
CC-MAIN-2020-24
| 16,752 | 115 |
http://mctstrolley.info/26174.html
|
math
|
Life without mathematics Do any of us realize the importance of maths in our daily life? This is a subject that is applied to every field and profession. This is a subject that is applied to every field and profession. How can the answer be improved? Usefullness of Mathematics in Everyday Life Essay 1435 Words 6 Pages Usefullness of Mathematics in Everyday Life G H Hardy once said that" Very little of mathematics is useful practically, and that little is comparatively dull".
Usage of math in everyday life. Chatting or making calls using mobile phone; Everyone uses cell phones and it is no surprise that one needs to have the basic knowledge about numbers, signs and digits before using it. From surfing the internet, faxing documents to making calls and sending messages, math is definitely a part of our lives.
Most students have the history of struggling with mathematics assignments which make them wonder if they will ever apply the knowledge in real world life. Teachers and parents admit having been asked about the relevance of mathematics in life. Solid geometry It is about all kinds of three dimensional shapes like and cylinder. Role of geometry in daily life Role of geometry in the daily life is the foundation of physical mathematics.
A room, a car, a ball anything with physical things is geometrically formed. Mathematics is one of the most important subjects of our life. No matter to which field or profession you belong to, its use is everywhere.
That is why it is necessary to have a good understand of the subject. Usefullness of Mathematics in Everyday Life Essay Usefullness of Mathematics in Everyday Life G H Hardy once said that" Very little of mathematics is useful practically, and that little is comparatively dull". Teaching thematically is an approach which allows concepts to be applied to real life situations. [tags: math Education, math Geometry is the mathematics of the properties, measurement, and relationship of the points, lines, angles, surfaces, and solids (Foner and Garraty).
An ancient Greek mathematician, named Euclidean, was the founder of the study of geometry. Euclid's Elements is the basis for modern school textbooks in geometry.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578650225.76/warc/CC-MAIN-20190424154437-20190424180437-00161.warc.gz
|
CC-MAIN-2019-18
| 2,190 | 6 |
https://coderunner.org.nz/mod/forum/discuss.php?d=367&parent=1462
|
math
|
Thank so much for your answer. And yes I am faculty member.
Question Authors' Forum
Java Inheritance Question with Abstract
This forum has a limit to the number of forum postings you can make in a given time period - this is currently set at 5 posting(s) in 1 day
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363641.20/warc/CC-MAIN-20211209000407-20211209030407-00319.warc.gz
|
CC-MAIN-2021-49
| 263 | 4 |
http://mathoverflow.net/questions/tagged/ade-classifications?sort=frequent&pagesize=15
|
math
|
Recall that a certain type of object admits an ADE classification if there is a notion of equivalence relative to which equivalence classes of objects of the given type can be placed in one-to-one ...
Does the quantum subgroup of quantum su_2 called E_8 have anything at all to do with the Lie algebra E_8?
The ordinary McKay correspondence relates the subgroups of SU(2) to the affine ADE Dynkin diagrams. The correspondence is that the vertices correspond to irreducible representations of the subgroup, ...
The ADE type Dynkin diagrams seem to come up in seemingly different areas of math. Two places they come up are: (1) Classification of simply laced complex simple lie algebras. (2) Finite subgroups ...
Consider the problem of classifying the finite groups of isometries of R^n. --For n=2 it is cyclic and dihedral groups. --For n=3 they are well known, probably from Kepler and are related to ...
|
s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049275429.29/warc/CC-MAIN-20160524002115-00023-ip-10-185-217-139.ec2.internal.warc.gz
|
CC-MAIN-2016-22
| 905 | 5 |
https://www.infomunca.ro/locuri-de-munca-job/Simulation-Engineer-Hydraulics-RD-Sibiu-43322
|
math
|
Detalii loc de munca - România
Descrierea jobului - România
Description Building simulation models for hydraulic components The project work will be predominantly Simulink- based involving simulation and analysis, report writing and technical recommendation to the design team Development of analytical models for system-level simulations
Qualifications Academic education in engineering/physics/mathematics (at least Master degree in Mechanical Engineering or Mechatronics) At least one year relevant working experience as simulation engineer Sound working knowledge of at least one simulation tool e.g. Matlab/ Simulink/ Mathematica The successful applicant will be self-motivated and demonstrate the ability to carry out tasks unsupervised.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891546.92/warc/CC-MAIN-20180122232843-20180123012843-00352.warc.gz
|
CC-MAIN-2018-05
| 745 | 4 |
https://cmuc.karlin.mff.cuni.cz/cmuc2002/abs/onagh.htm
|
math
|
Abstract:$G$-graphs are a type of graphs associated to groups, which were proposed by A.\ Bretto and A.\ Faisant (2005). In this paper, we first give some theorems regarding $G$-graphs. Then we introduce the notion of rough $G$-graphs and investigate some important properties of these graphs.
Keywords: coset; $G$-graph; rough set; group; normal subgroup; lower approximation; upper approximation
DOI: DOI 10.14712/1213-7243.2020.016
AMS Subject Classification: 05C25 03E75 03E99
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400193391.9/warc/CC-MAIN-20200920031425-20200920061425-00429.warc.gz
|
CC-MAIN-2020-40
| 480 | 4 |
http://katyphotoart.com/quadratic-equations-worksheets-with-answers/
|
math
|
quadratic equations worksheet worksheets with answers algebra 2.
algebra 2 word problems worksheet with answers math quadratic lovely equation calculator equations worksheets sol.
factoring quadratic equations worksheet solving 1 and 2 square root worksheets with answers by.
factoring polynomials worksheets with answers quadratics worksheet math drills aids developmental mathematics 2 quadratic equations graphing functions answe.
software infinite algebra 2 factoring quadratic expressions solving equations by worksheet answers easy worksheets with equa.
solving quadratics by quadratic formula worksheet math equations quiz worksheets with answers representing equ.
quadratic worksheets math go formula answers k to grade 9 learner s material in mathematics worksheet with equations graph.
algebra 2 solving quadratic equations worksheet answers luxury factoring quadratics inspirational collection worksheets with.
algebra 2 solving quadratic equations by factoring worksheet answers best of systems substitution worksheets with all.
quadratic equation word problems worksheet with answers math worksheets mathematics definition equations solving.
solving proportions worksheet word problems multi step equations answers algebra 2 worksheets quadratic with by completing th.
systems quadratic equations worksheets with answers solving worksheet answer key.
quadratic equations worksheet worksheets with answers using the formula algebra 2.
system of linear and quadratic equations math solving algebraic worksheets with answers multi step worksheet algebra 1 2.
algebra 2 solving equations worksheet quadratic worksheets with answers practice.
quadratic formula word problems worksheet answers equation worksheets grade equations with writing equ.
quadratics worksheets math 6 go answers bunch ideas of solving quadratic equations with using the formula worksheet al.
