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https://cuddlebugfactory.com/happi-baby-count-n-learn-lion/ | 2023-01-27T10:38:20 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764494976.72/warc/CC-MAIN-20230127101040-20230127131040-00654.warc.gz | 0.94294 | 112 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__62306733 | en | Happi Baby Count n Learn Lion
This soft corduroy lion helps toddlers learn numbers with 3 modes of play. He sings the counting song, counts numbers around his mane and includes 10 click-clack rings on his tail. Comes with 3 AAA batteries and it measures 10".
- Helps toddlers learn their numbers
- Sings and counts to 10
- 10 click-clack rings to count along
- Part of the Happi collection designed by Dena for Gund
- Age range 6 months to 2 years | mathematics |
https://www.preferred.jp/en/news/pr20190118/ | 2022-09-25T05:49:23 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334514.38/warc/CC-MAIN-20220925035541-20220925065541-00308.warc.gz | 0.954376 | 410 | CC-MAIN-2022-40 | webtext-fineweb__CC-MAIN-2022-40__0__37480316 | en | Preferred Networks appoints Professor Kenji Fukumizu of the Institute of Statistical Mathematics as a Technical Advisor
On November 22nd, 2018, Preferred Networks, Inc. (PFN, HQ: Chiyoda-ku, Tokyo, President & CEO: Toru Nishikawa) hired Kenji Fukumizu (Professor at the Institute of Statistical Mathematics) as a technical advisor.
Professor Fukumizu is a leading researcher in statistical machine learning. He has achieved notable research accomplishments on singular models, kernel methods, and geometrical analysis of algorithms, including the best paper award at NIPS 2017. His current research interests also include topological data analysis.
In this role as a technical advisor, Professor Fukumizu will jointly advance theoretical research of neural network models with PFN researchers by his technical advice and supervision, in order to deepen our knowledge of deep learning technology and contribute to other research and applications at PFN.
Prof. Kenji Fukumizu
Kenji Fukumizu is a professor in the Department of Statistical Modeling at The Institute of Statistical Mathematics, where he also serves as director of the Research Innovation Center. He received his B.S. from Kyoto University in 1981 and joined the Research and Development Center, Ricoh Co., Ltd. He received his Ph.D. from Kyoto University in 1996. He worked as a researcher at the Institute of Physical and Chemical Research (RIKEN) from 1998 and became an associate professor of The Institute of Statistical Mathematics in 2000. He was a visiting scholar at the Department of Statistics, UC Berkeley in 2002-2003, and a Humboldt fellow at Max Planck Institute for Biological Cybernetics in 2006-2007. He served as Area Chair on the Program Committee of NIPS 2010, 2011, 2015, 2017 and 2018, and Area Chair on the Program Committee of ICML 2009, 2015, 2017, and 2018. He currently serves as an action editor of The Journal of Machine Learning Research. | mathematics |
https://www.skcript.com/svr/normalizing-data-artificial-intelligence | 2023-09-29T06:20:22 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510498.88/warc/CC-MAIN-20230929054611-20230929084611-00251.warc.gz | 0.905659 | 1,398 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__173706130 | en | ai | 2017-05-01 00:00:00 +0000
A.I. Series Part 1 - Normalizing Data
Hellonext Team / 2017-05-01 00:00:00 +0000
In Machine Learning, more often than not, applying an algorithm to data is not hard, rather representing the data usually is. But sometimes representing data a certain way works for one algorithm, but completely implodes for another. So with all these variations, is there one compartmentalized approach to follow?
Yes! (well, kind of and 'kind of' in ML is 'good enough')
The boring definition of this mathematical approach would be,
Normalization is performed on data to remove amplitude variation and only focus on the underlying distribution shape.
Well, who does that make sense to? To put normalization in perspective, it can be defined as,
Normalization is performed on data to compare numeric values obtained from different scales.
Simply put, how do we compare a score 8 in a singing competition to a score of 100 in an I.Q. test? In order to do so, we need to "eliminate" the unit of measurement, and this operation is called normalizing the data.
So, normalization brings any dataset to a comparable range. It could be to squash down the data to fit between the range of [0,1] or [-1,1] or anything else!
Alright, so we know why we need normalization, but when do we use it?
In basic terms you need to normalize data when the algorithm predicts based on the weighted relationships formed between data points.
For example if you had a dataset that predicts the onset of diabetes where your data points are glucose levels and age, and your algorithm is PCA, you would need to normalize!
Why? Because, PCA predicts by maximizing the variance. Here, the glucose levels data point would vary in decimal points, but age would only differ by integer values. To bring them both to scale, use normalization! You can now compare glucose levels and age, even if they were initially meaningless.
However, if you were to use a decision tree, normalization wouldn't really matter, since it compares each data point to itself and not to any other data point.
Min Max Normalization transforms a value A to B which fits in the range [C,D]. We can do this by applying the formula below,
This ensures that no matter what scale your data is in, it will be converted to fall between the range of 0 to 1.
import numpy as np from sklearn.preprocessing import minmax_scale minmax_scale(np.array([1,2,3,4,5])) => array([ 0. , 0.25, 0.5 , 0.75, 1. ])
To see Min Max used on a real dataset, check this repo.
Max is quite similar to Min Max normalization. The only difference being is that the the normalized values will fall between a range of 1 and to a value less than or equal to 0.
import numpy as np from sklearn.preprocessing import normalize normalize(np.array([1,2,3,4,5]).reshape(1, -1), norm="max") => array([[ 0.2, 0.4, 0.6, 0.8, 1. ]])
To see Max used on a real dataset, check this repo.
L1 is basically minimizing the sum of the absolute differences (S) between the target value (x) and the estimated values (x').
To understand it easily, its just adding all the values in the array and dividing each of it using the sum.
import numpy as np from sklearn.preprocessing import normalize normalize(np.array([1,2,3,4,5]).reshape(1, -1), norm="l1") => array([[ 0.06666667, 0.13333333, 0.2 , 0.26666667, 0.33333333]])
To see L1 used on a real dataset, check this repo.
L2 minimizes the sum of the square of the differences (S) between the target value (x) and the estimated values (x').
Or in simpler terms, just divide each value by δ. Where δ is nothing but the square root of the sum of all the squared values.
import numpy as np from sklearn.preprocessing import normalize normalize(np.array([1,2,3,4,5]).reshape(1, -1), norm="l2") => array([[ 0.13483997, 0.26967994, 0.40451992, 0.53935989, 0.67419986]])
To see L2 used on a real dataset, check this repo.
Simply put, a z-score is the number of standard deviations from the mean a data point is. But more technically it's a measure of how many standard deviations below or above the dataset mean a datapoint is. A z-score is also known as a standard score and it can be placed on a normal distribution curve.
Z-scores range from -3 standard deviations (which would fall to the far left of the normal distribution curve) up to +3 standard deviations (which would fall to the far right of the normal distribution curve).
In order to use a z-score, you need to know the mean μ and also the population standard deviation σ.
Z-scores are a way to compare results from a test to a "normal" population. Results from tests or surveys have thousands of possible results and units. However, those results can often seem meaningless.
For example, knowing that someone's weight is 150 pounds might be good information, but if you want to compare it to the "average" person's weight, looking at a vast table of data can be overwhelming (especially if some weights are recorded in kilograms). A z-score can tell you where that person's weight is compared to the average population's mean weight.
For a complete implementation of Z-Score please have a look at this repo.
P.S.: Companies across the world trust us to build their A.I. systems to solve their business needs. Our engineers would be open to talking more on this.
Last updated: September 7th, 2023 at 7:42:06 AM GMT+0
Hellonext is a user feedback tool and this article was written by many people at Hellonext. Hellonext helps prioritize product roadmap based on user-input. | mathematics |
https://joelferg.github.io/teaching.html | 2023-09-22T19:26:06 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506421.14/warc/CC-MAIN-20230922170343-20230922200343-00556.warc.gz | 0.784699 | 175 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__283220617 | en | ARE 210 (PhD Probability and Statistics) Fall 2022
- Sigma Algebras and Independce
- Conditional Expectations and Conditional Sigma Algebras
- Probability and Distribution Limits
- MLE and the Invariance Property
ARE 210 (PhD Probability and Statistics) Fall 2021
- Conditional Expectations and Characteristic Functions
- Distributions of Multivariate Transformations and Convergence of Combinations of Sample Statistics
- Exponential Families, Identification, and MLE
- MLE with a closed parameter space, GMM, and the finite sample distribution of MLE.
- Asymptotic distribution of estimators and hypothesis testing.
- Efficient GMM, Proving Statistics are Complete, UMVUEs, and the Cramer-Rao Lower Bound | mathematics |
http://celloexpressions.com/geometry/proportional-puzzlers/ | 2018-01-22T00:14:09 | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084890928.82/warc/CC-MAIN-20180121234728-20180122014728-00616.warc.gz | 0.939148 | 127 | CC-MAIN-2018-05 | webtext-fineweb__CC-MAIN-2018-05__0__35590098 | en | Introduction to Geometric Proportionality
This App features a series of games about geometric proportionality. The figure below shows a circle with an arc and the same curves unwrapped into lines. The points are located proportionally along their respective parents (the full line segment and the circle). Points B and G (in green) are located proportionally at t, while points C and F are at -t.
The lengths of the line segment and arc connecting these points are displayed below; notice that they are identical. Drag the slider and press the "Animate" button to see what happens when the value of t changes. | mathematics |
http://www.scantips.com/lights/flashbasics1c.html | 2017-06-22T23:57:31 | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319933.33/warc/CC-MAIN-20170622234435-20170623014435-00101.warc.gz | 0.912461 | 4,868 | CC-MAIN-2017-26 | webtext-fineweb__CC-MAIN-2017-26__0__58306618 | en | Flash intensity falls off with distance. Guide Number is a numerical method used to determine exposure of direct flash for manual flash power levels, to automatically deal with the Inverse Square Law, making the math be trivial. The reference base is a known accurate Guide Number for one situation, from which other situations can be calculated. There are also other ways, today we might use a handheld flash meter, or metered TTL, or just trial and error works well with the digital LCD preview. But in the old days (including flash bulbs), guide number was all we had. The concept is still valid and useful, and is still a fundamental for understanding flash. Guide Number is a solution to deal with the Inverse Square Law.
The full details explaining use of guide numbers are below the Guide Number Calculator.
Please report ( Here ) any problems with the calculator, or with any aspect of this or any page. It will be appreciated, thank you.
Insufficient flash exposure is corrected with wider aperture, shorter distance, higher ISO, or more flash power.
Excessive flash exposure is corrected with stopped down aperture, longer distance, lower ISO, or less flash power.
There are three ways to use this GN calculator.
Repeating again: NOTE that if your flash specifies Guide Number for 105 mm zoom, but you are using it at 24 mm zoom, you absolutely need to know and use the 24 mm zoom Guide Number (see your flash manual for a standard Guide Number chart).
Guide Number (GN) is a primary fundamental, related to Inverse Square Law, and is about how light works, which will always be important to know. The light fall off means that direct flash exposure can be correct at only one specific distance from the flash. Anything closer is brighter, and anything farther is darker. But how much it changes works on sort of an exaggerated percentage basis (inverse square law), and a greater distance simply has more middle ground range. Bounce flash can seem to extend this range, but direct flash exposure falls off with the square of the distance. Flash will be two stops underexposed at twice the distance, or two stops overexposed at half the distance (inverse square law). So the general rule for flash is to keep all of your subject parts near the same distance plane from the lights (same idea as focus depth of field).
Photographing groups: The same distance plane is impossible for multiple rows, and multiple rows can be a deep zone for an even flash illumination, or for focus depth of field too. For long rows, curving the ends forward to equalize the distance helps. For large groups of a few rows deep, raising camera and flash height dramatically (with step ladder) to look down into the group can minimize difference of row distances (and won't hide faces with rows in front). Greater flash distance can extend the range of acceptable flash exposure. We normally think umbrellas ought to be "close as possible" for softness, but when back twenty feet, umbrellas don't add much benefit (will cost power, and softness is not important then anyway). However, increasing the flash distance for greater flash exposure range, and stopping the lens down for greater depth of field, very significantly increases the flash power needed. Common notions for best group lighting for multiple rows is that multiple flashes ought to all be above the camera, pointing outward to cover the group evenly (lights at the camera see same as what the lens sees, without creating terrible shadows). Two flashes aimed different directions are individual units, NOT combining the same as multiple flashes ganged acting as one. But be careful about any central overlap, which is ganged. It would be good to meter the lights and the center, to verify all group areas are equal. For large groups, see Google - I'd suggest the Chuck Gardner link there.
This diversion is really about the distance range depth extents of the flash exposure. If you meter the flash, you can meter at the range extents too (you certainly ought to plan and know the exposure difference at front and rear of a big group). Or if direct flash, use the calculator here. Or if computing guide number, simply computing distance at ± 1/3 stop apertures computes the range extents for that tolerance (Note ± 1/3 stop is 2/3 stop from front to rear). Exposure range is not exactly about power or aperture, but is about the flash distance (inverse square law), so as to distance, the range distance is applicable to TTL too.
Guide number makes exposure computation very easy. Guide number is the oldest system to determine flash exposure (used for flash bulbs, before automation), but guide number only applies to direct flash. Guide number is not useful for bounce, because it requires knowing the distance in the total path from flash to subject, and also the reflection coefficient at the ceiling (very roughly, common situation bounce can need 2 or 3 stops more power than direct flash). But guide number still is fundamental today, and understanding guide numbers can increase understanding of flash and inverse square law, whether you actually use guide numbers or not. We should all spend a little time playing with this, to understand the concept. It is a genuine basic of flash photography, which simplifies the Inverse Square Law (which is a really huge factor for flash).
Shutter speed is not a factor of flash exposure (Part 2), but f/stop, ISO, flash power, and flash distance are the factors. Distance does not affect our sunlight, but it is pretty tricky for flash. Direct flash exposure falls off with the Inverse Square Law (with distance), a serious complication for determining exposure. If we don't actually meter the flash, then guide numbers can solve distance computation easily (for direct flash). Guide numbers have been calculated forever, at least since first commercial flash bulb about 1930. Guide number was the only system before light meters and electronic automation.
If you meter your flash, either via TTL flash automation, or by using a hand held flash meter, or if you just use the camera's rear LCD and histogram to tweak in your manual flash exposure, then maybe you can get by for awhile without it, but Guide Number certainly does help basic understanding, essential fundamentals of flash that we should know (how direct flash falls off with distance).
So that's good to know to know, but guide number tells a lot more. If we know guide number is GN 40 (feet), then we know that 8 feet will need to use GN 40 / 8 feet = f/5 exposure. That is a lot to know (again, this is for unmodified direct flash).
Guide Number is a tool to determine exposure of direct flash with manual flash power levels, to automatically deal with the Inverse Square Law, making the math be trivial.
Guide Number = f/stop x Distance (those values which actually give a proper exposure)
f/stop = Guide Number / Distance (aperture for other distances)
Distance = Guide Number / f/stop (distances for other apertures)
For any given "correct flash exposure" situation, guide number is simply numerically equal to the aperture number (like the number 8 in f/8) multiplied by the subject distance (like 10 feet). Then for example, the guide number is f/8 x 10 feet = GN 80 (feet units). Specifically, that aperture and distance combination which gives the correct exposure, defines the guide number.
The Distance is from flash to subject. The flash might be on the camera, but the camera position is Not a factor. It is about the flash.
The useful part is that this guide number is a constant for that flash situation, good also for other distances or other apertures. If we know GN for the situation (flash power level and ISO), we can know correct direct flash exposure for any distance or any aperture. This constant GN is initially determined by some trial situation seen to give correct exposure. Or we can use the manufacturers chart of guide number (trial is what they did).
If for example, in any situation at all, if f/8 is seen to give the correct exposure at 10 feet (from the flash), then this defines that the guide number for this situation is determined to be 80 (feet, from f8x10 feet). Whatever situation gives a correct exposure, that determines the actual guide number, by definition.
The overwhelming advantage of knowing this guide number constant is that if we then move the light to be 5 feet from subject, then GN 80 tells us that GN 80 / 5 feet = f/16 will give us correct exposure there too. Or if we open the aperture to f/4, then the correct distance for this flash power will be GN 80 / f4 = 20 feet. This guide number 80 is a constant (in this same flash power situation), for any distance and any aperture, and its purpose is to make the inverse square law be trivial to compute.
Said again- From knowing this guide number constant (GN = aperture x distance) for one flash situation (power and spread angle), we can recompute any other aperture/distance combination for correct exposure, which automatically takes the inverse square law into account, involving only the simplest division. For example, if we know the guide number is 80 (feet), then we immediately know that all of these combinations give the same correct flash exposure:
|If we know the correct exposure, then we know GN:
f/8 at 10 feet = GN 80
|Or, if we know the guide number is 80, then we know exposure:
GN 80 / 10 feet = f/8
You get the idea - any combination computing (f/number x distance) = GN 80 (in this example) also gives the same correct manual flash exposure. The main use is, if our subject is at 14 feet (from the flash), then we know GN 80 / 14 feet = f/5.7. This is a lot to know by simple division, and it really could not be any easier.
This works (and is conveniently used) because Guide Number definition is (distance x f/stop), therefore doubling GN doubles distance range (4x the light), OR doubles actual f/stop Number (1/4 the light), which is two stops either way. Actually for any number N, any GN gives same exposure at (N x distance) if using (fstop number / N). The N cancels for GN. This is true because of the coincidence that distance observes the inverse square law, and the area of f/stop number observes the square of the radius.
Where do we get this guide number? Whatever aperture and distance that gives an actually correct exposure can compute guide number. Or more commonly, there is also a guide number specification in the flash manuals (see next page). Then we only need to know the distance between flash and subject. This guide number is speaking of manual Direct flash, and this guide number will change if you zoom the flash head differently.
Zoom: Zooming the flash head changes the guide number. Zooming in, to match the lens zoom (a more narrow coverage angle), also concentrates the flash power into a more narrow brighter beam appropriate for the lens zoom, with a higher guide number. There will be a guide number chart in the flash manual, with a different guide number for very zoom value. See the sample guide number chart next page.
Flashes that do not zoom (like the DSLR camera's internal flash) will have one guide number value. It is printed perhaps as (the Nikon D3200 specification chart):
"Guide Number: Approx. 12/39, 13/43 with manual flash (m/ft, ISO 100, 20 °C/68 °F)"
For manual flash, this says GN 13 (meters) / GN 43 (feet). This implies at full manual power, but we can turn the flash power down as necessary, which lowers the guide number.
You can work in units of either feet or meters. Since there are 3.28 feet in one meter, the GN in feet is simply 3.28 times the GN in meters. Again, see the guide number chart in the flash manual for flashes that zoom (an example chart is next page).
Guide number is all we had in the old flash bulb days (and it still works), and before flash units zoomed, they always had a little calculator on them to do this guide number division, but TTL flash mode has made guide numbers less used today. The top few Nikon flashes have a GN Mode, which is a GN calculator (sets flash power level to the aperture and distance). But we can often do the rough math in our heads (if distance is about 10 feet, then GN / 10 = aperture), which often gives a close starting point for proper flash exposure.
The published guide numbers (specs, charts, etc) are for unmodified direct flash and for the specified flash head zoom level. As the speedlight zooms in (longer mm to follow the lens zoom), the reflector concentrates the flash power into a smaller angle that becomes brighter, to cover the same appropriate view that the zoomed lens sees. There will be a different guide number for every zoom setting, and for every power level. Any other reflector situation - lighting modifier (diffusion dome, reflector, bounce, umbrella, whatever) - is a very different guide number. Any other path than direct flash is a different subject (involving longer path and bounce reflection losses, etc).
Guide number makes Inverse Square Law math be easy. The reason this product (of Distance x f/stop) works as a constant for exposure is due to the coincidence that each stop of f/stop numbers increase by the square root of two (1.414) to give half intensity, and the Inverse Square Law distance decreases by the square root of two to give double intensity, and these square factors of 2 offset and cancel in the math, so that the simple product (aperture x distance) is a CONSTANT for correct exposure for this given direct flash situation (ISO, zoom, power level), for any aperture or any distance. It is enough to know that the big deal is that the Guide Number automatically accounts for the Inverse Square Law, making its math be almost trivial for us. This is a big deal, but it is only applicable to bare direct flash.
Or even easier... Flashes compatible with the camera (communication) often know f/stop, ISO and zoom from the hot shoe. So in direct flash Manual mode, they can use their guide number to show the distance calculation (appropriate for the current power level) on their LCD. This can be a fine starting point (again, direct flash only). Can be very helpful.
ISO: The guide number conversion charts in the flash manuals are typically printed showing ISO 100 values, and then we know that GN increases by square root of 2, or by 1.414x for every doubled step of ISO. Or we divide GN by 1.414 if converting to half of ISO.
This first chart is a normal GN conversion chart, always aligning ISO 100 with GN 1x multiplier, because ISO 100 is usually of interest to us. Aligned that way, you have that standard chart just above.
But the rows are individually scrollable. This is something easy, but possibly made confusing here.There are no absolute relationships, we can slide these scales left or right as appropriate to our lighting situation. The meaning of the default values initially shown in this chart should be that IF you are using ISO 400, and align GN x1 there too (if ISO 400 is your base GN x1 value), then all other ISO values still have the GN multipliers shown. The doubling effect just mentioned always exists. For example (as shown initially), IF using ISO 400 and assuming it is the base at GN x1, then the next multiplier to the right gives the GN multiplier for the next ISO to the right (ISO 800 is 1.41x GN of current GN for ISO 400). And IF that combination also aligns an actual flash power level (like 1/4 power), then the GN multipliers also work for other power levels. Or, the GN calculator above will do all of this too.
The guide number is multiplied or divided by 1.414x for each stop changed, which is each doubling of ISO, or for each doubling of flash power level. Two sequential doubles of ISO or power level doubles GN.
Then since GN = f/stop x distance, then we know doubling GN also doubles the computed f/stop number (which is two stops), or it doubles distance range (which is two stops).
The flash power level steps of Full, 1/2, 1/4, 1/8, 1/16, 1/32, 1/64, 1/128 are each half power of the previous step. The best fact to know about manual flash is that each half power step is one f/stop of exposure. One stop is a 2x factor, so said again, turning the flash from 1/4 to 1/8 power (which is half) reduces the exposure by one f/stop. This is extremely convenient to know.
Each half power step reduces GN by the square root of 2 (divide GN by 1.414). Two half power steps (1/4 power) is two stops of exposure, or 1/2 the GN value. Or use the calculator, or see the GN chart on next page.
If the speedlight does not zoom, then that's all it can do, so you can only compare that. But if it zooms, increasing the flash zoom mm number concentrates the power into a smaller beam. Doubling the zoom mm theoretically covers a 1/4 smaller area with 4x brighter intensity, two stops. Which theoretically, the calculator could calculate the areas, but the actual reflectors vary to much to try. There is substantial area overlap (so frame edges are fully exposed), and usually double zoom mm might multiply guide number about 1.4x, or one stop (if that). Which is only a very rough approximation - because again, of course it depends on the individual reflector design. But guide number maybe about doubles from 24 mm to 105 mm (4x), which is near a two stop increase (half expected), but there are large variations. I'd love to be able to add zoom to the GN calculator, it is obviously an important factor, but this would have to embed GN charts from many different specific flashes, and there are too many flashes. You can do that easier, so instead see the Guide Number chart in your flash manual.
Use either feet or meters with the calculators, but be consistent with GN and Distance.
If the flash can zoom, then it is required to compare Only at the Same zoom values. Because zooming in concentrates the same flash power into a smaller area, which is then brighter (but is only useful in that smaller area). If comparing GN of a speedlight to a studio flash, then to have any meaning, only the same reflector angular coverage (that was used for the GN rating) must be compared (softboxes and umbrellas drastically change GN and coverage). If it does not zoom, then of course it only has that one setting to do one thing (with that same reflector). It used to be that speedlights that zoom agreed to advertise guide numbers at the same standard 35 mm zoom, which was considered to be a typical useful working value, certainly conceivable (it was about full frame views then, and the major Japanese flashes still do this). The power was comparable that way, at the same 35 mm zoom. But today, FX and DX sensor coverage can change GN at the same zoom. So, just saying, for power comparisons to be meaningful, all things must be equal.
But today, some marketing (especially Chinese flashes) advertise their maximum 105 mm zoom guide number, simply because that is a larger number that looks better than others, regardless that we rarely use flash at 105 mm zoom.
Today, to know very much about ratings, we need to look at the guide number chart in the user manual (sometimes online). Comparing this calculation can be useful when shopping for a flash. However, I have seen one Chinese manual that simply advantageously had the wrong chart in it.
If one GN is rated for ISO 200, then dividing that number by 1.414 will give the ISO 100 equivalent. Guide Number can only be compared if both are at the same flash zoom and ISO settings.
Guide Number is used for speedlights, but is not very meaningful for studio flash. One reason is they are typically not used as direct bare flash, but also their GN rating situation is so unknown.They don't zoom, but comparison is difficult when we may not know what reflector was rated, or what its angular distribution spread is. Speedlight GN varies over probably a 2 to 1 range when they zoom... but we can only compare intensity when lighting the same angular coverage, when doing the same job.
Studio lights, saying it again: Guide Number works very well for unmodified direct flash. One big issue is that guide number cannot be specified for bounce or umbrellas, etc. (because, it depends on them). So typically, direct bare flash is much less important for studio lights, because we normally heavily modify their light with umbrellas, softboxes, grids or snoots, whatever. This drastically changes their distribution coverage angles, and every different reflector coverage would create very different guide numbers. The guide number that is specified for a studio flash may apply to the included standard reflector it ships with, but if the applicable reflector used to specify GN is not specified, then we have no clue what its GN means for our usage. Any wider reflector providing wider area coverage will have a lower guide number, and a more narrow reflector concentrating the light into a smaller area will have a higher guide number. To be able to compare guide numbers, we need to compare at the same area coverage. So guide numbers are typically more common of camera hot shoe speedlights (direct flash), and speedlights do provide specifications for Guide Number at each zoom as a guide to the flash power and its distance capability (again, it only applies to bare direct flash). For studio lights, GN has less and unknown meaning, and probably does not apply to your usage, since these normally use various modifiers (umbrellas, softboxes, etc). So studio lights are likely metered.
Resulting GN of ganged multiple flashes
This context of ganged means flashes probably all mounted on the same stand, and aimed at the same point, specifically acting as one. A Main light and Fill light situation is acting as two, and is NOT two ganged acting as one.
The GN of multiple equal flashes ganged in combination acting as one, is GN of one times square root of (number of flashes). Each doubling of the number of equal flashes (from 1 to 2, or 4, or 8 flashes) results in one stop in brightness, each doubling increases GN by the square root of 2 (1.414). Two or four flashes may be reasonable, but thereafter, the law of diminishing returns will apply.
But ganging two unequal flashes acting as one, say of GN 58 and GN 80 (0.93 stop difference), will add as square root of (58² + 80²) = GN 99. This total is +1.54 EV compared to this smallest flash (more than double), and +0.61 EV compared to this largest flash (less than double).
Continued - More Guide Numbers next page (charts, etc). | mathematics |
https://www.christopherlinney.com/2023/10/27/understanding-probability-and-odds-in-casino-games/ | 2024-04-23T13:16:15 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818711.23/warc/CC-MAIN-20240423130552-20240423160552-00541.warc.gz | 0.940074 | 1,830 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__147332974 | en | Have you ever wondered how the odds work in casino games? Or maybe you’re just starting out and want to understand how probability factors into your chances of winning. Understanding probability and odds in casino games is essential if you want to make informed decisions and increase your chances of success.
Casinos are a popular destination for those looking for entertainment and the chance to win big. However many people walk into a casino without fully understanding the mathematical principles behind the games they play. This lack of knowledge can lead to poor decision-making and ultimately, losing more money than they intended.
To become a savvy casino player, it’s crucial to grasp the concepts of probability and odds. By understanding these principles, you can make more strategic bets, manage your bankroll effectively, and potentially improve your overall outcomes. In this article, we will explore the fundamentals of probability and odds in casino games, empowering you to make smarter choices and enhance your gambling experience.
Principles of Probability in Casino Games
Understanding the principles of probability is essential when it comes to navigating the world of casino games. Whether you prefer playing slot machines, card games, or taking part in sports betting, having a grasp of probability can greatly enhance your gaming experience. Probability is a mathematical concept that represents the likelihood of a specific event occurring. It plays a crucial role in determining the chances of winning and making informed decisions when placing bets. By understanding probability, players can assess the potential outcomes of their actions and make strategic choices accordingly.
In casino games, independent events play a crucial role in determining outcomes and formulating strategies. Independent events are those where the outcome of one event does not affect the outcome of subsequent events. Understanding this concept is essential for making informed decisions and maximizing chances of success in casino games.
To illustrate the concept of independent events, let’s consider the example of a roulette wheel. Each spin of the roulette wheel is an independent event, as the outcome of one spin has no impact on the next spin. Whether the previous spin resulted in a red or black number, the probability of the ball landing on red or black remains constant. This means that even if the roulette wheel has produced several red numbers in a row, the odds of the next spin landing on red or black remain the same.
Having a solid understanding of independent events allows players to develop effective strategies. For instance, in roulette, some players may choose to bet on red or black based on the observation of previous outcomes. However, since each spin is an independent event, such strategies do not significantly increase the chances of winning. Instead, players can focus on factors like payout odds and the casino’s payout percentage to optimize their overall experience.
Random events play a crucial role in casino games as they contribute to the unpredictable nature of gambling outcomes. Unlike independent events, random events are not influenced by previous outcomes or any external factor, making their results entirely unpredictable.
In popular casino games like slot machines and roulette, the occurrence of random events is evident. In slot machines, the symbols displayed on the reels at any given moment are determined by a random number generator (RNG). This means that each spin is completely independent and has an equal chance of producing a winning or losing combination.
Similarly, in roulette, the random event occurs when the ball is released onto the spinning wheel. The position where the ball lands is ultimately determined by chance alone. Whether the previous bet was won or lost has no impact on the next spin.
Understanding the concept of random events is essential for making informed decisions in the gambling industry. It allows players to acknowledge that each game is entirely unpredictable, making it impossible to predict or manipulate the outcome. This understanding encourages responsible gambling by deterring individuals from believing in superstitions or strategies that claim to guarantee success.
By recognizing the significance of random events, players can approach casino games with a realistic mindset, focusing on factors such as odds and probability calculations, rather than relying on luck alone. Such knowledge empowers players to make informed decisions and enhances their overall gambling experience.
Wide Range of Possibilities for a Single Game
In a single casino game, there is a wide range of possibilities that can occur, leading to different outcomes and scenarios. Each game offers unique options and choices for players, influencing the eventual outcome.
For example, in card games like poker or blackjack, players have the ability to make strategic decisions that can greatly affect their chances of success. Choosing to hit or stand in blackjack, or deciding which cards to keep or discard in poker, can lead to various outcomes.
Similarly, in games of chance like roulette or slot machines, there are countless potential outcomes. The roulette wheel can land on different numbers or colors, while slot machines can produce various winning combinations. Every spin or roll presents an opportunity for a different result.
The wide range of possibilities in a single game is what makes casino gambling so exciting and unpredictable. Players must consider the potential scenarios and make choices based on their understanding of the game and their own risk tolerance.
Understanding the countless outcomes and scenarios that can occur in a single casino game is crucial for players to make informed decisions and engage in responsible gambling. Acknowledging the wide range of possibilities ensures that players approach each game with a solid understanding of the fundamental concept of probability and the chances of success.
Average Player’s Chances of Winning
Understanding the probability and odds in casino games is crucial for the average player to make informed decisions. While casino games are often considered games of chance, having a solid understanding of the mathematical concept behind probability can greatly improve one’s chances of winning.
The probability and odds in casino games can be calculated based on the rules of the game. For example, in roulette, the probability of the ball landing on a specific number can be determined by dividing the number of possible outcomes (winning number) by the total number of outcomes (numbers on the roulette wheel). This allows players to assess the likelihood of winning and make strategic decisions accordingly.
Additionally, it is important to stick to a budget when playing casino games. This ensures that players do not bet more than they can afford to lose. By understanding the probability and odds, players can make responsible gambling choices and manage their funds wisely.
Mathematical Concept Behind Casinos Games
Casino games are not solely dependent on luck and chance. In fact, they are rooted in a mathematical concept that revolves around probability and statistics. Understanding these concepts is crucial for players to make informed decisions and maximize their chances of winning.
Probability is the likelihood of a specific outcome occurring. In casino games, it determines the odds of winning. By analyzing the rules and possible outcomes of a game, players can calculate the probability of their desired result.
Statistics come into play when analyzing the overall outcomes of a game over a period of time. This allows players and casino operators to determine the house edge, which ensures that the casino ultimately wins more than it pays out to players.
Popular casino games like slot machines, blackjack, roulette, and sports betting all involve these mathematical concepts. Players can assess the probability and odds of each game to make strategic decisions and increase their chances of success.
By understanding the mathematical concept behind online casino games, players can navigate the complexities and nuances of each game more effectively. A solid understanding of probability and statistics allows players to make optimal strategic decisions, manage their budget responsibly, and ultimately enhance their overall experience in the world of casino gaming.
Calculating Probability and Odds in Casino Games
Calculating probability and odds in casino games involves analyzing the rules and possible outcomes of a game to determine the likelihood of a specific result. This process is essential for making informed decisions and increasing the chances of success.
To calculate probability, players use mathematical calculations based on the concept of probability. By understanding the likelihood of different outcomes, players can assess the probability of achieving their desired outcome. Probability calculations help players understand the chances of winning and losing in a particular game.
Odds, on the other hand, represent the relationship between the probability of winning and the payout. Calculating odds involves converting probability into a more user-friendly format such as fractions, decimals, or percentages. The higher the odds, the lower the probability of winning, and vice versa.
In casino games, such as slot machines, blackjack, and roulette, understanding probability and odds allows players to make strategic decisions. They can choose games with better odds and calculate the potential payout to make informed choices. This helps players maximize their chances of success and create a more enjoyable and rewarding gambling experience.
In conclusion, a solid understanding of probability and statistics plays a crucial role in the casino gaming experience. It empowers players to make strategic decisions, increases their chances of success, and promotes responsible gambling practices. By embracing these mathematical concepts, players can enhance their overall gaming experience while enjoying their favorite casino games responsibly. | mathematics |
https://observervoice.com/12-march-tribute-to-lloyd-shapley-24454/ | 2024-02-27T17:40:11 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474676.79/warc/CC-MAIN-20240227153053-20240227183053-00624.warc.gz | 0.971735 | 491 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__133511529 | en | Lloyd Shapley (2 June 1923 – 12 March 2016) was an American mathematician and economist. In 2012, he was jointly awarded the Nobel Prize in Economic Sciences.
Life and Career
He was born on 2 June 1923, in Cambridge, Massachusetts. He completed his undergraduate studies at Harvard University, where he developed a strong interest in mathematics. He then pursued his graduate studies at Princeton University, earning his Ph.D. in mathematics in 1953. During his time at Princeton, Shapley worked under the supervision of Albert W. Tucker, a prominent mathematician who introduced him to the field of game theory.
His work primarily focused on game theory and cooperative game theory. He made significant contributions to these fields, developing innovative concepts and models that have had a profound impact on various disciplines, including economics, mathematics, and computer science.
One of Shapley’s most notable contributions is the development of the Shapley value. This concept provides a method for fairly distributing the payoff or rewards of a cooperative game among its players. The Shapley value takes into account the contribution of each player and the different possible ways in which coalitions can be formed within the game. It has proven to be a fundamental tool in analyzing and understanding cooperative behavior.
Shapley also worked on the study of matching markets, particularly the stable matching problem. He collaborated with David Gale to propose the Gale-Shapley algorithm, also known as the deferred acceptance algorithm. This algorithm provides an efficient way to solve the stable matching problem, where agents with preferences need to be optimally paired with each other based on their preferences.
In addition to his theoretical contributions, Shapley also applied his research to real-world applications. He worked at the RAND Corporation, where he applied game theory to analyze strategic decision-making and cooperative behavior in various contexts, including military and economic settings.
He died on 12 March 2016, in Tucson, Arizona.
Award and Legacy
In 2012, he was jointly awarded the Nobel Prize in Economic Sciences, along with Alvin E. Roth, for their contributions to the theory of stable allocations and the practice of market design.