solving quadratic equations by factoring worksheet answers algebra 2 beautiful math worksheets go with completi.
quadratic equations worksheets with answers solving by graphing worksheet glencoe algebra 2.
solving quadratic equations by factoring matching worksheet answers algebra new release math worksheets with writing answer key.
solving square root equations worksheet math factoring quadratic algebra 2 answers worksheets with works.
quadratic functions worksheet with answers graphing equations luxury algebra worksheets eq.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987813307.73/warc/CC-MAIN-20191022081307-20191022104807-00531.warc.gz
|
CC-MAIN-2019-43
| 2,407 | 22 |
http://brane-space.blogspot.com/2011/05/why-some-people-need-to-refrain-from_01.html
|
math
|
Sunday, May 1, 2011
Why Some People Need to Refrain from Writing Science Content (3)
Another example of a person out of his depth showed up on one of the article discussion forums at salon.com. This guy, a "Mike Sulzer" challenged another commentator who had responded to an earlier poster on the fact that the rate of current consumption for the global population is equivalent to using up 1.5 Earth's worth of resources per year. That earlier person then noted the best way out was to use space exploration to find more habitable planets. After agreeing, the respondent said another reason to promote such space exploration was on account of a planet-killing asteroid strike at some point, wiping out the human species. Hence, not keeping all "eggs" in one planetary basket. Mike Sulzer then responded:
You're stupid! What I'm telling you is fact: we already know about 80% of the asteroids larger than 1 km in diameter. The big ones are hard to hide forever. There are very few of them and it is very unlikely one of the 20% in hiding will hit us, but we will know eventually.
Of course, this didn't satisfy the original poster, who fired back:
And I told you (based on info you linked on an earlier thread from a GEOLOGICAL site) you don't know dick or diddly. You didn't then and you don't now. This info from geology sites, as opposed to astrodynamic ones, is why you continue to babble clueless, idiotic rot.
First, we don't "know" all the Apollo, earth -crossers that can really terminate this little orb. That is pure bunkum. We know a few but our observational limits don't allow us to know all. Worse, many of the asteroid spotting sites have been shut down as a result of budgetary cuts and the Space Guard project itself is now in the dust bin.
Second, I already exposed your stupid little site for the half-baked and half assed thing it was by quoting it as indicating there was no real method for defleting LARGE asteroids even if we did detect them. All the methods they described hinged on the asteroids being small.
Lastly, I guess what,,...you're going to call Sir Martin Rees "stupid" too? He recently delivered a lecture asserting humanity may only have 50 years left before a monster asteroid strike of the type I described.
So, who was right? Well, Sulzer was certainly wrong. The asteroid Hermes passed within 500,000 miles of Earth in 1937 – a hair’s breadth by astronomical standards. Factor in multiple perturbations that can alter its orbit and one can easily arrive at a collision scenario on one of its next passes. Indeed, in 2003 it passed within 300,000 miles on a new pass. See:
As the preceding site notes, Hermes approaches Earth once every 777 days, and each pass presents an opportunity for closer approach if Earth’s perturbations are large enough on it. As the site also notes, the asteroid came harrowingly close in 1937, 1942, 1954, 1974, 1986 then 2003. And this is but one good sized object.
To therefore be dismissive of the potential of asteroid future impact is the height of hubris and stupidity. We are living in a self-created fantasyland if we think our atmosphere can protect us from all these objects. For example, it would offer about as much resistance to Hermes as butter would to a machete.
Sulzer's other claim concerning 20% of the larger asteroids "hiding" is also a misconception. It's not so much that they're 'hiding' but that our observational technology can't keep up with them in the first place. Thus, each year, Jupiter perturbs the orbits of nearly 1,000 asteroids to alter their orbits (generally lengthening the semi-major axes) to become Earth-crossing ones. Even in the best of times and (budgetary) circumstances with the most resources we can barely keep track of half the newcomers. Most worrying, limited resources means we have to focus on the larger threats, like Hermes. Thus, "hiding" is the wrong term to use. Also saying we will "know of them eventually" is kind of dense. It isn't much help to us if "eventually" arrives just as a monster asteroid is nearing our atmosphere!
Sulzer then brought down the wrath of the other poster (who knew about asteroids) on himself directly, when a problem to do with Jupiter's perturbation of Earth's motion was posed to Sulzer. The original asteroid poster then demanded Sulzer complete the problem solution or admit he had no place in the discussion. The problem posed was
We want to quantitatively estimate the affect of Jupiter on the orbital position of Earth. The respective masses are: m1(Sun), m2(Earth) and m3 (Jupiter) and we assign relative radius vectors that approximate to the actual distance in AU or astronomical units where 1 AU = 149 million kilometers. Thus, r = 1.0 and r3 (for Jupiter) = 5. Let D denote the separation between Earth and Jupiter and is the key parameter for estimating the magnitude of the perturbation.
The angle S separating the r and r3 vectors can be anything but for working purposes let's use S = 120 degrees, which yields a value: cos(S) = cos (120) = (- ½.)
Now estimate the perturbation given the first three Legendre polynomials are
Po = 1
P1 = cos (S)
P2 = ½ (3 cos^2(S) – 1)
Which was directly taken from this blog, see, e.g.:
Rather than Sulzer doing the problem, another poster 'internetninjasurfer' did it, at least to the point of computing the perturbative quantity (1/Delta). Obviously frustrated, the original pro-asteroid poster then challenged Sulzer to complete the whole problem which meant working out the actual physical quantity formulation. This Sulzer dodged again, while wading into the murky area of probabilities and challenging the notion that temporal-based probabilities were legit, say like Sir Martin Rees' prediction that the probability is that at least one major asteroid strike will occur in the next 50 years. (See, e.g. Our Final Hour, p. 92).
The pro-asteroid concern poster then hit back with a brilliant riposte, challenging Sulzer to account for the fact that the probability of proton fusion in the Sun's core is given in a temporal format: e.g. one fusion every 14 billion years, for the proton-proton cycle. He then also challenged Sulzer to explain how it is the Sun is shining if the fusion probabiity is so very low.
Evidently, Sulzer dodged this too, while a quick and dirty bit of research would have shown him that the extreme low incidence of single fusion per proton pair, is balanced by the vast numbers of protons in the core (over 35 trillion). Hence, these vast numbers compensate for the single pair probability and increase the temporal occurrence rate radically. We also can factor in quantum tunnelling, whereby the penetration of the Coulomb (repulsion) barrier is made possible by the proton's de Broglie wave character. Thus, a lower energy particle can penetrate a higher energy barrier.
Note that tunnelling is a general feature of low mass systems, such as single proton (H+) states.
Consider a deBroglie wave arising from (p+) of form: U(x) ~ sin(kx) where x is the linear dimension along discplacement and k, the wave number vector (k= 2π/lambda).
Now, though the associated energy K < V (the barrier "height") the wavefunction is *non-zero* within the barrier, e.g.
So, visualizing axes for this:
! ! !
! ! !
with the "barrier" at height V, we visualize the particle on the left side (o) "tunneling" over to the right side where it has wave function, U(x) ~sin (kx + φ), where φ denotes a phase angle.
Note that if the barrier is not too much higher than the incident energy, and if the mass is small, then tunnelling is significant.
Sulzer was unable to work any of this out, or explain the temporal probability basis. Worse, the pro-asteroid poster administered the final humiliation by posting the perturbation solution:
J' = k^2 m3[ 1/D – r r3/ r3^3] = k^2 m3[…Legendre terms in summation…]
k= [n^2 a^3/ (m1 + m2)]^ ½
n = 2 pi/ (365.2563835 mean solar days)
(n=mean motion of Earth)
a = 1.000000230 A.U.
(Standard astronomical unit)
Then rubbed it in by defying Sulzer to at least give the units for the quantity J' above, which last I checked, he hasn't done up to now.
Moral of the story? It might be wiser to leave out commenting on issues you only think you are familiar with, and especially challenging folks who definitely know what they're about!
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347392057.6/warc/CC-MAIN-20200527013445-20200527043445-00145.warc.gz
|
CC-MAIN-2020-24
| 8,309 | 41 |
https://www.answers.com/Q/How_far_will_you_travel_in_1_second_at_90_mph
|
math
|
How far will you travel in 1 second at 90 mph?
132 feet per second @90 mph
At 90 mph it will be traveling at 132 feet per second.
You will travel 1.5 miles.
A baseball moving at 90 mph is traveling at 132 feet per second.
132 feet per second at 90 mph.
If you travel one and a half miles in 49 seconds with an average speed of 110 MPH and for one third of that distance you were going 90 MPH how fast were you traveling for the other mile?
One way to solve: 90 MPH = 0.025 miles/second [there are 3600 seconds in an hour, so 90/3600 = 0.025]. You traveled 0.5 miles at 0.025 miles per second: (0.5 miles)/(0.025 miles/sec) = 20 sec. So it took 20 seconds to travel 0.5 miles. The remainder of the distance (1 mile) took 29 seconds [49 - 20 = 29]. (1 mile)/(29 sec) = 0.034483 miles per second. Multiply by 3600 to get 124.14 MPH
It will take just under 11 minutes (10.8) to travel 90 miles at 500mph. 90 miles/500 mph = 0.18 hours 0.18 x 60 minutes = 10.8 minutes
85-90 mph approximately. 90 at it's limit.
40.225 Metres Per Second.
About 40 seconds.
about 90 mph that's pretty fast
260 + 90 miles takes 5 + 2 hours ie 330 m in 7 hr, so average speed is 330/7 ie Forty-seven and one-seventh mph
It can travel: 90*2.5 = 225 kilometers
Distance = Rate * Time Algebraically manipulated, Time = Distance/Rate Time = 90 miles/45 mph = 2 hours ========
It would take you 43 minutes to travel 64 miles. 64 miles/ 90 mph = .711 hours = 43 minutes.
8 and 2/3 mph
1 hour 24 minutes.
Time = Distance/Speed = 90/70 = 1.286 hours, approx.
90 mph = 132 feet per second 60.6 ÷ 132 = .459 seconds or 459 milliseconds
0.21 to 0.25 of a second
About 61.4 mph
A well Hit line drive in the MLB can possibly travel up to 110 mph. That is an extreme however and it is more likely that a well hit ball travel in the 90 mph range
The distance between first and second base is 90 feet. And from second to third is 90 feet, and from third to home is 90 feet.
It is: 90/120 = 3/4 of an hour = 45 minutes
Divide the 90 miles by 3600. That's the amount of miles you travel in a second. Then convert this from miles to feet.
90 hours 56 minutes at an average of 65 mph
1 hour 17 minutes.
At least 1 hour, 46 minutes, 48 seconds at 90 miles per hour.
2 hours 15 minutes
1.5/135 = 1/90 hour = 40 seconds.
11 hours 6 minutes 36 seconds.
It varies, but approximately 25000 miles in 90 minutes or 16000 mph
Divide 1300 miles by 90 miles per hour and the result is 14.44 hours.
90 miles in 20 minutes = 90 miles in (1/3) hours = 270 miles in 1 hour or 270 mph
1 hour 14 minutes.
At 44 yards per second, you are moving at: 90 mph
At 90 km/h an object is moving at about 82.021 feet per second.
It would take 1.5 hours (90 minutes) to travel 315km at 130 mph.
90 kph is 55.9234 mph.
90 mph = about 144.8 kph
90 kph = 55.9 mph
90 mph = 144.8 kph
In terms of traveling speed tornadoes can be stationary or travel at over 70 mph. The average forwards speed is 35 mph. In terms of wind speed, winds in a tornado can travel at anywhere from 65 mph to over 300 mph. The average tornado probably has winds in the range of 80 to 90 mph. Tornadoes that cause the most serious damage have winds over 130 mph. Tornadoes with winds over 200 mph are… Read More
If you drive one mile at 30 mph how fast do you have to drive the second mile if you have to average 60 mph for the two miles?
Yes, you can. If the average speed for the first mile is 30 mph, and the average speed for the second mile is 90 mph, then 30+90=120/2=60. You need to solve the equation for average speed, not time. You can't. 1 mile @ 30mph = 2 minutes 60 mph for 2 miles = 2 mintes thererfore you cannot go fast enough (or you could go infinity mph)
90 kmh = 55.93 mph
I lived in Monterey its about 90 miles north most likely 2hrs at 65 mph
There have been numerous Hurricane Irenes in history because the name cycles every 6 years and has not yet been retired. Most recently, Hurricane Irene in 2005 topped out at 105 mph. So far the Hurricane Irene that is currently active peaked at 100 mph before weakening to 90 mph. Currently the storm is expected to reach a second peak of 125 mph later this week.
A crosswind is any wind that is not in the same direction as travel. The crosswind component is perpendicular to the direction of travel ( 90 degrees). Mathematically, the crosswind component is the speed times the sine of the angle relative to the direction of travel. For example if a plane travels NORTH and there is a crosswind from the EAST ( 90 degrees) at 20 mph the crosswind component is 20 mph ( 20… Read More
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195526508.29/warc/CC-MAIN-20190720111631-20190720133631-00139.warc.gz
|
CC-MAIN-2019-30
| 4,551 | 51 |
https://studysoup.com/tsg/226844/basic-engineering-circuit-analysis-11-edition-chapter-6-problem-6-65
|
math
|
Determine the inductance at terminals A-B in the network in Fig. P6.65. A B 2 mH 3 mH 4 mH 1 mH 4 mH 12 mH 2 mH Figure P6.65
Step 1 of 3
Outline • Pole/Zero locations and time response. Dynamic Response • First order systems. • Second order systems. • Dominant poles. 1 2 Poles, Zeros, & System Response System Poles and Zeros m
Textbook: Basic Engineering Circuit Analysis
Author: J. David Irwin
This textbook survival guide was created for the textbook: Basic Engineering Circuit Analysis, edition: 11. This full solution covers the following key subjects: determine, fig, figure, inductance, Network. This expansive textbook survival guide covers 15 chapters, and 1430 solutions. The full step-by-step solution to problem: 6.65 from chapter: 6 was answered by , our top Engineering and Tech solution expert on 11/23/17, 05:00AM. Basic Engineering Circuit Analysis was written by and is associated to the ISBN: 9781118539293. The answer to “Determine the inductance at terminals A-B in the network in Fig. P6.65. A B 2 mH 3 mH 4 mH 1 mH 4 mH 12 mH 2 mH Figure P6.65” is broken down into a number of easy to follow steps, and 30 words. Since the solution to 6.65 from 6 chapter was answered, more than 254 students have viewed the full step-by-step answer.