His contributions continue to influence the fields of mathematics, economics, and game theory. His work has provided fundamental insights into the analysis of strategic decision-making, cooperative behavior, and fair distribution mechanisms. Shapley’s legacy remains an inspiration for current and future generations of researchers in these areas. | mathematics |
http://lncc.br/eventoSeminario/seminarioconsultar.php?Idt_evento=1925&vAno=2019 | 2019-07-24T06:49:33 | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195531106.93/warc/CC-MAIN-20190724061728-20190724083728-00304.warc.gz | 0.888454 | 382 | CC-MAIN-2019-30 | webtext-fineweb__CC-MAIN-2019-30__0__169656106 | en | Tipo Seminário: Seminário de Pós-Graduação, Seminário COPGA
Palestrante(s): Bojan Guzina, University of Minnesota, USA
Horário/Local: 14:00-15:30(Auditorio A)
In this study, we establish an inclusive paradigm for the homogenization of scalar wave motion in periodic media (including the source term) at finite frequencies and wavenumbers spanning the first Brillouin zone. We take the eigenvalue problem for the unit cell of periodicity as a point of departure, and we consider the projection of germane Bloch wave function onto a suitable eigenfunction as descriptor of effective wave motion. For generality the finite wavenumber, finite frequency (FW-FF) homogenization is pursued in Rd via second-order asymptotic expansion about the apexes of “wavenumber quadrants” comprising the first Brillouin zone, at frequencies near given (acoustic or optical) dispersion branch. We also consider the junctures of dispersion branches and “dense” clusters thereof, where the asymptotic analysis reveals several distinct regimes driven by the parity and symmetries of the germane eigenfunction basis. In the case of junctures, one of these asymptotic regimes is shown to describe the so-called Dirac points, that are relevant to the phenomenon of topological insulation. On the other hand, the effective model for nearby solution branches is found to invariably entail a Dirac-like system of equations that describes the interacting dispersion surfaces as “blunted cones”. We illustrate the analytical developments by several examples, including the Green’s function near the edge of a band gap and clusters of nearby dispersion surfaces. | mathematics |
https://www.simple.one/paper/storage/ | 2023-06-01T22:26:06 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224648209.30/warc/CC-MAIN-20230601211701-20230602001701-00693.warc.gz | 0.832193 | 805 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__267700033 | en | Distributed Storage Papers
The following are my works on distributed storage systems. Both concern regenerating code that have applications in distributed storage systems.
|MoulinAlg20||D W||Multilinear Algebra for Distributed Storage|
|Atrahasis20||D L W||Multilinear Algebra for Minimum Storage Regenerating Codes|
D = Iwan Duursma (Advisor of the time);
L = Xiao Li (academic sister).
A regenerating code consists of
- a file of size $M$ symbols and
- a system of $n$ storage devices, called nodes.
The configuration of the nodes satisfies the following conditions:
- Each node stores $\alpha$ symbols of the file.
- Any $k$ nodes contains sufficient information to recover the file.
- When a node fails, some $d$ other nodes will each send it $\beta$ symbols to repair the failing node.
The code is named regenerating mainly due to the last bullet point—the nodes regenerate themselves.
The theory of regenerating codes concerns the relation among $n, k, d, \alpha, \beta, M$. For example, since any $k$ nodes contain $k\alpha$ symbols and can recover the file, the file size $M$ is at most $k\alpha$. Similarly, since $d\beta$ symbols repair a failing node, the node size $\alpha$ is at most $d\beta$. (Exercise) One can also show that $k - 1$ nodes ($\alpha$) plus $d - k + 1$ help messages ($\beta$) is at least $M$. There is a family of bounds of this type. They are called cut-set bounds and restrict where those parameters can live.
The opposite approach is to construct regenerating codes that aim to achieve low $\alpha$, low $\beta$, and high $M$. MoulinAlg20 utilizes multilinear algebra to do this. We construct a series of regenerating codes which we call Moulin codes. They achieve the best known $\alpha/M$-versus-$\beta/M$ trade-off to date. And it is conjectured that this trade-off is optimal.
See Figure 1 on page 3 in MoulinAlg20 for the $\alpha/M$-versus-$\beta/M$ trade-off for the $(n, 3, 3)$ case. Here is another $\alpha/M$-versus-$\beta/M$ trade-off for the $(n, 3, 4)$ case. (In a newer version of MoulinAlg20 that I am still working on.) For more general parameters, check out this D3.js plot.
See also Table 2 on page 29 for the relations among some competitive constructions.
Atrahasis20 exploits multilinear algebra to construct MSR codes, which we called Atrahasis codes. Formally, an MSR code is a regenerating code with $M = k\alpha$ and $\beta = \alpha/(d - k + 1)$. From the constraint on $M$ one sees that there is no wastes of storage (hence the name minimum storage regeneration = MSR). Some researchers see MSR codes as the intersection of regenerating codes and MDS codes.
MSR alone attracts significant attentions because people want to minimize node size ($\alpha \geq M/k$), and only then they minimize help messages ($\beta \geq \alpha/(d - k + 1)$ given that $\alpha \geq M/k$). See Table 1 on page 5 in Atrahasis20 for a comparison of some existing contraptions.Scroll to top | mathematics |
https://grocerystorefeet.com/tag/mr-brady/ | 2023-06-06T08:31:13 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652494.25/warc/CC-MAIN-20230606082037-20230606112037-00370.warc.gz | 0.980779 | 1,321 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__211547505 | en | Fate, if you believe in it, is an odd and capricious thing.
If Larry Brady had been able to fold proper paper airplanes, I would never have learned calculus in high school, so I would have been forced to take it in college — most likely with a thickly accented professor — and failed it miserably thereby not finishing my degree and likely dooming myself to a life of more misery and failure than I already have endured.
I guess one could safely say I owe a lot to Mr. Brady.
Budge and I were talking about math last night. Why, I don’t know. It’s one of those strange conversations married people have. Anyway, Budge HATES math. I blame Dad. Patience is not one of Dad’s cardinal virtues. He scarred her for life when he tried helping her with her algebra homework.
So we were talking about different kinds of math and Budge mentioned that she didn’t understand trigonometry. In about 15 minutes, I’d explained to her what it was, who used it, and why. I also gave her a rundown on mnemonics for the main trig functions. She wanted to know why it was so easy for me to learn and remember all this when she’d had such an impossible time with her high school math classes.
I answered her, “That’s easy; you never had Mr. Brady for a math teacher.”
As he explained to us in class in one of the precious few moments we managed to bump him slightly off topic, had Mr. Brady managed to conquer paper airplane origami at North Carolina State University, he would have pursued a degree and career as an aeronautic engineer. Unfortunately, he couldn’t get the hang of folding the paper the way this particular professor wanted it folded so he changed his major to mathematics and ended up, somehow, as a teacher. I’m not certain on the mechanism of fate, but I do know that fortuitous alignment of the stars resulted in a generation of math students at Laurens District 55 High School being blessed without measure by putting one of the most gifted instructors to every pick up a blue Marks-A-Lot overhead pen into the classroom.
Lest anyone reading this think Mr. Brady was so memorable because he was easy, happy-go-lucky, loosey-goosey, and tried being our friend, PLEASE get a grip. Mr. Brady had a dry sense of humor, genuinely enjoyed teaching, and loved three things above all else — basketball, math, and his two daughters, one of whom was my classmate.
He was friendly, but he was a teacher first. He was one of the most organized human beings I ever met — at least in the classroom. Most of all though, he was decidedly NOT an easy teacher. Earning Cs in his class was honorable, Bs were a sign of hard work, and As — well, As in Mr. Brady’s class were the Maltese Falcons of the LDHS55 math department.
What made Mr. Brady unique was his ability to teach any concept, no matter how abstract or outrageous, to anyone. I am convinced, within two semesters, he could teach a lab rat to play “Ode to Joy” on a miniature grand piano. He knew no less than five ways to do any problem. If, by chance, a brain-dead stoner in one of his classes couldn’t “get it” using one of those five ways, Mr. Brady didn’t get mad or frustrated — he made up a sixth way on the spot, just like he made up all his classroom examples — on the spot. Now, in case that doesn’t impress you, try making up a problem involving L’Hopital’s Rule on the spur of the moment to get an answer that is neat and easy to use as a teaching example.
He was amazing.
Lest anyone think Mr. Brady was one of those Ivory Tower Birds who could only teach the cream of the crop, be advised that he taught EVERYTHING in the math department. Remedial Mathematics to AP Calculus, he taught them all with the same passion and expertise. He was one of the minuscule fraction of teachers who could — and would — teach all students well and without complaint.
We spend a lifetime trying to forget some teachers. Others, we remember, but for all the wrong reasons. We recall many personalities, but precious little of the subject matter they once imparted to us. Mr. Brady wasn’t like that at all. I suppose the best way to finally impress upon you the man’s ability as an educator is to reveal that I made a 3 on the AP Calculus “AB” Exam at the end of his class. I can’t remember how many of us passed with a 3 or better, but it was a typically phenomenal ratio for his calculus classes. He taught me so well and so thoroughly that I still maintain some knowledge of calculus today — 21 years later — having never found a reason to use it.
The man was good. He was a teacher par excellance and I hope that, wherever he is today and whatever he’s doing (he’s retired, but that’s all I know), he’s reaping a generous reward for making two otherwise unbearable years a little brighter for me.
Good on ya’, Mr. Brady, wherever you are!
Love y’all and don’t remember to wash your feet.
Author’s Update September 6, 2006: When I first published this entry on my blog, I sent a copy to Mr. Brady’s daughter, Sally, to pass on to her dad since I didn’t know where he was living or any of his contact information. Sally wrote me back telling me how much she appreciated the tribute, but that she would be unable to pass it on to her father. Unbeknown to me, and to my great and lasting sorrow, Mr. Larry Brady — finest math teacher ever to pace the classroom — passed away in January of 2006 after a series of strokes. I had no idea. Resquiescat In Pace, Mr. Brady, and thank you so much. | mathematics |
http://www.civilwar.org/education/contests-quizzes/quizzes/quiz-scoring.html | 2017-04-25T14:47:30 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120461.7/warc/CC-MAIN-20170423031200-00578-ip-10-145-167-34.ec2.internal.warc.gz | 0.919485 | 398 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__246337988 | en | Or, "How Do I Get To Become a Quiz General?"
So you just took one of our Civil War Trust quizzes and you managed to get ranked as a Quiz Corporal. How did that happen? How do you score these infernal quizzes?
Well, here's an inside look at the math behind our scoring process:
Each quiz question is initially worth 100 points.
- You get 10 seconds to answer the question. If you get it right in ten seconds or less you get 100 points for that question. The timed portion of the quiz does not apply to the answer pages.
- After 10 seconds have elapsed, you begin to lose 2 points per each second. Uh-oh!
- After 40 seconds have elapsed, the quiz stops deducting points for time. The maximum score that you can get for a right answer is then 30 points.
- The quiz ignores fractional seconds. Don't worry -- this is not a 100m Olympic sprint.
- You get 0 points for each incorrect answer. Sorry, no partial credit.
After you have answered all the questions the scores from each question are added together to produce a total score. We then compare that score against the maximum total score to produce a range of quiz grades.
Those grades are:
- 85% or better = Quiz General (time to start bragging)
- 75% or better = Quiz Colonel (pretty darn good if you ask us)
- 50% or better = Quiz Captain (still an officer)
- 49% or lower = Quiz Corporal (I hope you don't mind sleeping on the ground?)
At the end of each timed quiz, you should be able to see your score and the quiz grade. From that page, you can let all your Facebook fans know how you did on the quiz.
Any questions or suggestions regarding our quizzes? Write to us at [email protected]. | mathematics |
https://sparkrecipes.sparkpeople.com/mypage_public_journal_individual.asp?blog_id=6632106 | 2021-06-17T20:35:43 | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487633444.37/warc/CC-MAIN-20210617192319-20210617222319-00413.warc.gz | 0.975123 | 852 | CC-MAIN-2021-25 | webtext-fineweb__CC-MAIN-2021-25__0__117077170 | en | Every day counts (in a good way!)
Wednesday, November 13, 2019
I love math. Math is awesome because numbers don't lie. The only problem with math is numbers are concrete and life is not. For years I have used math to map out my gameplan and anticipate where I would be at X stage or month or year if I did so much of X and lost X consistently. My calculations never accounted for days that don't go as planned, illness (physical as well as mental), the weight stall on the scale when muscle replaces fat, water retention, relationships, sleep, and well, basically, life.
I have been mentally calculating my goal weight for a long time. My first memory is when I was 13. I bought a pair of pants that were a size too small on purpose and then wrapped them up in a box that I was to open after so many workouts accomplished over a month or two. I never did fit in them properly. When I was 18 I put a tiny slip of paper at the bottom of a vitamin container (300 tablets) that said, "You did it! Goal weight!". I would have a vitamin after every workout and figured after 300 workouts I would have definitely reached my goal. I worked out multiple times a day sometimes and kept adding more requirements for what an acceptable workout was, I never got to the bottom of the bottle. When I was 26 the math became more mental and I would calculate pounds per week multiplied by months until...(insert next big event). I used to walk the industrial blocks around my job in Irvine every day for lunch and can remember trying to get to a certain weight by my cousin's wedding. I never met the weight goal and I missed my cousin's wedding something I still deeply regret. I continued this thinking for the next almost 20 years.
In every case, I NEVER met my goal. Here I am over 30 years later and I still stand in the shower and "map" out a game plan for Easter if its Fall, Christmas in July, the 4th of July in January etc... the time frames usually get longer as now I have so much more weight to lose and I want to be "realistic" right?
I have decided today that I will no longer use math to set myself up for failure. The further I am from my healthy weight range the bigger the math has to be and it gets so far into the future. Add to that a struggle with "all or nothing" type thinking and one scoop of ice cream easily turns into two because I can "start tomorrow" there are still 249 days left to meet this goal (this will happen repeatedly because of course I need every day to be perfect), then halfway through, I can adjust the math and hopefully lose 2 pounds/week for the next 10 weeks....okay make that 10 pounds/week for 4 weeks...Heck, I'll lose 20 pounds next week and still be on track!
I have already had to shut down the dialogue multiple times in the last two days because I started exercising again and during a great workout the little voice comes back that says, "If you keep this up times X times per week, over X amount of months you can be at X". It steals the joy of my workout in progress because all of a sudden it becomes only one of thousands I will need to accomplish my set goal instead of the victory it is for today. I got up and exercised, that is huge right now! That mentality minimizes and belittles all of my "today" efforts in exchange for a lofty future achievement. No More. I also realize that I don't do mini workouts because that mental dialogue has always said, "If you don't have time for at LEAST 45 minutes, there is no point." Lies....
I am going to make an effort every day but I only have TODAY to work with. That's it. It's really wonderful too, I get to make the best of this great day and I get to choose or correct or rest or do whatever depending on how I slept, what interruptions come my way, how I am feeling, what things are most important etc...
Thanks for reading:) | mathematics |
https://www.linksacademy.herts.sch.uk/page/?title=Functional+Skills&pid=80 | 2020-09-30T06:53:58 | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600402118004.92/warc/CC-MAIN-20200930044533-20200930074533-00159.warc.gz | 0.934573 | 136 | CC-MAIN-2020-40 | webtext-fineweb__CC-MAIN-2020-40__0__43836616 | en | Links Academy offers Functional Skills in English and Mathematics from Entry 1 to Level 2. Suitable for learners of all ages, they’re also a mandatory part of all Apprenticeship frameworks in England.
Problem solving is at the heart of Functional Skills, they require the learner to apply their knowledge and understanding in a range of familiar and unfamiliar situations. Functional Skills are a mandatory element in apprenticeships as well as being stand-alone qualifications in their own right at Entry Level 1-3, Level 1 and Level 2. Level 1 Functional Skills are equivalent to a GCSE Grade E-D, and Level 2 Functional Skills are equivalent to GCSE Grade C-A*. | mathematics |
https://gapcentertainment.com/portfolio-item/prime-radicals-season-1-2-2/ | 2023-09-24T13:04:11 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506646.94/warc/CC-MAIN-20230924123403-20230924153403-00182.warc.gz | 0.937044 | 264 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__32298940 | en | Kevin, Alana and Uncle Norm..
Take one healthy measure of math, blend in two cousins and their wacky Uncle Norm. Next mix in some mayhem, music, a lot of laughs, and a big serving of learning. It’s a formula that amounts to plenty of mathe-magical fun with The Prime Radicals! This new live action series for kids aged 6-8 is compelling and entertaining – never didactic – and uses humourous, hands-on, real-world scenarios to make numbers cool for kids, based on the math curriculum for young learners. Stay tuned for The Prime Radicals season 2 in the fall of 2013!
More exciting episodes ...
The multi award-winning Canadian television series that has hooked children aall across Ontario is back for a second season. The Prime Radicals Season 2 officially launches on TVOKids on Thursday, September 5, 2013 at 6:30 p.m. in Ontario—and online across Canada at www.tvokids.com. Produced by Ottawa’s GAPC Entertainment, the series takes the mystery out of math and puts the fun back into learning for kids aged 6 to 8.
52 x 15 min. | mathematics |
http://sanderson.blogs.ccps.us/archives/2533 | 2019-10-21T21:35:46 | s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570987787444.85/warc/CC-MAIN-20191021194506-20191021222006-00288.warc.gz | 0.911988 | 137 | CC-MAIN-2019-43 | webtext-fineweb__CC-MAIN-2019-43__0__190363003 | en | A differentiated approach to adaptive learning – keep your students learning and engaged this summer!
Front Row offers a suite of tools across Math, ELA and Social Studies to help your students grow. • Math – 34,000+ questions aligned to K-8 standards • ELA – 400+ ELA articles, each available in multiple reading levels • Social Studies – Ready-to-go lessons • Data reports – Over 15 reports to track student growth • Benchmark assessments
Lessons are common core aligned. Students begin by taking a pretest within a domain then move to practice sets, lessons, and assessments. Front Row will always be free for teachers. Set up your account today. | mathematics |
http://riverislands.com/schools | 2019-01-20T10:16:26 | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583705091.62/warc/CC-MAIN-20190120082608-20190120104608-00486.warc.gz | 0.958228 | 166 | CC-MAIN-2019-04 | webtext-fineweb__CC-MAIN-2019-04__0__47822747 | en | Tom Torlakson is impressed with River Islands Technology Academy. So impressed that the man who oversees 10,000 public schools and the education of 6 million students as California’s State Superintendent of Public Instruction made his second visit in three years to the Lathrop charter school. The infusion of cutting edge technology to advance science, technology, engineering, and math education first lured Torlakson to visit in 2013.
Last spring, California held a statewide Assessment of School Performance and Progress testing for grades 3 -8 to ascertain students’ progress “in a more rigorous education regimen associated with the Common Core standards that were adopted in 2010”.