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703514121.8/warc/CC-MAIN-20210118030549-20210118060549-00541.warc.gz
|
CC-MAIN-2021-04
| 1,269 | 6 |
http://aparfaire.blogspot.com/2010/04/
|
math
|
i've been married for less than a year and am still fascinated by my sweet new monogram. i also love fonts and letters, and i've been eyeing personalized jewelry... here are some beautiful pieces i found on etsy.
HOME ABOUT STEALS FAVORITES CONTACT
April 2, 2010
i browse etsy often-- there are SO many treasures, you could probably spend all day every day looking and never see it all. here are some things i've had my eye on this week... clearly i am on a pillow kick.
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123046.75/warc/CC-MAIN-20170423031203-00288-ip-10-145-167-34.ec2.internal.warc.gz
|
CC-MAIN-2017-17
| 578 | 4 |
https://community.wolfram.com/groups/-/m/t/453992
|
math
|
What were the problems, other than time and memory?
If you can make all the parameters undefined symbols, integers, or ratios of integers, try Solve or Reduce.
If the parameters in the equations don't quite allow a solution, maybe you could turn the equations into error expressions
add them up, and use NMinimize or FindMinimum.
A notebook showing your inputs and any warning or error messages you get would help the rest of us help.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224648209.30/warc/CC-MAIN-20230601211701-20230602001701-00053.warc.gz
|
CC-MAIN-2023-23
| 434 | 5 |
http://www.algebra.com/algebra/homework/Expressions-with-variables/Expressions-with-variables.faq.question.85729.html
|
math
|
SOLUTION: An algebraic expression that contains one term
-> SOLUTION: An algebraic expression that contains one term
: algebra software solves algebra homework problems with step-by-step help!
solves your algebra problems and provides step-by-step explanations!
Algebra: Expressions involving variables, substitution
If you need
immediate math help from PAID TUTORS right now
, click here
. (paid link)
Click here to see ALL problems on Expressions-with-variables
An algebraic expression that contains one term
put this solution on YOUR website!
|
s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706470197/warc/CC-MAIN-20130516121430-00049-ip-10-60-113-184.ec2.internal.warc.gz
|
CC-MAIN-2013-20
| 545 | 12 |
http://bepannaah.me/gujarati-econometria-bsica-78/
|
math
|
Econometría básica by Gujarati,Damodar and a great selection of similar Used, New and Collectible Books available now at Buy Econometria Básica (Em Portuguese do Brasil) by Damodar N. Gujarati ( ISBN: ) from Amazon’s Book Store. Everyday low prices and free . – Ebook download as PDF File ( .pdf) or read book online.
|Published (Last):||11 April 2007|
|PDF File Size:||18.53 Mb|
|ePub File Size:||20.57 Mb|
|Price:||Free* [*Free Regsitration Required]|
Econometria basica gujarati exception to the economettia is the Cauchy distribution, which has no mean or higher moments. In this situation, the null hypothesis is not rejected.
Thus, a quantitative estimate of MPC provides valuable in- formation for policy purposes. Does the scattergram support the theory?
Once again let us eocnometria to our consumption—income example. Obtain the correct r. If the regression results given in I. As pointed out in Section 2. Suppose you are given the model: Is it possible that an- Gujarati: Data on gold prices are from U.
And this estimate of the MPC vujarati be obtained from regression models such as I. Basic Econometrics, Fourth Edition I.
Is it possible to develop a methodology that is comprehensive enough to include competing hypotheses? But on rechecking these calcu- lations it was found that two pairs of observations were recorded: What level of income will guarantee the target amount of consumption expenditure? The conclusion remains the same; namely, we reject H0.
This book is concerned largely with the development of econometric methods, their assumptions, their uses, their limitations. As these calculations suggest, an estimated model may be used for con- trol, or policy, purposes. Thus, for 20 df the probability of obtain- ing a t value of 1. In this aspect, econometrics leans heavily on mathematical gujzrati.
They have minimum variance.
Guuarati the normality assumption, the probability distributions of OLS estimators can be easily derived because, as noted in Appendix A, one prop- erty of the normal distribution is that any linear function of normally dis- tributed gujaragi is itself econometria basica gujarati distributed.
Save the results for a econometria basica gujarati look after we study Tujarati 5. One can com- pute the t value in the middle of the double inequality given by 5. If we let H0: In practice, there is no need to estimate 5. A variant of the CLT states that, econometria basica gujarati if the number of variables is not very large or if these variables econometria basica gujarati not strictly independent, their sum may still be normally distributed.
What is its variance and the RSS?
The critical value in this computation is MPC, for the multiplier depends on it. The normal distribution is a comparatively simple distribution in- volving only two parameters mean bassica variance ; it is very well known and Gujarati: Adding the econometria basica gujarati assumption for ui to the assumptions of the classical linear regression model CLRM discussed in Chapter 3, we obtain what is known as the classical normal linear regression model CNLRM.
For ex- ample, Milton Friedman has developed a model of consumption, called the permanent income hypothesis.
As we progress through this book, we will come across several competing hypotheses trying to explain various economic phenomena. Why do we employ the econometria basica gujarati assumption?
But more on this in Ecoometria. As noted in Appendix A, for two normally distributed variables, zero covariance or correlation means independence of the two variables. There is another use of the estimated model I. Plot Econometria basica gujarati against X for the gujzrati sectors separately.
Basic Econometrics, Fourth Edition I. In the literature, two of the best known are the Cobb—Douglas and the constant elasticity of substitution production functions.
For example, one of the methods used extensively in this book is least squares. Is it worth adding Xi to the model?
What is the economic theory behind the relationship between the two variables? But we can make the probabilistic state- ment given in 5. The decision to accept or reject H0 is made on the basis of gujarait value of the test statistic obtained from the data at hand.
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540481281.1/warc/CC-MAIN-20191205164243-20191205192243-00146.warc.gz
|
CC-MAIN-2019-51
| 4,251 | 22 |
http://www.kysy.fi/en/kysymys/helloid-now-how-many-kilometres-we-fly-helsinki-johannesburg
|
math
|
Hello.Id like to now how many kilometres we fly from Helsinki to Johannesburg?
First site I found tells that the distance is 9641 km.
Another site says 9601.87 km.
Then third site says 9602 km.
and fourth one 9,606 km.
So we can safely say that the flight distance between Helsinki and Johannesburg is a little over 9600 kilometres.
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738723.55/warc/CC-MAIN-20200810235513-20200811025513-00031.warc.gz
|
CC-MAIN-2020-34
| 332 | 6 |
https://nrich.maths.org/public/leg.php?code=72&cl=3&cldcmpid=678
|
math
|
Draw a square. A second square of the same size slides around the first always maintaining contact and keeping the same orientation. How far does the dot travel?
If you can copy a network without lifting your pen off the paper and without drawing any line twice, then it is traversable. Decide which of these diagrams are traversable.
Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?
Delight your friends with this cunning trick! Can you explain how it works?
Imagine a large cube made from small red cubes being dropped into a pot of yellow paint. How many of the small cubes will have yellow paint on their faces?
Square numbers can be represented as the sum of consecutive odd numbers. What is the sum of 1 + 3 + ..... + 149 + 151 + 153?
Rectangles are considered different if they vary in size or have different locations. How many different rectangles can be drawn on a chessboard?
Imagine an infinitely large sheet of square dotty paper on which you can draw triangles of any size you wish (providing each vertex is on a dot). What areas is it/is it not possible to draw?
Triangular numbers can be represented by a triangular array of squares. What do you notice about the sum of identical triangle numbers?
How could Penny, Tom and Matthew work out how many chocolates there are in different sized boxes?
Imagine starting with one yellow cube and covering it all over with a single layer of red cubes, and then covering that cube with a layer of blue cubes. How many red and blue cubes would you need?
What would be the smallest number of moves needed to move a Knight from a chess set from one corner to the opposite corner of a 99 by 99 square board?
A 2 by 3 rectangle contains 8 squares and a 3 by 4 rectangle contains 20 squares. What size rectangle(s) contain(s) exactly 100 squares? Can you find them all?
Three circles have a maximum of six intersections with each other. What is the maximum number of intersections that a hundred circles could have?
Can you describe this route to infinity? Where will the arrows take you next?
Euler discussed whether or not it was possible to stroll around Koenigsberg crossing each of its seven bridges exactly once. Experiment with different numbers of islands and bridges.
Try entering different sets of numbers in the number pyramids. How does the total at the top change?
A game for 2 players
When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...
Explore the effect of reflecting in two parallel mirror lines.
The Tower of Hanoi is an ancient mathematical challenge. Working on the building blocks may help you to explain the patterns you notice.
How many moves does it take to swap over some red and blue frogs? Do you have a method?
Nim-7 game for an adult and child. Who will be the one to take the last counter?
Explore the effect of reflecting in two intersecting mirror lines.
Can you dissect a square into: 4, 7, 10, 13... other squares? 6, 9, 12, 15... other squares? 8, 11, 14... other squares?
This article for teachers describes several games, found on the site, all of which have a related structure that can be used to develop the skills of strategic planning.
What are the areas of these triangles? What do you notice? Can you generalise to other "families" of triangles?
The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.
Can you explain how this card trick works?
The number of plants in Mr McGregor's magic potting shed increases overnight. He'd like to put the same number of plants in each of his gardens, planting one garden each day. How can he do it?
Can you work out how to win this game of Nim? Does it matter if you go first or second?
Use the animation to help you work out how many lines are needed to draw mystic roses of different sizes.
We can show that (x + 1)² = x² + 2x + 1 by considering the area of an (x + 1) by (x + 1) square. Show in a similar way that (x + 2)² = x² + 4x + 4
A red square and a blue square overlap so that the corner of the red square rests on the centre of the blue square. Show that, whatever the orientation of the red square, it covers a quarter of the. . . .
Do you notice anything about the solutions when you add and/or subtract consecutive negative numbers?
Imagine we have four bags containing numbers from a sequence. What numbers can we make now?
Some students have been working out the number of strands needed for different sizes of cable. Can you make sense of their solutions?
Can all unit fractions be written as the sum of two unit fractions?
Got It game for an adult and child. How can you play so that you know you will always win?
Find some examples of pairs of numbers such that their sum is a factor of their product. eg. 4 + 12 = 16 and 4 × 12 = 48 and 16 is a factor of 48.
Consider all two digit numbers (10, 11, . . . ,99). In writing down all these numbers, which digits occur least often, and which occur most often ? What about three digit numbers, four digit numbers. . . .
What would you get if you continued this sequence of fraction sums? 1/2 + 2/1 = 2/3 + 3/2 = 3/4 + 4/3 =
Take any two positive numbers. Calculate the arithmetic and geometric means. Repeat the calculations to generate a sequence of arithmetic means and geometric means. Make a note of what happens to the. . . .
Can you find an efficient method to work out how many handshakes there would be if hundreds of people met?
A country has decided to have just two different coins, 3z and 5z coins. Which totals can be made? Is there a largest total that cannot be made? How do you know?
The aim of the game is to slide the green square from the top right hand corner to the bottom left hand corner in the least number of moves.
The sum of the numbers 4 and 1 [1/3] is the same as the product of 4 and 1 [1/3]; that is to say 4 + 1 [1/3] = 4 × 1 [1/3]. What other numbers have the sum equal to the product and can this be so for. . . .
The Egyptians expressed all fractions as the sum of different unit fractions. Here is a chance to explore how they could have written different fractions.
Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?
Can you tangle yourself up and reach any fraction?
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247508363.74/warc/CC-MAIN-20190221193026-20190221215026-00449.warc.gz
|
CC-MAIN-2019-09
| 6,376 | 50 |
http://zbmath.org/?q=an:0796.35089
|
math
|
The authors consider quasilinear parabolic equations with principal part in divergence form of the type
in where is a bounded open set in , , ; here the functions and are assumed to be measurable and to satisfy several further (structure) conditions. Utilizing and generalizing results of O. A. Ladyzhenskaya, N. A. Solonnikov and N. N. Ural’tzeva as well as of E. Di Benedetto, the authors establish interior and boundary Hölder estimates for bounded weak solutions, e.g., for suitable Dirichlet and Neumann problems. [For related investigations, cf. also papers by A. V. Ivanov of the last five years, e.g., Algebra Anal. 3, No. 2, 139-179 (1991; Zbl 0764.35026)].
|
s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223206770.7/warc/CC-MAIN-20140423032006-00375-ip-10-147-4-33.ec2.internal.warc.gz
|
CC-MAIN-2014-15
| 669 | 2 |
http://spmathgr90610.blogspot.com/2010/10/johns-scribe-post-for-october-4th-2010.html
|
math
|
Sup guys so today in math class Mr.Backe asked us if we did Check Your Understanding on page 31. No one did it so we did the problem together. First Mr.Backe drew the cake like this one:
So Mr.Backe told us to draw the top view. Then he asked me what happens to the circle on top. So I said that it blends in with the square part of the cake.