Performance was measured by the percentage of students who exceeded state standards, met state standards, nearly met state standards and did not meet state standards in English and mathematics. | mathematics |
https://www.petropedia.com/definition/7221/drilling-formulas | 2021-07-28T14:05:15 | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153729.44/warc/CC-MAIN-20210728123318-20210728153318-00544.warc.gz | 0.947054 | 243 | CC-MAIN-2021-31 | webtext-fineweb__CC-MAIN-2021-31__0__233953058 | en | Definition - What does Drilling Formulas mean?
Drilling Formulas are sets of special formulas used by drilling engineers for a wide number of oil well related operations. These formulas form the base of drilling calculations. Also known as drilling formula sheets, these formulas are essential mathematical and engineering factors that help in drilling, managing and controlling an oil well. These formulas are taught in Petroleum engineering and in oil well control schools. The drilling industry makes use of almost 5000 formulas on a regular basis for well control, drilling wells and other operations.
Petropedia explains Drilling Formulas
Petroleum engineering makes use of special formulas to analyze and calculate the various aspects related to the drilling of an oil well and its later operations. Drilling Formulas and drilling calculations play an important part as they help graduate students to learn how to implement these dynamics on real sites. These formulas are regulated by the American Petroleum Institute and are available in several handbooks meant for well control. Nowadays, these formulas are also available in Smartphone applications which help offshore and onshore drilling experts to use them easily. Since all the phases of oil production require the maintenance of the oil well, Drilling Formulas remain pivotal to do so. | mathematics |
https://sncclegacyproject.org/the-young-peoples-project-ypp/ | 2024-02-26T09:57:04 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474659.73/warc/CC-MAIN-20240226094435-20240226124435-00376.warc.gz | 0.960105 | 676 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__208673323 | en | A Day in the Life of a YPP Math Literacy Worker
“We help [younger] kids to understand math in a way that we didn’t get to when we were their age. All MLWs have to be leaders. A great MLW is a great team member, someone who comes to the workshop and actually gives energy. Kids look up to teenagers, what they see from us, that’s what they’re going to do.”
The Young People’s Project (YPP) was envisioned and continues to conduct its work in the spirit of Ella Baker. Founded in 1996 by two generations of young people, YPP is an outgrowth of the Algebra Project which Bob Moses founded as part of the legacy of SNCC’s student-led grassroots organizing and voter registration efforts in 1960’s Mississippi. It has since grown into a nationally recognized, math literacy and youth empowerment nonprofit that serves over 600 students and teachers across 14 sites every year.
Through 25 years of partnering with schools and community-based organizations, YPP has demonstrated that it is possible to develop and implement a ground-up education program that engages young people who are most often underrepresented in STEM fields, in learning and teaching math through near-peer mentoring, in a way that increases their interests in math, their persistence, confidence and willingness to more broadly serve their communities. The program shows a path toward improving education for those who are not benefitting from the country’s public educational system. This year (2022) marks YPP’s 25th Anniversary as a nonprofit organization.
YPP is a solution that young people build with each other, under the leadership, support, and guidance of invested adults. MLWs learn pieces of math well enough to teach it and learn to facilitate math activities with middle school students. Together they learn and teach each other math in ways that are meaningful and engaging. As a result, they develop as a community, and become their own support. In doing so they invite and challenge the adults and systems around them to see and treat them differently.
As one middle school principal put it, “YPP may not be the answer for every child, but it is the answer for the community, that we begin to see our children differently, that we begin to believe in them.”
YPP seeks to recruit MLWs from high school students representing a diverse group of academic performers and peer leaders, from the same community as the middle school students. The training of high school students as paid Math Literacy Workers (MLWs) develops the abilities of the middle school students and the high school students themselves, to succeed in school and in life, and in doing so involves them in efforts to eliminate institutional obstacles to their success. MLWs care that the younger students learn and have fun.
YPP is Exploring STEM Literacy
In this video you will see YPP’s emerging Computer Science and STEM literacy
work in action at Excel High School in Boston, MA.
In this video you will see YPP’s National Youth “Flagway” Math Tournaments.
|Gates Foundation Targets Culturally Responsive Math Teaching With New Grants
|Young People's Project Empowers Youth With Math Skills | mathematics |
https://wavelet.askdefine.com/ | 2018-10-17T20:27:05 | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583511216.45/warc/CC-MAIN-20181017195553-20181017221053-00020.warc.gz | 0.863869 | 4,270 | CC-MAIN-2018-43 | webtext-fineweb__CC-MAIN-2018-43__0__96260655 | en | A wavelet is a kind of mathematical function used to divide a given function or continuous-time signal into different frequency components and study each component with a resolution that matches its scale. A wavelet transform is the representation of a function by wavelets. The wavelets are scaled and translated copies (known as "daughter wavelets") of a finite-length or fast-decaying oscillating waveform (known as the "mother wavelet"). Wavelet transforms have advantages over traditional Fourier transforms for representing functions that have discontinuities and sharp peaks, and for accurately deconstructing and reconstructing finite, non-periodic and/or non-stationary signals.
In formal terms, this representation is a wavelet series representation of a square-integrable function with respect to either a complete, orthonormal set of basis functions, or an overcomplete set of Frame of a vector space (also known as a Riesz basis), for the Hilbert space of square integrable functions.
Wavelet transforms are classified into discrete wavelet transforms (DWTs) and continuous wavelet transforms (CWTs). Note that both DWT and CWT are of continuous-time (analog) transforms. They can be used to represent continuous-time (analog) signals. CWTs operate over every possible scale and translation whereas DWTs use a specific subset of scale and translation values or representation grid. The word wavelet is due to Morlet and Grossmann in the early 1980s. They used the French word ondelette, meaning "small wave". Soon it was transferred to English by translating "onde" into "wave", giving "wavelet".
Wavelet theory is applicable to several subjects. All wavelet transforms may be considered forms of time-frequency representation for continuous-time (analog) signals and so are related to harmonic analysis. Almost all practically useful discrete wavelet transforms use discrete-time filterbanks. These filter banks are called the wavelet and scaling coefficients in wavelets nomenclature. These filterbanks may contain either finite impulse response (FIR) or infinite impulse response (IIR) filters. The wavelets forming a CWT are subject to the uncertainty principle of Fourier analysis respective sampling theory: Given a signal with some event in it, one cannot assign simultaneously an exact time and frequency resp. scale to that event. The product of the uncertainties of time and frequency resp. scale has a lower bound. Thus, in the scaleogram of a continuous wavelet transform of this signal, such an event marks an entire region in the time-scale plane, instead of just one point. This is related to Heisenberg's uncertainty principle of quantum physics and has a similar derivation. Also, discrete wavelet bases may be considered in the context of other forms of the uncertainty principle.
Wavelet transforms are broadly divided into three classes: continuous, discretised and multiresolution-based.
Continuous wavelet transforms (Continuous Shift & Scale Parameters)In continuous wavelet transforms, a given signal of finite energy is projected on a continuous family of frequency bands (or similar subspaces of the Lp function space L^2(\R)). For instance the signal may be represented on every frequency band of the form [f,2f] for all positive frequencies f>0. Then, the original signal can be reconstructed by a suitable integration over all the resulting frequency components.
The frequency bands or subspaces (sub-bands) are scaled versions of a subspace at scale 1. This subspace in turn is in most situations generated by the shifts of one generating function \psi \in L^2(\R), the mother wavelet. For the example of the scale one frequency band [1,2] this function is
The subspace of scale a or frequency band [1/a,\,2/a] is generated by the functions (sometimes called child wavelets)
- \psi_ (t) = \frac1\psi \left( \frac \right),
The projection of a function x onto the subspace of scale a then has the form
- x_a(t)=\int_\R WT_\psi\(a,b)\cdot\psi_(t)\,db
- WT_\psi\(a,b)=\langle x,\psi_\rangle=\int_\R x(t)\overline\,dt.
See a list of some Continuous wavelets.
For the analysis of the signal x, one can assemble the wavelet coefficients into a scaleogram of the signal.
Discrete wavelet transforms (Discrete Shift & Scale parameters)It is computationally impossible to analyze a signal using all wavelet coefficients, so one may wonder if it is sufficient to pick a discrete subset of the upper halfplane to be able to reconstruct a signal from the corresponding wavelet coefficients. One such system is the affine system for some real parameters a>1, b>0. The corresponding discrete subset of the halfplane consists of all the points (a^m, n\,a^m b) with integers m,n\in\Z. The corresponding baby wavelets are now given as
A sufficient condition for the reconstruction of any signal x of finite energy by the formula
- x(t)=\sum_\sum_\langle x,\,\psi_\rangle\cdot\psi_(t)
Multiresolution-based discrete wavelet transforms
In any discretised wavelet transform, there are only a finite number of wavelet coefficients for each bounded rectangular region in the upper halfplane. Still, each coefficient requires the evaluation of an integral. To avoid this numerical complexity, one needs one auxiliary function, the father wavelet \phi\in L^2(\R). Further, one has to restrict a to be an integer. A typical choice is a=2 and b=1. The most famous pair of father and mother wavelets is the Daubechies 4 tap wavelet.
From the mother and father wavelets one constructs the subspaces
- V_m=\operatorname(\phi_:n\in\Z), where \phi_(t)=2^\phi(2^t-n)
- W_m=\operatorname(\psi_:n\in\Z), where \psi_(t)=2^\psi(2^t-n).
- \\subset\dots\subset V_1\subset V_0\subset V_\subset\dots\subset L^2(\R)
From those inclusions and orthogonality relations follows the existence of sequences h=\_ and g=\_ that satisfy the identities
- h_n=\langle\phi_,\,\phi_\rangle and \phi(t)=\sqrt2 \sum_ h_n\phi(2t-n)
- g_n=\langle\psi_,\,\phi_\rangle and \psi(t)=\sqrt2 \sum_ g_n\phi(2t-n).
Mother waveletFor practical applications, and for efficiency reasons, one prefers continuously differentiable functions with compact support as mother (prototype) wavelet (functions). However, to satisfy analytical requirements (in the continuous WT) and in general for theoretical reasons, one chooses the wavelet functions from a subspace of the space L^1(\R)\cap L^2(\R). This is the space of measurable functions that are absolutely and square integrable:
- \int_^ |\psi (t)|\, dt and \int_^ |\psi (t)|^2 \, dt .
Being in this space ensures that one can formulate the conditions of zero mean and square norm one:
- \int_^ \psi (t)\, dt = 0 is the condition for zero mean, and
- \int_^ |\psi (t)|^2\, dt = 1 is the condition for square norm one.
For \psi to be a wavelet for the continuous wavelet transform (see there for exact statement), the mother wavelet must satisfy an admissibility criterion (loosely speaking, a kind of half-differentiability) in order to get a stably invertible transform.
For the discrete wavelet transform, one needs at least the condition that the wavelet series is a representation of the identity in the space L^2(\R). Most constructions of discrete WT make use of the multiresolution analysis, which defines the wavelet by a scaling function. This scaling function itself is solution to a functional equation.
In most situations it is useful to restrict \psi to be a continuous function with a higher number M of vanishing moments, i.e. for all integer ''m\int_^ t^m\,\psi (t)\, dt = 0
Some example mother wavelets are:
The mother wavelet is scaled (or dilated) by a factor of a and translated (or shifted) by a factor of b to give (under Morlet's original formulation):
- \psi _ (t) = \psi \left( \right).
For the continuous WT, the pair (a,b) varies over the full half-plane \R_+\times\R; for the discrete WT this pair varies over a discrete subset of it, which is also called affine group.
These functions are often incorrectly referred to as the basis functions of the (continuous) transform. In fact, as in the continuous Fourier transform, there is no basis in the continuous wavelet transform. Time-frequency interpretation uses a subtly different formulation (after Delprat).
Comparisons with Fourier Transform (Continuous-Time)The wavelet transform is often compared with the Fourier transform, in which signals are represented as a sum of sinusoids. The main difference is that wavelets are localized in both time and frequency whereas the standard Fourier transform is only localized in frequency. The Short-time Fourier transform (STFT) is also time and frequency localized but there are issues with the frequency time resolution and wavelets often give a better signal representation using Multiresolution analysis.
The discrete wavelet transform is also less computationally complex, taking O(N) time as compared to O(N log N) for the fast Fourier transform. This computational advantage is not inherent to the transform, but reflects the choice of a logarithmic division of frequency, in contrast to the equally spaced frequency divisions of the FFT.
Definition of a waveletThere are a number of ways of defining a wavelet (or a wavelet family).
Scaling filterThe wavelet is entirely defined by the scaling filter - a low-pass finite impulse response (FIR) filter of length 2N and sum 1. In biorthogonal wavelets, separate decomposition and reconstruction filters are defined.
For analysis the high pass filter is calculated as the quadrature mirror filter of the low pass, and reconstruction filters the time reverse of the decomposition.
Daubechies and Symlet wavelets can be defined by the scaling filter.
Scaling functionWavelets are defined by the wavelet function \psi (t) (i.e. the mother wavelet) and scaling function \phi (t) (also called father wavelet) in the time domain.
The wavelet function is in effect a band-pass filter and scaling it for each level halves its bandwidth. This creates the problem that in order to cover the entire spectrum, an infinite number of levels would be required. The scaling function filters the lowest level of the transform and ensures all the spectrum is covered. See http://perso.wanadoo.fr/polyvalens/clemens/wavelets/wavelets.html#note7 for a detailed explanation.
For a wavelet with compact support, \phi (t) can be considered finite in length and is equivalent to the scaling filter g.
Meyer wavelets can be defined by scaling functions
Wavelet functionThe wavelet only has a time domain representation as the wavelet function \psi (t).
For instance, Mexican hat wavelets can be defined by a wavelet function. See a list of a few Continuous wavelets.
Applications of Discrete Wavelet TransformGenerally, an approximation to DWT is used for data compression if signal is already sampled, and the CWT for signal analysis. Thus, DWT approximation is commonly used in engineering and computer science, and the CWT in scientific research.
Wavelet transforms are now being adopted for a vast number of applications, often replacing the conventional Fourier Transform. Many areas of physics have seen this paradigm shift, including molecular dynamics, ab initio calculations, astrophysics, density-matrix localisation, seismic geophysics, optics, turbulence and quantum mechanics. This change has also occurred in image processing, blood-pressure, heart-rate and ECG analyses, DNA analysis, protein analysis, climatology, general signal processing, speech recognition, computer graphics and multifractal analysis. In computer vision and image processing, the notion of scale-space representation and Gaussian derivative operators is regarded as a canonical multi-scale representation.
One use of wavelet approximation is in data compression. Like some other transforms, wavelet transforms can be used to transform data, then encode the transformed data, resulting in effective compression. For example, JPEG 2000 is an image compression standard that uses biorthogonal wavelets. This means that although the frame is overcomplete, it is a tight frame (see types of Frame of a vector space), and the same frame functions (except for conjugation in the case of complex wavelets) are used for both analysis and synthesis, i.e., in both the forward and inverse transform. For details see wavelet compression.
A related use is that of smoothing/denoising data based on wavelet coefficient thresholding, also called wavelet shrinkage. By adaptively thresholding the wavelet coefficients that correspond to undesired frequency components smoothing and/or denoising operations can be performed.
HistoryThe development of wavelets can be linked to several separate trains of thought, starting with Haar's work in the early 20th century. Notable contributions to wavelet theory can be attributed to Zweig’s discovery of the continuous wavelet transform in 1975 (originally called the cochlear transform and discovered while studying the reaction of the ear to sound), Pierre Goupillaud, Grossmann and Morlet's formulation of what is now known as the CWT (1982), Jan-Olov Strömberg's early work on discrete wavelets (1983), Daubechies' orthogonal wavelets with compact support (1988), Mallat's multiresolution framework (1989), Nathalie Delprat's time-frequency interpretation of the CWT (1991), Newland's Harmonic wavelet transform (1993) and many others since.
Wavelet TransformsThere are a large number of wavelet transforms each suitable for different applications. For a full list see list of wavelet-related transforms but the common ones are listed below:
Generalized TransformsThere are a number of generalized transforms of which the wavelet transform is a special case. For example, Joseph Segman introduced scale into the Heisenberg group, giving rise to a continuous transform space that is a function of time, scale, and frequency. The CWT is a two-dimensional slice through the resulting 3d time-scale-frequency volume.
Another example of a generalized transform is the chirplet transform in which the CWT is also a two dimensional slice through the chirplet transform.
An important application area for generalized transforms involves systems in which high frequency resolution is crucial. For example, darkfield electron optical transforms intermediate between direct and reciprocal space have been widely used in the harmonic analysis of atom clustering, i.e. in the study of crystals and crystal defects. Now that transmission electron microscopes are capable of providing digital images with picometer-scale information on atomic periodicity in nanostructure of all sorts, the range of pattern recognition and strain/metrology applications for intermediate transforms with high frequency resolution (like brushlets and ridgelets) is growing rapidly.
List of wavelets
- Paul S. Addison, The Illustrated Wavelet Transform Handbook, Institute of Physics, 2002, ISBN 0-7503-0692-0
- Ingrid Daubechies, Ten Lectures on Wavelets, Society for Industrial and Applied Mathematics, 1992, ISBN 0-89871-274-2
- A. N. Akansu and R. A. Haddad, Multiresolution Signal Decomposition: Transforms, Subbands, Wavelets, Academic Press, 1992, ISBN 0-12-047140-X
- P. P. Vaidyanathan, Multirate Systems and Filter Banks, Prentice Hall, 1993, ISBN 0-13-605718-7
- Mladen Victor Wickerhauser, Adapted Wavelet Analysis From Theory to Software, A K Peters Ltd, 1994, ISBN 1-56881-041-5
- Gerald Kaiser, A Friendly Guide to Wavelets, Birkhauser, 1994, ISBN 0-8176-3711-7
- Haar A., Zur Theorie der orthogonalen Funktionensysteme, Mathematische Annalen, 69, pp 331-371, 1910.
- Ramazan Gençay, Faruk Selçuk and Brandon Whitcher, An Introduction to Wavelets and Other Filtering Methods in Finance and Economics, Academic Press, 2001, ISBN 0-12-279670-5
- Donald B. Percival and Andrew T. Walden, Wavelet Methods for Time Series Analysis, Cambridge University Press, 2000, ISBN 0-5216-8508-7
- Tony F. Chan and Jackie (Jianhong) Shen, Image Processing and Analysis - Variational, PDE, Wavelet, and Stochastic Methods, Society of Applied Mathematics, ISBN 089871589X (2005)
- Stéphane Mallat, "A wavelet tour of signal processing" 2nd Edition, Academic Press, 1999, ISBN 0-12-466606-x
- Barbara Burke Hubbard, "The World According to Wavelets: The Story of a Mathematical Technique in the Making", AK Peters Ltd, 1998, ISBN 1568810725, ISBN-13 978-1568810720
- Wavelet Digest
- NASA Signal Processor featuring Wavelet methods Description of NASA Signal & Image Processing Software and Link to Download
- 1st NJIT Symposium on Wavelets (April 30, 1990) (First Wavelets Conference in USA)
- Binomial-QMF Daubechies Wavelets
- Wavelets made Simple
- Course on Wavelets given at UC Santa Barbara, 2004
- Wavelet Posting Board
- The Wavelet Tutorial by Polikar (Easy to understand when you have some background with fourier transforms!)