Then we had to draw the side view which is the one you see in the bottom picture:
So the reason why I have 20 cm d is because to find the circumference you need Pie D(diameter)
so to get the surface area Mr.Backe wrote the answer down so here it is:
= 625 + 314.2 + 500
= 1439.2 cm²
|
s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550249414450.79/warc/CC-MAIN-20190223001001-20190223023001-00370.warc.gz
|
CC-MAIN-2019-09
| 626 | 7 |
https://darkinthedark.com/what-you-can-do-to-overcome-math-anxiety/
|
math
|
It is a typical stereotype for Asians that they are naturally math geniuses. They are mathematical geniuses who can solve math problems involving three or more operations in just a matter of seconds. Extraordinary maths wizards can even solve these problems without using solution paper and calculators. But if that stereotype is true, there would be no need for an A maths tuition in Singapore and all over Asian countries.
Maybe this stereotype is not entirely true. But what is true is that math anxiety exists. It is incredible to discover that people’s fear and loathing of numbers and mathematical problems has an actual name– math anxiety.
Learn more about maths anxiety and how enrolling in a math tuition centre in Singaporecan help overcome it.
An Introduction To Maths Anxiety
Do you tremble when the maths exam is approaching? Perhaps, stutter when asked to calculate the total amount and change for the items you both. Don’t be embarrassed because you are not alone.
The fear and dread of mathematics is a real thing. Math anxiety is the dread and apprehension of a person that could interfere with their ability to manipulate numbers and solve math problems.
When does math anxiety happen?
A person can develop math anxiety as early as primary school. Some people acquire it in secondary school, while people taking tertiary education have also seen signs of maths anxiety. Some people overcome maths stress by getting an H2 maths tutor.
What causes maths anxiety?
Four primary factors influence a person’s attitude towards numbers and mathematics.
● Teachers and The Learning Environment
A person gets their first in-depth learning in maths in the classroom. It can be in a school or aJC H2 math tuition. A good math learning environment helps reduce the anxieties people have towards mathematics.
Teachers, tutors, and instructors play a crucial role in creating this environment. Teachers who have a positive and enthusiastic perspective of mathematics gravitate the student’s feelings towards the same outlook. It is also essential for teachers, tutors, and instructors to motivate the students to become better in the subject. A school and even amath tuition centre in Singapore can use this positive approach to reduce maths anxieties and nurture the person’s natural fondness for numbers.
The parent’s reaction to their child’s maths ability and performance significantly affects their behaviour towards maths. Nagging over and scrutinising the maths ability of the child impacts the student’s confidence.
The parent’s role in reducing maths anxiety is determining the root cause of the problem. Many children develop learning problems and disorders. Most of the time, parents mistook these problems as learning stress.
Parents can take several steps in overcoming maths anxiety. The actions include having open communication with the child and their teacher and getting an H2 maths tutor.
Each one of us has a different set of skills. Some people are gifted at literature, while others are math wizards at birth. Peers, from classmates to colleagues, also affect the confidence of people in solving numbers. For example, people who already have maths anxiety may feel inferior to those who have above average mathematical ability.
Inferiority and embarrassment in front of superior peers demotivate people with maths anxiety. As a result, they gravitate away from maths and forgo trying.
Fostering confidence towards maths by taking short courses in A maths tuition in Singaporecan help eliminate the inferiority complex.
Society plays a crucial role in developing math anxiety. The Asian math geniuses stereotype, for example, is a social factor that influences the behaviour of people towards maths. People may believe that they are naturally bad at maths because they are not Asian.
It could be the other way around as well. Some Asians think they belong to the 1% of the Asian population who are terrible at math. Ergo the black sheep of the family.
These myths and misconceptions about maths and people who are good and bad at maths are harmful.
What society should do is eliminate these misleading myths and stereotypes. The community, the education system, and themath tuition centre in Singapore must find ways to make mathematics attractive and less daunting.
Now that you know what maths anxiety is and the factors that influence it, the most obtainable way to overcome it is by finding a reputable math tuition centre in Singapore.
How To Find The Right Maths Tuition Centre For You
There are lots of maths tuition in Singapore, from JC to H2 math tuition. Some are cheaper than the others, while others are closer to your home. There are many things you should weigh. But the factor that you should consider the most is the service quality of your chosen math tuition centre in Singapore.
Credibility and Experience
There are physical and online mathematics tuition centres in Singapore. There are several ways to check the credibility and experience of the tuition centre. You can research how long in the business your chosenJC H2 math tuition in Singapore. Most likely, they will post their awards and recognitions on their website. These awards say a lot about the service quality.
You can also reference reviews and feedback from parents and students themselves about the service.
Credentials and Qualifications of Tutors
You can ask the management about their hiring process of pools of talents and tutors who will teach maths to the students. An excellent JC math tuition in Singapore generally hires people with at least a mathematics degree and teaching background. You can also politely ask the h2 maths tutor for their qualifications.
Adaptiveness To Student’s Needs
Unlike in schools, tuition centres and tutors assure to meet the needs of the students. They know how to approach a student with math anxiety, and they have the right tools for it.
Has An Honest Communication With The Students and Parents
Progress assessment is a crucial part of developing the mathematical skills of the student. Your chosen math tuition centre in Singapore must deliver this evaluation clearly to you and the student and must be able to configure a plan for further result improvement.
Maths is not easy, but it is not scary as well! With perseverance and a gradual process, you can overcome math anxiety.
Learn and love math with Kiasu Maths. Kiasu Maths makes maths classes fun and exciting! Visit Kiasu Maths today.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511351.18/warc/CC-MAIN-20231004020329-20231004050329-00751.warc.gz
|
CC-MAIN-2023-40
| 6,473 | 37 |
https://booksrun.com/textbooks/9783319004037-axiomatic-method-and-category-theory-synthese-library-2014th-edition
|
math
|
Axiomatic Method and Category Theory (Synthese Library (364))
This volume explores the many different meanings of the notion of the axiomatic method, offering an insightful historical and philosophical discussion about how these notions changed over the millennia.
The author, a well-known philosopher and historian of mathematics, first examines Euclid, who is considered the father of the axiomatic method, before moving onto Hilbert and Lawvere. He then presents a deep textual analysis of each writer and describes how their ideas are different and even how their ideas progressed over time. Next, the book explores category theory and details how it has revolutionized the notion of the axiomatic method. It considers the question of identity/equality in mathematics as well as examines the received theories of mathematical structuralism. In the end,Rodinpresents a hypothetical New Axiomatic Method, which establishes closer relationships between mathematics and physics.
Lawvere's axiomatization of topos theory and Voevodsky's axiomatization of higher homotopy theory exemplify a new way of axiomatic theory building, which goes beyond the classical Hilbert-style Axiomatic Method. The new notion of Axiomatic Method that emerges in categorical logic opens new possibilities for using this method in physics and other natural sciences.
This volume offers readers a coherent look at the past, present and anticipated future of the Axiomatic Method.
We would LOVE it if you could help us and other readers by reviewing the book
|
s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704804187.81/warc/CC-MAIN-20210126233034-20210127023034-00359.warc.gz
|
CC-MAIN-2021-04
| 1,534 | 6 |
https://ppw-aline.com/collections/miniature-brass-chain/products/29217-tie-down-chain-brass-27-links-per-inch
|
math
|
#29217 -Miniature Chain - Brass 27 Links Per Inch ( wire dia .010 ) (12")
#29217 - Miniature Chain - Brass 27 Links Per Inch ( wire dia .010 )
Brass Chain (12") - Used to tie down open loads on freight cars, vehicle trailers and locomotive handrails.
Brass chain is packaged in 12 inch lengths. Bulk quantities of chain minimum 5 feet or longer can be special ordered.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100146.5/warc/CC-MAIN-20231129204528-20231129234528-00659.warc.gz
|
CC-MAIN-2023-50
| 368 | 4 |
http://reference.wolfram.com/legacy/v6/guide/ParallelAndGridComputing.html
|
math
|
Parallel & Grid Computing
's general MathLink
symbolic communication protocol immediately allows both platform-independent client-server operation—as well as parallel computation in which both data and programs can be exchanged seamlessly between Mathematica
kernels. Building on these foundations, gridMathematica
provides a full environment for parallel computing, with fully integrated parallel-computation functions and advanced grid-management support.
set up additional local or remote kernels
choose the kernel to connect to
specify which kernel to use for a cell, button, etc.
, LinkConnect —
start and connect kernels
command-line option for launching Mathematica
, LinkWrite —
read, write arbitrary data and programs over MathLink
select between several MathLink
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806327.92/warc/CC-MAIN-20171121074123-20171121094123-00603.warc.gz
|
CC-MAIN-2017-47
| 778 | 14 |
http://www.education.com/study-help/article/percent-word-problems/
|
math
|
Three Varieties of Percent Word Problems Study Guide
Introduction to Three Varieties of Percent Word Problems
There is no branch of mathematics, however abstract, which may not someday be applied to the phenomena of the real world.
—NICOLAI LOBACHEVSKY, Russian mathematician (1792–1856)
The percent lesson focuses on the three main varieties of percent word problems and some real-life applications.
Word problems involving percents come in three main varieties:
- Find a percent of a whole.
Example: What is 15% of 50? (50 is the whole.)
- Find what percent one number (the "part") is of another number (the "whole").
Example: 10 is what percent of 40? (40 is the whole.)
- Find the whole when the percent of it is given as a part.
Example: 20 is 40% of what number? (20 is the part.)
While each variety has its own approach, there is a single shortcut formula you can use to solve each of these:
is The number that usually follows (but can precede) the word is in the question. It is also the part.
of The number that usually follows the word of in the question. It is also the whole.
% The number in front of the % or word percent in the question.
Or, you may think of the shortcut formula as:
To solve each of the three main varieties of percent questions, use the fact that the cross products are equal. The cross products are the products of the numbers diagonally across from each other. Remembering that product means multiply, here's how to create the cross products for the percent shortcut:
part × 100 = whole × %
It's also useful to know that when you have an equation like the one previously mentioned—a number sentence that says that two quantities are equal—you can do the same thing to both sides and they will still be equal. You can add, subtract, multiply, or divide both sides by the same number and still have equal numbers. You'll see how this works in the next section of this chapter.
Remember, when you are solving for a percentage using the method, you will get the answer in the form of a decimal. You must then change it into a percent by moving the decimal to the right two times and adding the percent symbol.
Finding a Percent of a Whole
Plug the numbers you're given into the percent shortcut to find the percent of a whole.
Example: What is 15% of 40?
|1.||15 is the %, and 40 is the of number:||=|
|2.||Cross multiply and solve for is:||is × 100||= 40 × 15|
is × 100 = 600
6×100 = 600
|Thus, 6 is 15% of 40.|
Note: If the answer didn't leap out at you when you saw the equation, you could have divided both sides by 100, leaving is = 6.
Example: Twenty percent of the 25 students in Mr. Mann's class failed the test. How many students failed the test?
|1.||The percent is 20 and the of number is 25, since it follows the word of in the problem.||=|
|2.||Cross multiply and solve for is:||is × 100||= 25 × 20|
|is ×100||= 500|
|5 ×100||= 500|
Thus, 5 students failed the test. Again, if the answer doesn't leap out at you, divide both sides of is × 100 = 500 by 100, leaving is= 5.
Now you try finding the percent of a whole with the following sample question. The step-by-step solution is at the end of this lesson.
Shortcut! Finding 10% of a number can help you find any percentage that is a multiple of 5! To find 10% of a number, just move the decimal once to the left. To find 5% of the number, just take half of 10%. Use this to find 30% by multiplying the 10% by 3. Find 65% of a number by multiplying the 10% by 6 and adding that to the 5%.
Today on Education.com
- Coats and Car Seats: A Lethal Combination?
- Kindergarten Sight Words List
- Child Development Theories
- Signs Your Child Might Have Asperger's Syndrome
- 10 Fun Activities for Children with Autism
- Why is Play Important? Social and Emotional Development, Physical Development, Creative Development
- Social Cognitive Theory
- GED Math Practice Test 1
- The Homework Debate
- First Grade Sight Words List
|
s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163990831/warc/CC-MAIN-20131204133310-00095-ip-10-33-133-15.ec2.internal.warc.gz
|
CC-MAIN-2013-48
| 3,933 | 49 |
http://crm.umontreal.ca/colloque-sciences-mathematiques-quebec/377
|
math
|
21 janvier 2022
21 janvier 2022 de 14 h 00 à 15 h 00 (heure de Montréal/HNE) Réunion Zoom
Nobody knows whether the scheme "pairs of commuting nxn matrices" is reduced. I'll show how this scheme relates to matrix Schubert varieties, and give a formula for its equivariant cohomology class (and that of many other varieties) using "generic pipe dreams" that I'll introduce. These interpolate between ordinary and bumpless pipe dreams. With those, I'll rederive both formulae (ordinary and bumpless) for double Schubert polynomials. This work is joint with Paul Zinn-Justin.
|
s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100555.27/warc/CC-MAIN-20231205172745-20231205202745-00096.warc.gz
|
CC-MAIN-2023-50
| 574 | 3 |
http://www.bigsoccer.com/threads/high-school-playoffs-comparison.833743/
|
math
|
I'm curious to see how other states format their state tournaments. 1. What state? 2. How long is regulation time? Counts up or down? 3. How many players can your dress? 4. Are there any restrictions of substitutions? 5. Do all teams automatically get in, or do you have to qualify? 6. If it's tied at the end of regulation, how do they determine a winner? 7. Are their different classes or one for all the schools? 8. How many games does it take to win the championship? Anything else you think of?