- OpenSource Wavelet C++ Code
- An Introduction to Wavelets
- Wavelets for Kids (PDF file) (Introductory (for very smart kids!))
- Link collection about wavelets
- Wavelet forums (French) Wavelet forum (English)
- Gerald Kaiser's acoustic and electromagnetic wavelets
- A really friendly guide to wavelets
- Wavelet-based image annotation and retrieval
- Very basic explanation of Wavelets and how FFT relates to it
wavelet in German: Wavelet
wavelet in Spanish: Wavelet
wavelet in Finnish: Wavelet-muunnos
wavelet in French: Ondelette
wavelet in Indonesian: Wavelet
wavelet in Italian: Wavelet
wavelet in Polish: Falki
wavelet in Portuguese: Wavelet
wavelet in Russian: Вейвлет
wavelet in Swedish: Vågelement
wavelet in Ukrainian: Вейвлет
wavelet in Chinese: 小波分析
wavelet in Japanese: ウェーブレット | mathematics |
http://francisparkerschoolnews.com/2021/07/two-parker-students-earn-top-score-on-act/ | 2021-09-27T12:55:23 | s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780058450.44/warc/CC-MAIN-20210927120736-20210927150736-00004.warc.gz | 0.946937 | 247 | CC-MAIN-2021-39 | webtext-fineweb__CC-MAIN-2021-39__0__167519625 | en | By Matthew Piechalak | [email protected]
Two Parker Upper School students earned the highest possible score on their ACT test.
Alexandra Coyle McDonald and Alec Sheres, both Class of 2022, each earned a composite score of 36 on the standardized test, which is used for college admissions in the United States. Fewer than one percent of all test takers earn the top score, according to ACT. Roughly 1.67 million students nationwide took the test this year.
The ACT consists of tests in English, Mathematics, Reading, and Science, each scored on a scale of 1-36. A tester’s composite score is the average of the four test scores. According to ACT, a student who earns a composite score of 36 has likely mastered all of the skills and knowledge they will need to succeed in first-year college courses in the core subject areas.
“Earning a top score on the ACT is a remarkable achievement,” says ACT CEO Janet Godwin. “A student’s exceptional score of 36 will provide any college or university with ample evidence of their readiness for the academic rigors that lie ahead.” | mathematics |
https://biodatawiki.in/2023/10/what-is-1-trillion-to-the-10th-power/ | 2023-11-28T13:44:51 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099514.72/warc/CC-MAIN-20231128115347-20231128145347-00034.warc.gz | 0.933758 | 893 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__303022775 | en | To understand what 1 trillion to the 10th power means, it’s essential to comprehend the concept of exponentiation. When we raise a number to a certain power, we are essentially multiplying that number by itself multiple times. In this case, you want to find out what 1 trillion (1,000,000,000,000) raised to the 10th power is.
Mathematically, it can be represented as follows:
Calculating this value can be quite overwhelming, as it involves multiplying 1 trillion by itself ten times. However, modern computers and calculators can handle such large calculations with ease.
1,000,000,000,000^10 is an incredibly massive number, and it’s challenging to grasp its magnitude without the help of scientific notation or comparison.
To put this number into perspective, consider that:
1,000 is 10 to the 3rd power (10^3).
1,000,000 is 10 to the 6th power (10^6).
1,000,000,000 is 10 to the 9th power (10^9).
So, 1 trillion (1,000,000,000,000) is 10 to the 12th power (10^12).
Raising a number to the 10th power means you’re multiplying it by itself 10 times. In this case, 1 trillion to the 10th power is:
This results in an astronomical number, often expressed in scientific notation. Scientific notation allows us to represent very large or very small numbers in a more manageable form.
1 trillion to the 10th power in scientific notation is:
1 x 10^12 to the 10th power, which simplifies to:
1 x 10^120
So, 1 trillion to the 10th power is equal to 1 followed by 120 zeros:
This number is so incredibly large that it’s challenging to comprehend. It exceeds the number of atoms in the observable universe by many orders of magnitude. It’s a number that doesn’t often appear in practical calculations and is more of a mathematical concept to help us understand the power of exponentiation and the vastness of numbers.
Certainly, let’s explore further the magnitude and some context for a number as colossal as 1 trillion to the 10th power, or 10^120.
Cosmic Scale: To put this number in perspective, it’s helpful to look at it in the context of the universe. The observable universe contains an estimated 2 trillion galaxies, and each galaxy can have billions to trillions of stars. Even with such an astronomical number of stars and galaxies, 1 trillion to the 10th power (10^120) is vastly greater.
Particle Physics: At the other extreme of scale, consider the tiniest particles in the universe. A grain of sand contains roughly 1 sextillion (10^21) atoms. Even if you were to create a stack of grains of sand, each containing as many atoms as there are in our real universe, you would still fall woefully short of 10^120.
Combinatorics: The number 10^120 is also much larger than the total number of unique chess games that can ever be played. The estimated number of possible unique chess games is on the order of 10^120 itself, which demonstrates the staggering complexity of the game of chess.
Computational Limits: From a practical standpoint, modern computers, no matter how advanced, would struggle to process or store a number as enormous as 10^120. The sheer magnitude of this number is far beyond what current technology can handle.
Mathematical Utility: Numbers like 10^120 are often encountered in abstract mathematics and theoretical physics when dealing with cosmological or quantum-scale phenomena. They are used to represent the extreme boundaries of what can be conceived mathematically.
In essence, 1 trillion to the 10th power is a number that stretches the limits of human comprehension and practical utility. It serves as a mathematical concept that helps us appreciate the vastness and complexity of the universe and the mathematical structures used to describe it. While we might not encounter such numbers in our day-to-day lives, they play a crucial role in fields like cosmology, theoretical physics, and advanced mathematics, helping us explore the furthest reaches of our understanding of the universe and its underlying principles. | mathematics |
https://leadershipeducationacademy.com/new-math-classes/ | 2018-02-24T05:45:49 | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891815435.68/warc/CC-MAIN-20180224053236-20180224073236-00574.warc.gz | 0.943711 | 319 | CC-MAIN-2018-09 | webtext-fineweb__CC-MAIN-2018-09__0__188276373 | en | Does your child struggle with math? Would you welcome help to keep them inspired? Elizabeth Cousin, LEA’s math expert is here to take the stress out of math.
Math Class is a weekly class teaching concepts from Saxon’s 5/4 and 6/5 courses. Concepts will be chosen based on the student’s needs. Students will also meet individually with the mentor to set their own weekly math goals. This also includes a subscription to the award-winning online, self-directed program, Moby Max.
Math Lab is provides your student with a math mentor using their own math course. Whenever they need extra help, they contact the math mentor who sets up a private tutoring session with them. The mentor may also have the student email their weekly math goals to help motivate them to be consistent in their math studies.
Math Lab with ALEKS includes everything in Math Lab plus a 12-month subscription to ALEKS math which has math courses from elementary through calculus. Options for shorter subscriptions are available. Contact LEA for more info.
Pre-Algebra is a course for students who are preparing for algebra next year. Since we can’t cover every possible topic in only one hour per week, we will focus on a few subjects that are the most essential topics to be ready for algebra. We will cover: number properties, integers, exponents, factors and multiples, expressions and equations, and the coordinate plane. Each unit will be covered over 3 to 4 weeks so students will have a solid understanding of each topic. | mathematics |
http://www.infospaze.com/Addiator | 2018-06-25T03:46:03 | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267867424.77/warc/CC-MAIN-20180625033646-20180625053646-00257.warc.gz | 0.954823 | 204 | CC-MAIN-2018-26 | webtext-fineweb__CC-MAIN-2018-26__0__194484536 | en | Only made obsolete by the electronic variety, it was simple and cheap for the time. It also handles non-decimal measurements, like feet and inches, or pre-decimalization pounds, shillings, and pence. Addition and subtraction require different 'screens', handled by turning the instrument over, or flipping a front panel, or, later, by extended sliders and an extra lower panel. Although not always advertised (e.g. the Magic Brain Calculator mentions "add, subtract, multiply" on its front plate), procedures exist for multiplication (by repeated addition or by individual digit multiplications) and division (eg by repeated subtraction, or use of additions combined with complementary numbers).
More expensive versions have a built-in slide rule on the back.
This type of calculator was introduced by the Frenchman Troncet in 1889. The Addiator was one of the most popular calculators of this sort, and the name is often used to refer to the type generally. | mathematics |
https://www.ramjet.com/blogs/tips-and-tools/9864150-apples-secret-calculator | 2021-07-29T12:49:52 | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153857.70/warc/CC-MAIN-20210729105515-20210729135515-00416.warc.gz | 0.886382 | 226 | CC-MAIN-2021-31 | webtext-fineweb__CC-MAIN-2021-31__0__20736931 | en | Apple's Secret Calculator
The iMac’s Spotlight search is an amazing tool that lets you swiftly search your entire iMac for any media, program, or document. You can click the magnifying glass in the upper right hand corner, or just hit Command + Spacebar and the Spotlight search bar will drop down, ready for you to type any text in to begin your search. But did you know that the bar actually does basic math too? Instead of having to actually open your Calculator, just type in some basic math right into the spotlight search bar and… voila! You will see the Icon for Calculator appear, and your math problem will be solved right in the spotlight window.
One more secret - if your Mac doesn't have a number pad, you might make a few simple mistakes based on how the calculator keys appear visually. If you want to use multiplication, remember to use Shift-8 to get the star icon (*) and not the letter X. For keying in division problems, the forward slash (/) is the way to go.
Keep reading for more handy iMac tips and tricks! | mathematics |
https://www.bfi.org.uk/films-tv-people/4ce2b7f66aebb | 2020-04-02T04:44:22 | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370506580.20/warc/CC-MAIN-20200402014600-20200402044600-00503.warc.gz | 0.886701 | 148 | CC-MAIN-2020-16 | webtext-fineweb__CC-MAIN-2020-16__0__153768960 | en | - Colors of Infinity Alternative
Retraces the steps that led to the discovery of the Mandelbrot set in 1980. Dr Arthur C Clarke explains the mathematics and the basic computer operations that generate the Mandelbrot set and the associated imagery. He also demonstrates how the discovery of the set, which gave birth to the science of fractal geometry, is significant to all the sciences. The study of fractals is leading to a better understanding of chaotic systems such as weather and galaxy clusters. The fractal method of digital image compression developed by Michael Barnsley is also discussed. Includes animated images of the Mandelbrot set. Contributors include Dr Benoit Mandelbrot, Prof Stephen Hawking and Prof Ian Stewart. | mathematics |
https://mrsomath8a.wordpress.com/2018/01/02/linear-functions/ | 2022-10-03T21:16:26 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337432.78/warc/CC-MAIN-20221003200326-20221003230326-00450.warc.gz | 0.939014 | 260 | CC-MAIN-2022-40 | webtext-fineweb__CC-MAIN-2022-40__0__147789621 | en | Much of our time in 8th grade is spend analyzing the characteristics of linear functions. Linear functions are very useful in the “real world,” and understanding how they work is an important key to understanding any relationship between two changing quantities.
A linear equation has four parts: an independent variable, a dependent variable, slope and a y-intercept. Students are first introduced to these parts through the use of slope-intercept form.
In 8th grade, the equation y = mx + b is most often used to represent linear functions. The variable x represents an input value, and the variable y represents an output value. The variable m, represents the rate of change between the inputs and outputs, or the slope of the relationship.
We first investigate slope of a graph, by measuring the differences horizontally and vertically between two points.
We then move to finding those differences between two points by using subtraction.
Finally, we use the slope formula to calculate the slope without having to use a graph.
Don’t think we forgot about the last part of a linear function! The y-intercept is simply the coordinates of the point where the graphed line crosses the y-axis. It is represented by the b in slope-intercept form. | mathematics |
https://legalguidancenow.com/featured/7-out-of-10-americans-dont-file-their-taxes-correctly-are-you-one-of-them/6/ | 2023-12-10T04:25:51 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679101195.85/warc/CC-MAIN-20231210025335-20231210055335-00683.warc.gz | 0.96038 | 153 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__146214089 | en | #3 Question: Does every single dollar of tax deductions means a $1 reduction in taxes due?
If you thought that every single dollar of your tax deductions actually equals a dollar reduction in taxes, you were wrong. The dollars you deduct only minimize your tax bill based on the amount of your actual marginal tax rate. The marginal tax bracket for you refers to the tax rate you actually pay on your last dollar of income.
For instance, if your marginal tax rate is 22 percent, and you have, let’s say, a $1,000 deduction, you have to multiply the amount of your deduction by your marginal rate in order to know exactly the amount of money you actually save (in this case the amount of money saved is $220). | mathematics |
https://bucksvillagejournal.co.uk/2018/02/24/recommended-qualified-tutors-available-across-south-bucks/ | 2018-03-22T17:36:38 | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647901.79/warc/CC-MAIN-20180322170754-20180322190754-00012.warc.gz | 0.913102 | 249 | CC-MAIN-2018-13 | webtext-fineweb__CC-MAIN-2018-13__0__59555347 | en | Tuition for all school subjects
Howland Tutors (Corporate Members of the Tutors’ Association) was founded in 1997 and is owned by Andy and Barbara Howland.
For many years, they taught Maths (Andy) and French (Barbara) at Sir William Borlase’s Grammar School in Marlow. Earlier in their careers, Andy taught at Gillott’s (Henley) whilst Barbara taught at Chiltern Edge (Sonning Common) – both schools being Comprehensives. Borlase’s has always had a very high reputation in all school subjects at GCSE, AS and A2 Levels including in English, Modern Languages, Mathematics and Science.
Both Barbara and Andy have over thirty years’ teaching and tutoring experience.
The agency provides access to over ninety tutors in Maths, English, History, Geography, French, German, Spanish, Physics, Biology, Latin, Chemistry and General Science. Tutors are also available in Business Studies, Sociology, Psychology, Economics and Primary level subjects.
For more details check the website – http://www.howlandtutors.co.uk or call 01628 477164 | mathematics |
https://cellbiology.med.unsw.edu.au/cellbiology/index.php/ILP_Statistical_Analysis | 2020-08-12T08:15:40 | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738878.11/warc/CC-MAIN-20200812053726-20200812083726-00056.warc.gz | 0.872581 | 669 | CC-MAIN-2020-34 | webtext-fineweb__CC-MAIN-2020-34__0__196810938 | en | ILP Statistical Analysis
Quantitative experimental data will generally need to be analysed using some form of statistics. There are a large number of different statistical tests that can be used depending upon your data, how it was collected and the types of comparisons you intend to make.
The information shown below is extracted from the "information for authors" for Nature Cell Biology submissions.
Nature Cell Biology - Guide to Authors and Referees
The description of all reported data that includes statistical testing must state the name of the statistical test used to generate error bars and P values, the number ( n ) of independent experiments underlying each data point (not replicate measures of one sample), and the actual P value for each test (not merely 'significant' or 'P < .05').
Descriptive statistics should include:
- clearly labeled measure of center (such as the mean or the median)
- clearly labeled measure of variability (such as standard deviation or range)
- Ranges are more appropriate than standard deviations or standard errors for small data sets. Standard error or confidence interval is appropriate to compare data to a control.
- Graphs should include clearly labeled error bars.
- Authors must state whether a number that follows the ± sign is a standard error (s.e.m.) or a standard deviation (s.d.).
Since for complex biological experiments the number of independent repeats of a measurement often has to be limited for practical reasons, statistical measures with a very small n are commonplace.
- Statistical measures applied to too small a sample size are not significant and they can suggest a false level of significance.
- Error bars should not be provided for n < 3. Instead, the actual individual data from each experiment should be plotted
- If n < 5 individual data should be plotted alongside an error bar.
- In cases where n is small, a justification for the use of the statistical test employed has to be provided.
It is admissible to present a single 'typical result' of n experiments.
- If n is not based on independent experiments (that is n merely represents replicates of a measurement), it may still be meaningful to present statistics, but a detailed description of the repeated measurement is required.
A basic description of n, P and the test applied should be provided in the figure legends, and a further discussion of statistical methodology should be provided in the methods section.
Authors must justify the use of a particular test and explain whether their data conform to the assumptions of the tests.
When making multiple statistical comparisons on a single data set, authors should explain how they adjusted the alpha level to avoid an inflated Type I error rate, or they should select statistical tests appropriate for multiple groups (such as ANOVA rather than a series of t-tests).
Many statistical tests require that the data be approximately normally distributed; when using these tests, authors should explain how they tested their data for normality. If the data do not meet the assumptions of the test, then a non-parametric alternative should be used instead.
Small Sample Size
When the sample size is small (less than about 10), authors should use tests appropriate to small samples or justify their use of large-sample tests.
Text extract source: Nature Cell Biology - Guide to Authors and Referees | mathematics |
https://projects.cs.dal.ca/wads2021/invited-speakers/ | 2023-05-29T09:28:38 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224644817.32/warc/CC-MAIN-20230529074001-20230529104001-00296.warc.gz | 0.906623 | 523 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__158617938 | en | Title: Adjacency Labelling of Planar Graphs
Adjacency labelling schemes, which have been studied since the 1980s, ask for short labels for n-vertex graphs G such that the labels of two vertices u and v are sufficient to determine (quickly) if uv is an edge of G. One of the long-standing problems in the area was the optimal length of labels for planar graphs. The problem is closely related to the size of the smallest universal graph for all n-vertex planar graphs. In this talk I will show how we resolved this problem (up to lower order terms) with the help of a new graph theoretic tool: a product-structure theorem for planar graphs. This new tool and our result are applicable not only to planar graphs but also to bounded genus graphs, apex-minor-free graphs, bounded-degree graphs from minor closed families, and k-planar graphs.