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084891539.71/warc/CC-MAIN-20180122193259-20180122213259-00722.warc.gz
|
CC-MAIN-2018-05
| 499 | 1 |
https://en.ekinex.com/technical-area_knx-power-supply-units/knx-bus-power-supply-640-ma-with-auxiliary-output-30vdc_3.html
|
math
|
KNX bus power supply 640 mA with auxiliary output 30 Vdc
Device functioning as KNX bus line power supply with auxiliary output 30 Vdc. Mounting in distribution board on EN 60715 rail (4 modular units, each 18 mm). To be used in KNX installations for home and building automation.
FUNCTIONS / CHARACTERISTICS
• Power supply of a KNX bus line with max. 64 bus devices connected
• Auxiliary power supply 30 Vdc SELV
• Reset of the connected bus line through pushbutton
CONFIGURATION AND COMMISSIONING
The device does not need any configuration. ETS application program: APEKAG1TP##.knxprod (## = release). Available languages: English, French, German, Italian
|
s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347415315.43/warc/CC-MAIN-20200601071242-20200601101242-00397.warc.gz
|
CC-MAIN-2020-24
| 662 | 8 |
http://svit-tanok.com.ua/library/arithmetical-investigations-representation-theory-orthogonal-polynomials-and
|
math
|
By Shai M. J. Haran
In this quantity the writer extra develops his philosophy of quantum interpolation among the genuine numbers and the p-adic numbers. The p-adic numbers include the p-adic integers Zpwhich are the inverse restrict of the finite earrings Z/pn. this offers upward thrust to a tree, and likelihood measures w on Zp correspond to Markov chains in this tree. From the tree constitution one obtains specific foundation for the Hilbert area L2(Zp,w). the true analogue of the p-adic integers is the period [-1,1], and a chance degree w on it supplies upward push to a distinct foundation for L2([-1,1],w) - the orthogonal polynomials, and to a Markov chain on "finite approximations" of [-1,1]. For designated (gamma and beta) measures there's a "quantum" or "q-analogue" Markov chain, and a distinct foundation, that inside of sure limits yield the genuine and the p-adic theories. this concept should be generalized variously. In illustration concept, it's the quantum normal linear crew GLn(q)that interpolates among the p-adic staff GLn(Zp), and among its genuine (and complicated) analogue -the orthogonal On (and unitary Un )groups. there's a comparable quantum interpolation among the genuine and p-adic Fourier rework and among the true and p-adic (local unramified a part of) Tate thesis, and Weil particular sums.
Read Online or Download Arithmetical Investigations: Representation Theory, Orthogonal Polynomials, and Quantum Interpolations PDF
Similar quantum physics books
Schwabl F. Quantenmechanik. . eine Einfuehrung (QM 1)(7ed. , Springer, 2008)(de)(ISBN 97835407367457)
This booklet offers the state-of-the-art of quantum details with non-stop quantum variables. the person chapters talk about effects completed in QUICOV and offered on the first 5 CVQIP meetings from 2002 2006. Many world-leading scientists engaged on non-stop variables outdoor Europe additionally give a contribution to the publication.
- Open Quantum Systems I: The Hamiltonian Approach
- String theory and the real world: from particle physics to astrophysics: Ecole d'ete de physique des Houches, session LXXXVII, 2 July-27 July 2007: Ecole thematique du CNRS
- The God Effect: Quantum Entanglement, Science's Strangest Phenomenon
- Introduction to density functional theory (slides)
- The Quantum Zoo: A Tourist's Guide to the Never-Ending Universe
- Theory of Atomic Collisions
Extra resources for Arithmetical Investigations: Representation Theory, Orthogonal Polynomials, and Quantum Interpolations
2 γ-Measure Gives β-Measure Next we show that the γ-measure gives the β-measure. Let us denote by pr∗ the push forward from the set of measures on V ∗ (Qp ) onto the set of measures on P1 (Qp ). Then the measure pr∗ (τZαp ⊗ τZβp ) gives the β-measure. Actually it holds that (1:x) τZαp ⊗ τZβp = = Q∗ p d∗ a · φZp (a) |x|βp ζp (α)ζp (β) Q∗ p |a|α |ax|βp p φZp (ax) ζp (α) ζp (β) d∗ a · φZp (a · |1, x|p )|a|α+β p |x|βp |1, x|−α−β p ζp (α + β) ζp (α)ζp (β) 1 . 4 Remarks on the γ and β-Measure 31 Hence we have pr∗ (τZαp ⊗ τZβp ) = τpα,β .
6) x ∈Xn+1 Then we says that we have a Markov chain. If for any x ∈ Xn there exists a sequence x0 , x1 , . . , xn = x such that xj ∈ Xj and P (xj , xj+1 ) > 0, we say that x is reachable from x0 . We assume that every state x ∈ X is reachable from x0 . The function P can be extended as a function on X × X by giving 0 if two points x, x are not connected. Therefore we can regard P as a matrix over X × X. 6). We have the adjoint operator P ∗ , which acts on P ∗ µ(x ) := 1 (X), defined by µ(x)P (x, x ).
Remember the projection from P1 (Qp ) onto P1 (Qp )/Z∗p . If we want to know the probability measure of an arrow in the tree of P1 (Qp ), we divide the probability of the projected arrow in P1 (Qp )/Z∗p by the number of the arrow of P1 (Qp ) corresponding to the given arrow in P1 (Qp )/Z∗p . For example if α = β = 1, it it easy to see that the probability of each arrow is given as in Fig. 2 (for the case p = 3). Note that if α = β = 1, the β-measure τp1,1 is the unique P GL2 (Zp )-invariant measure.
|
s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084889733.57/warc/CC-MAIN-20180120201828-20180120221828-00652.warc.gz
|
CC-MAIN-2018-05
| 4,160 | 16 |
http://www.solutioninn.com/abc-inc-currently-grants-no-credit-but-it-is-considering
|
math
|
ABC Inc. currently grants no credit, but it is considering offering new credit terms of net 30. As a result, the price of its product will increase by $2 per unit. The original price per unit is $50.
Expected sales will increase by 1,000 units per year. The original sales are 10,000 units. Variable costs will remain at $25 per unit and bad debt losses will amount to $3,000 per year. The firm will finance the additional investment in receivables by using a line of credit, which charges 5 percent interest. The firm’s tax rate is 20 percent. Should the firm begin extending credit under the terms described?
|
s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187823114.39/warc/CC-MAIN-20171018195607-20171018215607-00167.warc.gz
|
CC-MAIN-2017-43
| 612 | 2 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.