Title: Algorithms for Explainable Clustering
An important topic in current machine learning research is to explain and/or interpret how models actually make their decisions. Motivated by this, Moshkovitz, Dasgupta, Rashtchian, and Frost recently formalized the problem of explainable clustering. A k-clustering is said to be explainable if it is given by a decision tree where each internal node splits data points with a threshold cut in a single dimension (feature), and each of the k leaves corresponds to a cluster.
In this talk, we see an algorithm that outputs an explainable clustering that loses at most a factor of O(log2 k) compared to an optimal (not necessarily explainable) clustering for the k-medians objective, and a factor of O(k log2 k) for the k-means objective. This improves over the previous best upper bounds of O(k) and O(k2), respectively, and nearly matches the previous Ω(log k) lower bound for k-medians and our new Ω(k) lower bound for k-means. Moreover, the algorithm is remarkably simple and, given an initial not necessarily explainable clustering, it is oblivious to the data points and runs in time O(dk log2 k), independent of the number of data points n.
This is joint work with Buddhima Gamlath, Xinrui Jia, and Adam Polak. | mathematics |
http://mindlessphilosopher.net/blog/2014/03/2048-frivolity/ | 2023-09-26T18:22:13 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510219.5/warc/CC-MAIN-20230926175325-20230926205325-00894.warc.gz | 0.93067 | 778 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__92254249 | en | I spent a good chunk of Saturday and Sunday ignoring the NCAAs and spent my time on something only slightly less frivolous: crafting an algorithm to beat the awesomely addicting game 2048. Spoilers below
— byuhas (@byuhas) March 23, 2014
Wednesday update: I’ve updated this post to reflect recent improvements in the algorithm.
I learned of 2048 from this xkcd cartoon. I played a few times, and then on Thursday it struck me that the game is similar to the Towers of Hanoi problem. That night I spent way too many hours crafting the outlines of a winning strategy, proving to myself that I could beat the game. The basic idea is to align the tiles in a snakelike pattern from highest to lowest (from the upper-left, down, then over one, then up, etc) as shown below:
It’s especially crucial to keep your highest-numbered tile in a corner (e.g., the upper-left).
The computer scientist in me wasn’t satisfied with solving the puzzle by hand. Rather, I felt the need to develop an algorithm, thus allowing a computer to win the game for me. Overall, I did an adequate job — the computer wins the game, but I notice that it still makes small mistakes. You can check it out here. (On my personal machine, each move takes about a second, which provides a pleasant viewing experience — hopefully the same is true for you.)
Some notes on the algorithm:
- It looks four moves ahead and does not prune the game tree. (Speed options: Blazing = 3 moves ahead; Plodding = 5 moves ahead.)
- Grids are scored on:
- Better score if tiles are in exactly the right place for the “perfect” grid (accounting for gaps in the numbers available).
- Even if the tiles on the “snake path” aren’t perfect, it’s better if they are monotonic
- Points for having at most two of the same tile number.
- Points for having more blank spaces.
- Points for having a higher maximum tile number.
- End game: once there are enough points to win on the board: the snake path and monotonicity become less important, adjacent pairs are worth works, and blank spaces are worth more.
- I’m not sure what percent of the time it wins, especially since there are three speeds. It does make mistakes — likely a combination of deterministic new-number pop up, poor coding of a grid-score function, and not looking that far down the tree.
- It take about 1000 moves to win.
- Aside: finding end-game bugs is annoying. I had a build methods to test arbitrary boards. Cost of doing business I guess.
Comments welcome. I respond fairly quickly to tweets. | mathematics |
http://www.mae.cornell.edu/people/profile.cfm?netid=shs7 | 2014-04-19T06:51:26 | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609536300.49/warc/CC-MAIN-20140416005216-00137-ip-10-147-4-33.ec2.internal.warc.gz | 0.932239 | 955 | CC-MAIN-2014-15 | webtext-fineweb__CC-MAIN-2014-15__0__45558988 | en | Steven H Strogatz
Steven Strogatz is the Jacob Gould Schurman Professor of Applied Mathematics at Cornell University. He holds a joint appointment in the College of Arts and Sciences (Department of Mathematics) and the College of Engineering (Sibley School of Mechanical and Aerospace Engineering).
After receiving his bachelor's degree in mathematics from Princeton in 1980, Strogatz spent two years as a Marshall Scholar at Trinity College, Cambridge. He did his doctoral work in applied mathematics at Harvard, followed by a National Science Foundation postdoctoral fellowship at Harvard and Boston University. From 1989 to 1994, Strogatz taught in the Department of Mathematics at MIT, and then joined the Cornell faculty in 1994.
Strogatz works in the areas of nonlinear dynamics and complex systems, often on topics inspired by the curiosities of everyday life. He is perhaps best known for his 1998 Nature paper on "small-world" networks, co-authored with his former student Duncan Watts. As one measure of its impact it was the most highly cited paper about networks between 1998 and 2008, across all scientific disciplines, as well as the sixth most highly cited paper--on any topic--in all of physics.
He has received numerous awards for his research, teaching, and public service, including: a Presidential Young Investigator Award from the National Science Foundation (1990); MIT's highest teaching prize, the E. M. Baker Award for Excellence in Undergraduate Teaching (1991); the J.P. and Mary Barger '50 Teaching Award (1997), the Robert '55 and Vanne '57 Cowie Teaching Award (2001), the Tau Beta Pi Teaching Award (2006), and the Swanson Teaching Award (2009), all from Cornell's College of Engineering; and the Communications Award from the Joint Policy Board for Mathematics (2007), a lifetime achievement award for the communication of mathematics to the general public. In 2009 he was elected a Fellow of the Society for Industrial and Applied Mathematics for his "investigations of small-world networks and coupled oscillators and for outstanding science communication." In 2012 he was elected to the American Academy of Arts and Sciences.
Professor Strogatz has been lauded for his exceptional ability as a communicator. He received the Communications Award--a lifetime achievement award for the communication of mathematics to the general public, awarded by the four major American math societies--in 2007. He has also filmed a series of 24 lectures on Chaos for the Teaching Company's Great Courses series. Professor Strogatz has been a frequent guest on National Public Radio's RadioLab. He wrote a weekly column on mathematics for The New York Times in spring 2010 and fall 2012.
His books include Nonlinear Dynamics and Chaos (Perseus, 1994), the most widely used textbook in the field; the bestselling science book Sync (Hyperion, 2003), which was chosen as a Best Book of 2003 by Discover magazine and has been translated into six languages; and The Calculus of Friendship (Princeton University Press, 2009), which chronicles the story of his remarkable 30-year correspondence with his high school calculus teacher, and which reviewers have called "an intimate view of mentorship" (Nature), "wonderful" (American Scientist), "marvelous" (MAA Review), and "a genuine tearjerker" (Bookslut). His latest book, The Joy of x, appeared in October 2012.
Communication of Mathematics
- 2010. "Redrawing the map of Great Britain from a network of human interactions." PLoSONE 5 (12): e14248-1 -- e14248-6. .
- 2014. "Phase diagram for the Kuramoto model with van Hemmen interactions." Physical Review E 89: 012904. .
- 2012. "Education of a Model Student." PNAS 109: 1-6. .
- 2012. "Encouraging moderation: Clues from a simple model of ideological conflict." Physical Review Letters 109: 118702. .
- 2011. "Continuous-time model of structural balance." PNAS 108 (5): 1771-1776. .
Selected Awards and Honors
- Rouse Ball lecturer (University of Cambridge) 2009
- 2013 AAAS Public Engagement with Science Award 2013
- Elected member (American Academy of Arts and Sciences) 2012
- Department of Mathematics Teaching Award (Cornell) 2012
- Gerald and Judith Porter Public Lecturer (American Mathematical Society) 2010
- BA (Mathematics), Princeton University, 1980
- BA (Mathematics), Cambridge University, 1982
- Ph D (Applied Mathematics), Harvard University, 1986
- MA (Mathematics), Cambridge University, 1986 | mathematics |
http://www.williambutler.ca/2014/07/numbers-large-small-secret-life/ | 2018-02-18T07:01:48 | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891811794.67/warc/CC-MAIN-20180218062032-20180218082032-00001.warc.gz | 0.9377 | 1,070 | CC-MAIN-2018-09 | webtext-fineweb__CC-MAIN-2018-09__0__269387295 | en | Numbers play a vital role in our day-to-day lives.
From the day we make our appearance known, right down to the minute, we enter into the visible and invisible realm of numbers.
Before we can count, it is being done for us. The date and time of our birth is recorded. We are whisked off to check vital statistics. Our length is measured, our weight is recorded and we are given an APGAR score.
Two eyes, check! Ten toes, yes! Ten fingers, great!
Later on in life, we learn to not only count on our fingers, but we learn to number our friends. We are very blessed if we have a handful of best friends we can count on.
Numbers Are Everywhere
Numbers permeate every area of life. There isn’t anything that does not involve them; everything from the microcosm to the macrocosm, and everything in between. They even encompasses The Secret of Life, which I will discuss below.
Even the hairs on our head are numbered. (Matthew 10:30)
We use numbers to:
- add, subtract, multiply and divide.
- chart progress and productivity.
- detect patterns.
- entice customers. Today only… two for one.
- find out the truth, to obtain proof. Deductive reasoning tells when the numbers don’t add up.
- keep track of time, to schedule appointments. Is the train late?
- measure area, distance, growth, intelligence, sizes of population, time, volume, and weight.
- provide excellence in service.
- record important events.
- report a crime. How many were involved? How long ago did this happen? How tall? What weight? Did you get a license number?
- solve problems. How much do they cost? How many are needed?
We could do none of these things without numbers.
Curious, Fascinating Numbers and The Secret Of Life
Some cultures treat numbers with a certain reverence; that they are lucky and control destiny.
Such is the popularity of such things as Fung Shui, horse races, and lottery tickets.
Some people treat numbers with superstition. A good example of this is the number thirteen.
Some think it is good luck, and others a curse.
The number sixteen is interesting. In the Old Testament, there were sixteen prophets.
In the New Testament, you will find sixteen apostles and evangelists.
The number 153 is also a curiosity. If you cube each number, it returns to itself.
1 + 125 + 27 = 153
The Beauty, Goodness & Truth of Numbers
There is a purity to numbers. They are the voice of truth. They never lie, even if they get fudged.
To date, no one has been able to figure out the determinant pattern of prime numbers.
Prime numbers are positive, non-zero numbers that have just two factors; the number one and the number itself.
They certainly have held my imagination captive for many years now. I have written high-level encryption programs, and others involving prime numbers. One such program treats prime numbers as linguistic elements.
Here is an example:
The phrase, “The Secret of Life” consists of eleven elements, each of which is a prime number.
When the elements are joined together, they produce six hundred eleven thousand nine hundred fifty one.
This is also a prime number. to see for yourself, check here.
But wait! Aren’t these eleven elements more than two factors?
No. The elements are added, whereas factors are multiplied.
In providing one more example, The Secret Of Life shows up in a different way.
The gathering of the eleven elements is a picture of unity in diversity.
Collectively, they are equally important.
For example, is it possible that three can be one? …. or any number of things be one?
When you add them together, one plus one plus one equals three.
But, when you multiply them, one times one times any number of ones will always equal one.
Perhaps, one day, the poet-philosophers will write about the day that humanity became one.
Teach Us To Number Our Days
The Bible says, “Teach us to number our days, that we may gain a heart of wisdom.”
When we are small, naïve, and our life experience matches our size, the number of our days
seems infinitely large. We have a small number of memories, and a lifetime to unearth beauty.
When we are older, wiser, and perhaps becoming small again, the number of our days seems to be
in short supply. The brevity of life looms larger. We have many memories, some which are buried and long forgotten.
If we are wise, we also learn to make the most of our days.
You Have A Voice… Let’s Hear It
Do you have a favorite number?
Do you enjoy the elegance and beauty of numbers?
Please contribute you thoughts here.
I appreciate each and every one. Thank you kindly! 🙂 | mathematics |
https://www.exprimere.net/en/faq-items/retention-rate/ | 2021-11-27T19:53:23 | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358233.7/warc/CC-MAIN-20211127193525-20211127223525-00540.warc.gz | 0.945383 | 144 | CC-MAIN-2021-49 | webtext-fineweb__CC-MAIN-2021-49__0__108208947 | en | In order to calculate the Customer Retention Rater, there are three pieces of information we need to use.
- E is the number of customer at the end of a period;
- N is the number of new customers acquired during that period;
- S is the number of customers at the start of that period.
We are interested in the number of customers remaining at the end of the period without counting the number of new customers acquired. Remaining customers can be calculated by subtracting N from E. To calculate the percentage, we divide that number by the total number of customers at the start and multiply by 100.
So, in formula, we have: ((E-N)/S)*100 | mathematics |
http://koha.mediu.edu.my:8181/jspui/handle/123456789/4639 | 2021-01-18T13:08:23 | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703514796.13/warc/CC-MAIN-20210118123320-20210118153320-00184.warc.gz | 0.820557 | 322 | CC-MAIN-2021-04 | webtext-fineweb__CC-MAIN-2021-04__0__112343519 | en | Please use this identifier to cite or link to this item:
|Title:||Algorithm to determine the intersection curves between bezier surfaces by the solution of multivariable polynomial system and the differential marching method|
multivariable polynomial systems
|Publisher:||The Brazilian Society of Mechanical Sciences|
|Description:||The determination of the intersection curve between Bézier Surfaces may be seen as the composition of two separated problems: determining initial points and tracing the intersection curve from these points. The Bézier Surface is represented by a parametric function (polynomial with two variables) that maps a point in the tridimensional space from the bidimensional parametric space. In this article, it is proposed an algorithm to determine the initial points of the intersection curve of Bézier Surfaces, based on the solution of polynomial systems with the Projected Polyhedral Method, followed by a method for tracing the intersection curves (Marching Method with differential equations). In order to allow the use of the Projected Polyhedral Method, the equations of the system must be represented in terms of the Bernstein basis, and towards this goal it is proposed a robust and reliable algorithm to exactly transform a multivariable polynomial in terms of power basis to a polynomial written in terms of Bernstein basis .|
|Appears in Collections:||Technology and Engineering|
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Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated. | mathematics |
https://peakstatemathematics.com/services/ | 2024-02-28T05:12:12 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474697.2/warc/CC-MAIN-20240228044414-20240228074414-00101.warc.gz | 0.986036 | 1,643 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__46371505 | en | What are previous parents and students saying?
Mr. Freeburg is the BEST! We could not recommend him highly enough. He has been tutoring my son in AP Calculus for the past year and was key to help him pass the AP exam. Mr Freeburg also taught both my son and daughter math at school, Algebra I and Algebra II trig. He brings so much enthusiasm, positive energy and an in depth understanding of math and how to teach it. He gives the kids confidence both in math and outside of math. He truly cares about the students. He is also very flexible and understands how busy the kids are. Mr. Freeburg is a great communicator and always very punctual. I recommend him, great person, teacher, and tutor!
Tim has been a tutor and mentor to our middle school son for nearly a year now. Our son’s attitude, work ethic and grades have improved beyond our expectations. Tim has a way of connecting and relating that facilitates a great learning experience. I thank our lucky stars we found him and highly recommend him.
Mr. Freeburg was my sophomore geometry teacher. Before this my toughest classes have always been math- I just couldn’t grasp certain subjects that are essential to moving forwards into Algebra 2 and Pre-Calc. When the SAT rolled around, I did terribly on the math section and I decided to give Mr. Freeburg a call. He helped me to finally grasp those concepts that had given me trouble and I found my confidence in math growing alongside my understanding. My grade in Physics even shot up and I finished the year off with A’s in both subjects. Not to mention my SAT score improved ? . I greatly appreciate everything that Mr. Freeburg has done for me and I highly recommend him to anyone who needs help!
Tim has been tutoring me for years now and I would recommend him to everyone. He customized every session to my needs which helped me keep my grade at an A all year. He’s the best tutor i have ever had!
This year I was enrolled in precalc and I was struggling with math. After I started tutoring with Mr. Freeburg my math grade shot up, I was confident in math, and I was amazed at how fun he could make math! I always look forward to tutoring now and have a totally different perspective on math. I highly recommend him!
I continuously recommend Tim to friends and I wouldn’t use anyone else but him. He’s flexible and willing to work around my kids busy schedules. My kids think he’s great to work with and he’s been a tremendous help to them. You won’t be disappointed.
Tim is a great tutor, I struggled with math for the longest time in my academic career but with his way of teaching and practicing the concepts I was confused on I improved my grade in my math course. He is very proficient at what he does and works for the students best interest.
My daughter has always struggled with Math. We have tried other tutoring options and haven’t had much success. Tim was referred by a neighbor and I am glad I contacted him. By the end of the semester, she was able to raise her F grade to a C.
Our high school son really enjoys working with Tim and leaves every session feeling so much more confident about his math material. Tim has a very approachable personality that gels with teenagers. He gets these kids and is able to connect with them. We have seen a significant improvement in our son’s math scores thanks to working with Tim.
Tim has been tutoring my 3 kids for a year now. I have a 9 year old, 7 1/2 year old boys and an almost 6 year old daughter. Tim continues to amaze me by being able to make math fun for my children. They always enjoy it when he comes to tutor and I feel that their confidence in math has tremendously improved.
Freeburg’s welcoming personality made it very easy to come to him for math help. I am truly looking forward to having him help me tackle the scary pre calculus this year. If you are looking for a leg up in math look no further than Tim Freeburg!
Freeburg helped me a lot my senior year in AP stats. He explained things in a way where I could actually understand them. He wants the best for the kids he tutors and is always available for questions!
I am usually very interested in math and have enjoyed it a lot, but when I got a bad teacher my sophomore year I become more disinterested. Tim helped me understand the stuff that my teacher was unable to communicate clearly. Tim is a wonderful tutor and I highly recommend him to anyone who is struggling in math or who just wants more clarity.
Mr. Freeburg tutored my 2 sons in math last year and both of them enjoyed his teaching style. He is an excellent communicator, has the ability to connect with students on a personal level and customize his instruction to meet their individual needs. I highly recommend him.
Tim always came prepared and spent extra time tutoring my daughter until she grasped the material. He broke it down and the lightbulb went on in her headed so much faster than in her statistics class. Tim is a talented teacher who can teach all math levels very effectively. He loves what he does and connects with his students so they feel comfortable asking questions when they don’t understand the material. I highly recommend Tim as a tutor.
Great guy and an even better math tutor. Just two sessions had me on track to succeeding in alg 2. Highly recommended
My former PreCalc teacher, Freeburg was extremely helpful in pushing me through AP Calculus. He was very attentive to my needs and had a flexible schedule that allowed me to always receive help when I needed it. Not only was he very good at his job, but he was also a very good friend, who truly cares about how you do in your math courses. By the end of the year, with his help my grade was raised to a B, and I passed calculus with some breathing room.
My son struggled with his geometry his senior year we hooked up with Tim and he is very professional conscientious and cares about his students he is tutoring I was very impressed with his time and caring to better my sons Grade tremendously! Thank you Tim.
I was struggling in my Alg2/Trig class, and then I took the placement test for Cascadia to do running start and I placed in a lower math class than was currently in. Tim tutored me for a couple of months, and I improved my grade in Alg2/Trig — but the best part is that I re-took my math placement test at Cascadia and I tested into Calculus 151, which was three math levels higher than planned. 2 months of tutoring saved me 3 college quarters of math classes I no longer have to take.
My boys have 2 very different math needs and Mr. Freeburg was able to help both of them. He is thoughtful, creative and professional. He is positive in his approach and is able to help students understand even the most complex math concepts. My boys are better math students because of his help.
As I was taking AP prep pre-calc I was really falling behind when math had been traditionally one of my strongest subjects. Working with Mr. Freeburg I was able to fully catch up and even work ahead so that I had a foundation going into future chapters in the book. He made the concepts very easy for me to understand and really helped me grasp the subject matter and how various concepts interconnected and built on each other. I was very comfortable with him as a tutor, he kept our session atmosphere easy going and comfortable making them an overall enjoyable experience.
Safely can say Tim is the first tutor who made me feel like I really could do math. His approach is awesome and he takes you through every step. Highly recommend him! | mathematics |
http://www.sepnet.ac.uk/Online_modules/LaTeX/resources.html | 2018-11-14T19:40:44 | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039742263.28/warc/CC-MAIN-20181114191308-20181114213308-00545.warc.gz | 0.856925 | 318 | CC-MAIN-2018-47 | webtext-fineweb__CC-MAIN-2018-47__0__166122761 | en | Vector graphics can be drawn directly in LaTeX using specialised packages. This improves the quality of simple designs and allows you to add mathematics to an image. The link below
provides examples of drawing sketches, graphs and charts directly using LaTeX code. It has been written by T. Morales de Luna of Universidad de Córdoba.
Useful Vector Graphic Tools for LaTeX Users
Feynman diagrams can be drawn with the TikZ package or the feynMF package. TikZ is a more general package that can draw any basic shape. FeynMF is specifically designed for Feyman diagrams. A very minimal introduction to TikZ written by Jacques Crémer of Université de Toulouse gives you the basics of TikZ but this fantastic tex document by Flip Tanedo (currently at University of California) gives you multiple examples of using TikZ to create Feynman diagrams. If you wish to use feynMF then Drawing Feynman Diagrams with LATEX and METAFONT written by Thorsten Ohl, Universität Würzburg will provide you with many practical examples.
There are many mathematical symbols and it is impossible to remember all of them. Therefore a cheatsheet is a useful reference sheet that allows you to look up the LaTeX code you need to create each symbol. There are also Apps available for smart devices that allow you to draw the symbol that you want and the App will find the LaTeX code that you need. One example of these from the Google Play Store is Dextify. | mathematics |
https://www.hanbit.co.kr/academy/books/book_view.html?p_code=B6126989977 | 2021-10-18T17:15:17 | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585204.68/warc/CC-MAIN-20211018155442-20211018185442-00195.warc.gz | 0.857837 | 644 | CC-MAIN-2021-43 | webtext-fineweb__CC-MAIN-2021-43__0__134451964 | en | • Decision Dilemmas: Each course section is introduced with a real-world business vignette that presents a dilemma and related managerial or statistical questions. Solutions to these questions require the use of techniques presented in the section. A Decision Dilemma Solved feature concludes each section, giving students the opportunity to answer and discuss each question presented at the beginning of the section.
• Thinking Critically About Statistics in Business Today Exercises: Each course section features one or several of these exercises that give real-life examples of how the statistics presented in the section apply in the business world today.
• EXPANDED Databases: Twenty databases representing several industries including banking, consumer spending, energy, environmental, finance, manufacturing, healthcare, market research, retailing, stocks and more provide additional opportunities for students to apply the statistics presented in each chapter.
• NEW Big Data Case: Using data from the American Hospital Association, each chapter contains an activity asking students to perform several tasks using variables, samples, and data.
• NEW Visualizing Time-Series Data Section: helps students use historical data with measures taken over time to predict what might happen in the future.
• Ethical Considerations: This feature in each course section integrates the topic of ethics with applications of business statistics.
• Tree Taxonomy Diagrams: These diagrams illustrate the connection between topics and techniques and the ability to see the big picture of inferential statistics.
• Section Reorganization Options: This course was designed to allow for both one- and two-semester coverage.
• 900+ Practice Problems: A treasury of practice problems are available in this course.
1 Introduction to Statistics and Business Analytics
2 Visualizing Data with Charts and Graphs
3 Descriptive Statistics
5 Discrete Distributions
6 Continuous Distributions
7 Sampling and Sampling Distributions
8 Statistical Inference: Estimation for Single Populations
9 Statistical Inference: Hypothesis Testing for Single Populations
10 Statistical Inferences About Two Populations
11 Analysis of Variance and Design of Experiments
12 Simple Regression Analysis and Correlation
13 Multiple Regression Analysis
14 Building Multiple Regression Models
15 Time-Series Forecasting and Index Numbers
16 Analysis of Categorical Data
17 Nonparametric Statistics
18 Statistical Quality Control
19 Decision Analysis
<한빛아카데미> 도서는 한빛 홈페이지에서 더 이상 판매를 하지 않습니다. 도서 구입은 인터넷 서점을 이용하시기 바랍니다. 양해바랍니다. | mathematics |
https://onlinecourses.one/introduction-to-enumerative-combinatorics-coursera/ | 2021-01-16T09:27:52 | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703505861.1/warc/CC-MAIN-20210116074510-20210116104510-00638.warc.gz | 0.931609 | 182 | CC-MAIN-2021-04 | webtext-fineweb__CC-MAIN-2021-04__0__146060288 | en | Enumerative combinatorics deals with finite sets and their cardinalities. In other words, a typical problem of enumerative combinatorics is to find the number of ways a certain pattern can be formed. In the first part of our course we will be dealing with elementary combinatorial objects and notions: permutations, combinations, compositions, Fibonacci and Catalan numbers etc. In the second part of the course we introduce the notion of generating functions and use it to study recurrence relations and partition numbers.
The course is mostly self-contained. However, some acquaintance with basic linear algebra and analysis (including Taylor series expansion) may be very helpful.
Who is this class for: This course is primarily aimed at the Master of Science students of Mathematics department. Students are expected to have knowledge of one-semester courses of advanced calculus and linear algebra.
ENROLL IN COURSE | mathematics |
https://bit.vt.edu/faculty/directory/travis.html | 2024-03-05T14:07:51 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707948235171.95/warc/CC-MAIN-20240305124045-20240305154045-00027.warc.gz | 0.955114 | 169 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__35300264 | en | Dr. Laurel Travis received a both her MBA and her Ph.D. in Business-Quantitative Analysis from the University of Wisconsin-Madison. She obtained a bachelor’s degree from the University of Michigan in Mathematics. Since that time, she has taught at 7 universities in the United States, Canada, and most recently, China. She has taught at both the undergraduate and graduate levels, in subjects including management science, management information systems, engineering, mathematics, and computer science. She has published a textbook entitled Simulation for Decision Making, with Arne Thesen.
Laurel's research and teaching interests focus on international programs, gerrymandering, discrete event simulation, and applied optimization. Laurel’s recent volunteer activities include caring for the Hokie horses, and teaching STEM on a schooner in the Great Lakes. | mathematics |
https://ric.daytonisd.net/220316_4 | 2020-02-18T21:26:00 | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875143815.23/warc/CC-MAIN-20200218210853-20200219000853-00428.warc.gz | 0.941337 | 610 | CC-MAIN-2020-10 | webtext-fineweb__CC-MAIN-2020-10__0__21281392 | en | We are kicking 3rd math off to a great start this year! Below are several math websites that your child can access for extra practice at home. These websites include fact fluency, place value skills, word problems, and more! The list will be updated as we cover more topics. We look forward to seeing each and every child grow to love math and become confident and successful in their math skills.
Topics we have already covered
Please allow your son/daughter to practice addition, subtraction, counting money, and now multiplication every day. We are going to have a contest at the end of the year where students can earn an ice-cream cup depending on their multiplication skills. Every week we are going to practice one fact. We’ve already covered the facts for 2s, 10s and for 5s. These are the foundations for learning to deduce the rest of the facts. We do not want them to memorize the facts but to understand how multiplication work and derive the products from what they already know. Memorization will eventually occur as a consequence of repeated use. Thank you for your support at home.
Perimeter class by Math Antics
This video explains what is perimeter and how to determine it.Area class by Math Antics
What is area and how to determine it. Make sure you stop at 5 minutes. We are interested in determining area of squares and rectangles only.Fun to learn numbers
Fun to Learn Numbers is for kids to practice and reinforce their concepts of number counting, sequencing and picture addition.Place Value class by Math Antics
Basic Math Videos made by a very clever and fun teacherPlace Value Games for 3rd Graders
This website provides several activities for your child to revisit and extend place value understanding.Spell the Number
A fun way to practice spelling numbers from standard form to word form and vice-versa using a check metaphor.Writing numbers in word form
Using this website, students practice reading numbers in word form and finding the same number in standard form and vice-versa.Expanded and word form
Here students will practice converting between expanded and word formsFruit Splat
This website will allow students to practice in a fun way how to convert numbers from expanded formABCYa
ABCYa provides a huge variety of short games involving math skills for your child to practice while having fun!Prodigy
Practice your Math skills at home with this awesome website!
We will be creating a Prodigy class for the 2019-2020 school year soon.
Johnnie's Math Page
Over 1000 math activities, tools and games are available to your child!
Johnnie's Math Page is the site to find fun math for kids. Over one-thousand math learning and teaching resources have been categorized and set out for you.Math Playground
This website provides games with advanced 3rd grade math concepts. Recommended for advanced students now or for all students after we’ve covered addition, subtraction, multiplication, and division. | mathematics |
https://rawisat.metin2sell.com/an-introduction-to-the-floating-point-coprocessors-30922ah.html | 2020-06-05T17:44:26 | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348502204.93/warc/CC-MAIN-20200605174158-20200605204158-00373.warc.gz | 0.926713 | 1,435 | CC-MAIN-2020-24 | webtext-fineweb__CC-MAIN-2020-24__0__88710016 | en | Introduction This page or section is a stub. You can help the wiki by accurately contributing to it. Floating point numbers are a way to represent real numbers inside computer memory which usually operates with binary digits. As opposed to fixed point numbers which have a fixed number of digits before and after the decimal markfloating point numbers can be considered to have a certain amount of significant digits or 'accurate leading numbers' that we consider to carry an accurate approximation to some value.
The DX—Core2 microprocessors contain their own built-in arithmetic coprocessors. Be aware that some of the cloned microprocessors from IBM and Cyrix did not contain arithmetic coprocessors.
The instruction sets and programming for all devices are almost identical; the main difference is that each coprocessor is designed to function with a different Intel microprocessor. This chapter provides detail on the entire family of arithmetic coprocessors.
Because the coprocessor is a part of the DX—Core2, and because these microprocessors are commonplace, many programs now require or at least benefit from a coprocessor. The family of coprocessors, which is labeled the 80X87, is able to multiply, divide, add, subtract, find the square root, and calculate the partial tangent, partial arctangent, and logarithms.
Data types include, and bit signed integers; l8-digit BCD data; and, and bit floating-point numbers. With the improved Pentium coprocessor, operations execute about five times faster than those performed by the microprocessor with an equal clock frequency.
Note that the Pentium can often execute a coprocessor instruction and two integer instructions simultaneously. The Pentium Pro through Core2 coprocessors are similar in performance to the Pentium coprocessor, except that a few new instructions have been added: The multimedia extensions MMX to the Pentium—Core2 are instructions that share the arithmetic coprocessor register set.
The MMX extension is a special internal processor designed to execute integer instructions at high-speed for external multimedia devices. For this reason, the MMX instruction set and specifications have been placed in this chapter.
See Table 14—1 for a listing of all Intel microprocessors and their companion coprocessors. These data types include signed integer, BCD, and floating-point. Each has a specific use in a system, and many systems require all three data types. In order to accomplish any such modification, the instruction set and some basic programming concepts are required, which are presented in this chapter.
Signed Integers The signed integers used with the coprocessor are the same as those described in Chapter 1. When used with the arithmetic coprocessor, signed integers are worddoubleword integeror bits quadword integer wide. The long integer is new to the coprocessor and is not described in Chapter 1, but the principles are the same.
Conversion between decimal and signed integer format is handled in exactly the same manner as for the signed integers described in Chapter 1. Integer data types are found in some applications that use the arithmetic coprocessor.
See Figure 14—1, which shows these three forms of signed integer data. Data are stored in memory using the same assembler directives described and used in earlier chapters. Example 14—1 shows how several different sizes of signed integers are defined for use by the assembler and arithmetic coprocessor.
Each number is stored as an digit packed integer in nine bytes of memory as two digits per byte. The tenth byte contains only a sign-bit for the digit signed BCD number. Figure 14—2 shows the format of the BCD number used with the arithmetic coprocessor.
This form is rarely used because it is unique to the Intel coprocessor. Floating-Point Floating-point numbers are often called real numbers because they hold signed integers, fractions, and mixed numbers.
A floating-point number has three parts: Floating-point numbers are written in scientific binary notation. The Intel family of arithmetic coprocessors supports three types of floating-point numbers: See Figure 14—3 for the three forms of the floating-point number.
Please note that the single form is also called a single-precision number and the double form is called a double-precision number. Sometimes the bit temporary form is called an extended-precision number. The floating-point numbers and the operations performed by the arithmetic coprocessor conform to the IEEE standard, as adopted by all major personal computer software producers.
This includes Microsoft, which in stopped supporting the Microsoft floating-point format and also the ANSI floating-point standard that is popular in some mainframe computer systems.
The float is a bit version, double is the bit version, and decimal is a special version developed for Visual studio that develops a very accurate floating-point number for use in banking transactions or anything else that requires a high degree of precision.
The decimal variable form is new to Visual Studio and Converting to Floating-Point Form.Nov 08, · Lets an analysis of the floating point coprocessors in the design of a microprocessor in computer science start right off with a controversial claim: Forth is the hackers programming language Coding in Forth is a little bit like writing assembly.
The term floating point is derived from the fact that there is no fixed number of digits before and after the decimal point; that is, the decimal point can float. There are also representations in which the number of digits before and after the decimal point is set, called fixed-point representations.
Floating point number, normalization, exceptions, latency, etc. 1. INTRODUCTION An arithmetic circuit which performs digital arithmetic operations has many applications in digital coprocessors, application specific circuits, etc. Because of the advancements in the . For example, a math coprocessor performs mathematical computations, particularly floating-point operations.
Math coprocessors are also called numeric and floating-point coprocessors. Most computers come with a floating-point coprocessors built in. Note, however, that the program itself must be written to take advantage of the coprocessor.
smart-memory coprocessors to a microprocessor. This Introduction The Data-IntensiVe Architecture (DIVA) project is building a workstation-class system using (Integer to floating-point) instruction, the fraction is first converted to sign-magnitude format by conditionally inverting if the sign is negative.
Then the result is shifted. Introduction to Many Integrated Core (MIC) Coprocessors on Stampede. Intel Xeon Phi™ SE10P coprocessors to change the power/performance curves of supercomputing • Over 70% provided by Xeon Phi moderate floating point throughput –2x E on Stampede: Tflop/s, W. | mathematics |
https://www1.lehigh.edu/academics/majors/data-science | 2023-01-28T22:22:53 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499695.59/warc/CC-MAIN-20230128220716-20230129010716-00395.warc.gz | 0.907529 | 305 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__76789934 | en | Master’s in Data Science
Master’s in Data Science Overview
From cybersecurity to health and healthcare, from marketing analytics to risk analysis, computing and data science are pervasive. They are transforming discovery and innovation in our economy, our society, our culture, our habits—and how we best prepare students for the future.
Data science is an interdisciplinary field in which a host of mathematical and computational techniques are used to extract information from data, and subsequently used to make informed decisions. Career opportunities are vast and growing everyday in this exciting, applied field of study.
Lehigh's Master's of Science in Data Science allows students from a wide range of backgrounds to gain the qualifications necessary to tap into the wealth of data science jobs, many of which require an advanced degree. The U.S. Bureau of Labor Statistics projects jobs in the field to grow more than 30 percent between 2020 and 2030. Lehigh's Data Science program provides access to the skills and tools of data science to people who want to develop that skill set, even if they don't have a background in computer science or statistics. Prospective students need a strong foundation in math and some basic training in computer science, but no prior data science coursework is required. Classes will be taught in a hybrid (both in-person and remote) format.
Master’s in Data Science Contact
Blake Plimpton | Graduate Recruiting Manager | [email protected] | (610) 758-5483 | mathematics |
https://southeast.unison.org.uk/events/maths-anxiety-part-4-taking-learning-into-practice/ | 2021-10-17T18:21:42 | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585181.6/warc/CC-MAIN-20211017175237-20211017205237-00622.warc.gz | 0.96229 | 231 | CC-MAIN-2021-43 | webtext-fineweb__CC-MAIN-2021-43__0__32729348 | en | 14 October 2020 10:00am–11:30am
We have secured funding through the Inclusive Learning Project in the South East for a four week online course hosted by the National Numeracy Project. This is a project which aims to advance maths in the workplace; there is absolutely no maths tutoring/ training or learning involved. The purpose of the sessions are to understand anxiety around and towards maths, looking at ways you can help members to overcome it (if they ask).
Within the UK 49% of adults are operating with a maths level of that expected of primary school children and we can help tackle this. The National Numeracy Project understand that as soon as you start talking maths people start to switch off, they propose a much more subtle approach to advancing maths learning in the workplace and as part of that you will learn how to run a successful project.
This course is open to Union Learning Reps and Lifelong Learning Co-ordinators.
How to attend
Simply email [email protected] with your membership number and the title of the event. Spaces are limited, so apply today! | mathematics |
https://niatm-net.webs.com/apps/blog/entries/show/44169315-2017-2018-meetings | 2018-08-19T04:01:33 | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221214691.99/warc/CC-MAIN-20180819031801-20180819051801-00204.warc.gz | 0.898216 | 405 | CC-MAIN-2018-34 | webtext-fineweb__CC-MAIN-2018-34__0__53506844 | en | |Posted by niatm on September 15, 2016 at 8:45 AM|
Monday, October 23, 2017
"Uniting Geometrical Constructions and Proofs" (Middle/HS)
Presenter: Mr. Matthew Foster, Waukegan Public Schools
As an architect, it gives me goose bumps to see geometric constructions that are so darned elegant. As a math teacher, I get them when students develop elegant proofs. Geeky, right? Can my 2 loves be combined from Day 1? Yes! Bring a compass (or use mine) & straightedge and let’s make connections!
Tuesday, December 5, 2017
"It's Not Magic - It's Algebra!" (Grades 6-10)
Presenter: Mr. David Spangler., Math Consultant, McGraw-Hill Education
Come away with a collection of motivational activities, card tricks and puzzlers. Your students will want to know WHY they work - and you will oblige by exploring the powerful role variables play in their justification. Students will thus discover how unknowns take the unknowns out of algebra!
Wednesday, February 21, 2018
"Theater and Improv for the Math Classroom" (K-12)
Presenters: Mr Steve Starr, Math Consultant, formerly Lake View HS, CPS
Math teacher Steve Starr explores theater games and improv exercises to enliven your classroom and help students connect with each other as active learners.
Thursday, April 19, 2018
"Create Your Own Khan Academy Style Video Library for Your Classes" (Grades 8-16)
Presenter: Dr. Angela Thompson, Governors State University and Ms. Michelle Hale, Aqsa School, Chicago
As a teacher, the ability to make your own videos on mathematical concepts is a powerful tool for student learning. In this session, we will demonstrate how easy it is to make Khan Academy style videos using a tablet and explain why your students need it. | mathematics |
https://canyouactually.com/jigsaw-puzzle/ | 2022-05-19T12:23:41 | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662527626.15/warc/CC-MAIN-20220519105247-20220519135247-00167.warc.gz | 0.952509 | 209 | CC-MAIN-2022-21 | webtext-fineweb__CC-MAIN-2022-21__0__45634274 | en | Infinity puzzles are jigsaw puzzles with no beginning and no end. They have no fixed shape, no starting point, no edges, and can be assembled in thousands of different ways.
The “Infinity Puzzle” is based on the Klein bottle, a non-orientable surface; it is a two-dimensional manifold against which a system for determining a normal vector cannot be consistently defined.
The puzzle, created by Nervous System, is configured using science, math, and lasers. “Our infinity puzzles build on that tradition with a new mathematical twist that would be almost impossible with hand cutting, a puzzle that tiles in every direction,” the company wrote on their blog.
“The intricate branching shapes of our puzzle pieces emerge from a simulation of crystal growth and are lasercut from plywood.”
If you’re interested in purchasing this puzzle you can do so here. Be sure to give this post a thumbs up and a share with your friends on Facebook before you go. | mathematics |
https://shadowbride.com/tools/age | 2023-12-03T17:02:18 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100508.42/warc/CC-MAIN-20231203161435-20231203191435-00697.warc.gz | 0.952661 | 166 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__210709181 | en | Dusk years and earth years are very much not the same. Earth has 365(ish) days per year, and 24 hours per day. Dusk has 27 hours per day, and 243 days per year (both decimal, it's 30 and 300 days respectively in nonary). Further complicating matters, Dusk's most common number structure is nonary, so when they say "the year is 1120AV", they really mean the year is 828, and those 828 years were only 6,561 hours long compared to our 8,760 (so in reality, it's been ~620 Earth years since 0AV). The following is a calculator to convert ages between the two timekeeping systems.
For more information, see Time and Timekeeping.
This calculator assumes the current year is 1120AV on Dusk. | mathematics |
http://library.wolfram.com/conferences/conference98/abstracts/mathematica_link_for_microsoft_excel.html | 2014-08-20T08:51:28 | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500801235.4/warc/CC-MAIN-20140820021321-00341-ip-10-180-136-8.ec2.internal.warc.gz | 0.883348 | 224 | CC-MAIN-2014-35 | webtext-fineweb__CC-MAIN-2014-35__0__52616684 | en | Mathematica Link for Microsoft Excel
There are dozens of useful features in the completely reworked Mathematica Link for
Microsoft Excel. Most of the limitations of the earlier version have been effaced, and
the user interface is much more developed. Among the items at the top of user's
wish list, Mathematica graphics can now be generated inside Excel. Arrays of any
type can be sent and received. Calculations can be interrupted, messages can be received,
and a terminal window for quick communication with the kernel is provided. An easy-to-use Mathematica
Wizard guides users through the process of entering Mathematica functions into a
spreadsheet. For Mathematica programmers, this simply means that their code has the
potential of being used by more than just the Mathematica literate. This session
will provide a brief tour of the new product and illustrate examples of functions written
in Mathematica that are conveniently used inside Excel.
More information on Mathematica Link for
Microsoft Excel is available in the Wolfram Research Store. | mathematics |
https://luca3m.me/2014/05/27/median-filter-redis.html | 2022-08-15T15:10:46 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882572192.79/warc/CC-MAIN-20220815145459-20220815175459-00388.warc.gz | 0.761829 | 460 | CC-MAIN-2022-33 | webtext-fineweb__CC-MAIN-2022-33__0__175530857 | en | Recently I had to implement a median filter algorithm, I found Redis very powerful to accomplish this! A very simple solution and scalable.
As described in Wikipedia, Median filter works in this way: given a signal, output sample is the median of last N input samples, where N can be any positive integer number. Higher is N, more aggressive will be your filter.
We need a store for last samples, in a FIFO way, pushing a new one will drop an older one. Redis provides lists, which are perfect for this scope. Also we need to sort these samples in numerical order, to get every time we want the median value. Redis provides a SORT command, which does this job.
I implemented these two primitives:
add_sample(value)- called every time to add a new sample
get_median()- to get the median value
For the former we need to call two Redis commands:
MULTI LPUSH <yourkey> <value> LTRIM 0 <N>-1 EXEC
LPUSH will simply add a new sample to the list,
LTRIM ensures that at least
N elements will be stored, no more.
To get median value we need to call
SORT and then calculate median. SORT returns
all values on that list, sorted by numerical order. I have preferred
to use a script, so Redis avoids returning non useful data to clients:
local list_key = KEYS -- Key of samples list -- Sort values local sorted_values = redis.call("SORT", list_key) local size = #sorted_values local median = 0.0 -- Calculate median if size % 2 == 0 then median = (sorted_values[size/2]+sorted_values[size/2+1]) / 2 else median = sorted_values[(size+1)/2] end -- Use tostring because median value may be floating point return tostring(median)
Calling this script it’s easy:
EVAL <script> 1 <yourkey>
Copyright © 2014-2021 Luca Marturana. License. | mathematics |
https://jonngan.medium.com/differential-equations-notes-b489fc88af1a?source=user_profile---------2---------------------------- | 2022-12-08T19:46:29 | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711360.27/warc/CC-MAIN-20221208183130-20221208213130-00478.warc.gz | 0.904014 | 3,958 | CC-MAIN-2022-49 | webtext-fineweb__CC-MAIN-2022-49__0__2757151 | en | Differential Equations Notes & Study Guide
This semester I am taking differential Equations and this is a study guide/cheatsheet I’m writing to help me better understand my notes and to help anyone else understand the topic who maybe in similar boat.
A First Course In DIFFERENTIAL EQUATIONS with Modeling Applications (11th Edition)
Florida Polytechnic University
Note: I will try to not use textbook language wherever possible but I will include Book definition in some form to allow me to elaborate on what the book definition means.
Calc 2 skills such as
- Logarithms and their properties
- Complete the square
- Partial Fraction decomposition
Table of contents:
ii. Exam 1
iii. Exam 1 Summary
iv. Exam 2
v. Exam 2 Summary
vi. Exam 3
vii. Exam 3 Summary
viii. Final Exam
What is a Differential Equation?
“An equation containing the derivatives of one or more unknown functions ( or dependent variables), with respect to one or more independent variables, is said to be a differential equation (DE).”
The video above goes into detail about what this definition means but basically:
Differential Equations are equations written to express real life problems where things are changing and with ‘solutions’ to these equations being equations themselves. We are using math to represent real life scenarios, usually meaning a rate of change.
ie. beats per minute (bpm) , meters per second (m/s), or anything that isn’t exactly a finite value but rather a changing one.
Now to the goal in this class is to find the original function that has a derivative of the one in the equation you are given.
That may sound complex but this class is usually taken after Calculus 2 and that means Im assuming you have a simple understanding of Derivatives and integrals.
d/dx (x²) = 2x
and your job is to find:
integral of (2x)
which is x²+c
Where your answer is still a function but that’s very basic calculus, I will go back and write a Calculus 2 and 3 Article later but for now thats all you need to know.
Types of Differential Equations
Now the equations you’re given in differential equations problems will involve 1 or more derivatives of many unknown functions as defined below as ODE’s but eventually you will be doing Differential Equations with partial derivatives (PDE’s) from Calc 3 (More on this later)
- If a differential equation contains only ordinary derivatives of one or more unknown functions with respect to a single independent variable, it is said to be an ordinary differential equation (ODE)
2. An equation involving partial derivatives of one or more unknown functions of two or more independent variables is called a partial differential equation (PDE)
Initial Value Problems:
“ An initial value problem is an ordinary differential equation together with a specified value, called the initial condition, of the unknown function at a given point in the domain of the solution.”
To Solve the above:
y’ is equal to 𝑑𝑦/𝑑𝑥 in this case so:
Then we move the y+1 and 𝑑𝑥 around
Then Integrate both sides to get
Now to remove the ln we need to make each side the base of e^x
hint: e^[ln(y+1)] is just y+1
(𝑒^c) is still just C and we move the +1 to get:
𝑦= 𝑐𝑒^x -1
to arrive at the general solution of:
y = 𝑐𝑒^𝑥 -1
but the could be:
1𝑒^𝑥-1, 2𝑒^𝑥-1, 3𝑒^𝑥-1 etc.
The C represents a constant that we don’t know yet,
But we were given some initial condition in the problem y(0) = 5, then we can now use this to solve for our C value by plugging it in to our
5 = C𝑒⁰-1
5+1 = C𝑒⁰
5+1 = C(1)
and Then we get
which means C = 1
And this means we now have a single function answer of:
y = 6𝑒^𝑥 -1
as our solution, rather than a family of functions as a solution (The general solution)
We didn’t know that without knowing the initial condition but thats how we would solve for the C value given an initial condition but otherwise we just look for the general solution.
And thats only with there being one derivative which means the equation is of the first order.
First order differential equations:
The number of derivatives you have relates to the Order of the equation (equations with second derivates are said to be of the second order, equations with third derivative are said to be of the third order, etc)
for every extra derivative in your problem, you will get an extra C value which can be denoted
x being the order of derivative taken for that value
These Values are necessary for accuracy but eventually can be combined later so just make sure you never forget your +C
We will go into detailed examples but for now this is the basic theory behind the equations to help as it maybe a little tricky or obscure at first but we’ll get there.
Exam 1 :
Sections 1.1 to 4.2
Our professor is testing us on Chapter 1 through chapter 3 section 1 (3.1)
Here’s the notes we’ve covered of the chapters covered (not skipped)
This first exam will be on ODE’s of any kind using the different techniques covered so I will go through each of the techniques and when they would be used to solve a ODE
To solve Any Differential equation, you must first start by deciding on which technique is most suitable for the equation in question.
The most effective way solve ODE’s is through this list of techniques, checking to see if the equation can be solved by each method in this order.
Note: Most problems tend to be solvable through multiple techniques but the optimal technique will make your solution much easier which makes it so important to pick the correct and best method.
The later techniques above often will turn your original equation into an equation solvable by the earlier methods (ex. A Bernoulli can sometimes create a separable equation which are much easier to solve)
A differential equation is said to be separable if the variables can be separated. A separable equation is one that can be written in the form dy/dx. Once this is done, all that is needed to solve the equation is to integrate both sides. Our example in the introduction is considered a separable equation as with the one below:
- If you can split of the X and Y terms to be on opposite side of the equal sign, then it is a separable equation
- Once separated, take integral of both sides
A differential equation can be homogeneous in either of two respects. A first order differential equation is said to be homogeneous if it may be written f(x,y)dy=g(x,y)dx, where f and g are homogeneous functions of the same degree of x and y. In this case, the change of variable y = ux leads to an equation of the form dx/x=h(u)du, which is easy to solve by integration of the two members.
- Every term must be of the same degree
A substitution problem is essentially a problem where you do a u-substitution for portion of the problem to make the problem easier to manipulate or solve.
Usually look for a term that when replaced with a u, makes the problem simpler
dy/dx =( some term)² could be u = some term
and hopefully you’d get
u = some term
dy/dx = du/dx + d/dx( some term)
You then substitute in your u term and new dy/dx term
and solve accordingly
- Can be made separable
4. Linear (y or x)
To start a linear equation, you must first write it in standard form
y’ P(x) + y = Q(x)
Once this is done, the integrating factor is
I(x) = e^integral of P(x)dx
And then the general solution is now
y = 1/I(x)[integral of I(x)Q(x) dx + C]
5. Bernoulli (y or x)
Basically, if in the form M(x,y) dx + N(x,y)dy = 0,
then you can separate the
M(x,y) and N(x,y) terms
Take the partial derivative of each of x and y and if they are equal,
your equation is exact.
7. Integrating Factor
Format your equation as such:
y’ + yP(x) = Q(x)
Integrating factor → I(x) = e^integral(
Use accordingly (Look at exact)
y = 1/I(x) * int[ I(x)*Q(x) + C ]
Growth & Decay
rate of change of x with respect to time
Modeling with First order Differential Equations
Now that you’ve practiced these different techniques for solving differential equations, Our next objective is to apply these differential equations to rate of change problems that we can now solve now that we’ve created am equation of the differential type.
Usually our differential equations are either separable or non-separable.
If separable, split up the variables and integrate
If not separabale, we must
- Label the variables in the equation
- List any given constants or given initial conditions
- Write out equation in terms of words/variables
- Write equation in standard form
- Solve this differential equation
- Plug in the initial condition in to get C
Exam 1 Summary
The best way to go about first order differential equations
- Does the problem fall under SHEILDS — Separable, homogeneous, Exact, Linear, Direct Integration, or Substitution. (I know the order is different but shields is a good acrynonm
- Separate the variables into the dy and dx terms on the respective sides of the equal sign and then integrate and solve in terms of y
- Replace y = ux or x = vy
- Find dy/dx and then substitute in y or x and dy/dx
- Integrate the two sides
- Look at the equation and see if you can identify a M(x,y) and N(x,y) term which is set equal to 0
- Find the partial derivative of M(x,y) and N(x,y) and see if they are equal
- Put the equation in standard form:
y’+yP(x) = Q(x)
Your integrating factor is now
I(x) = e^integral(P(x))
You then multiply the equation by your integrating factor
I(x)* y =integral ( I(x) * Q(x) dx
For Direct Integration
- Just integrate the equation, shouldn’t be too complicated
- If the equation can be made simpler, substitute in a u = some term and then find du and apply that to the equation
When given a modeling word problem, you need to memorize a couple of different problem types and their associated differential equation type so that you can solve for their general solution and for C if given the initial conditions
Bacterial Growth, Half-Life of Plutonium, Age of a Fossil
dx/dt = kx or dA/dt = kA
Cooling of a Cake
dT/dt = k(T-70)
Mixture of Two Salt Solutions
dA/dt = (input rate of salt) -(output rate of salt) =>R in — R out
Exam 2 :
Sections 4.2 to 7.1
Reduction of order
Homogeneous Linear Equations with Constant Coefficients
Undetermined Coefficients — Superposition Approach*
Undetermined Coefficients — Annihilator Approach
y’’ + y’ + … = 0
y c: complementary function
y p: particular solution
y p = u1(x)cosx + u2(x)sinx
u1(x) = negative integral of y2 f(x) / w(x) dx
u1(x) = integral of y1 f(x) / w(x) dx
w(x) is the Wronskian
To find wronskian we do a crossproduct of |y1 and y2|
y = yc + yp
Exam 2 Summary
At the present moment in time, classes were now moved completely online meaning we did receive a lecture video review which I will be breaking down into sections, steps and explanations as best I understand.
The video that was made to cover our second exam material is from sections 4.1 to 4.8 and it is mainly solving homogenous and non-homogenous linear differential equations.
I took hand written notes that can be found here
I will write out verbal explanations with light equations due to the inability to type the mathematics properly with sub notation but I will do my best to describe steps in full
Topics and Examples
Prove that given solutions are indeed solutions to the homogenous, linear, second order differential equation
Show that [e^x , e^-3x] is a fundamental set of solutions of the equation
y’’ + y’ — 6y=0
First we must check if the given solutions are linearly independent or not
so we use each of the provided solutions as inputs for y and take their respective first and second derivatives to see if they satisfy the equation.
In this problem the y’s and their derivatives satisfy the differential equation so now we must check if they are linearly linearly independent by finding the general equation and since the equation is a second order differential equation so there are only two solutions.
so e^(2x) & e^(3x) are our f(x)1 and f(x)2
To find the general solution we need to find the wronskian which is
the cross product of the f(x)’s and their derivatives.
If the final solution is never 0 then the solutions are linearly independent
In this case e^(2x)•-3e^(-3x) + -2^(2x)•e^(-3x) = -3e^(-x) — 2e^(-x)
- This equals -5e^-x so they are linearly independent
- Therefore both of the provided solutions are the fundamental set of solutions
Reduction of order formula
Given the equation: x²y’’ — 3xy’+4y=0 and the solution: y1 = x² ,
Find the other solution
This is a second order linear differential equation that has a non-constant coefficient so we take the original equation and divide by the term in front of the y’’ to get it by itself
In this case we divide by x² to get
y’’ — 3y’/x + 4/x²y = 0
The coefficient of y’ is P(x)
The coefficient of y is Q(x)
Now at this point we need to use the reduction of order formula
Then using this formula we can plug in and solve for the the second solution the to the differential equation.
Find the general solution of the homogenous linear equation
Solving non-homogenous differential equations using the method of undetermined coefficients
Solving non-homogenous linear differential equations with constant coefficients using the method of variation of parameters
1.1: Definitions and Terminology
1.2: Initial-Value Problems
1.3: Differential Equations as Mathematical Models
2.2: Separable Equations
2.3: Linear Equations
2.4: Exact Equations
2.5: Solutions by Substitutions
3.1: Linear Models
4.1: Preliminary Theory — Linear Equations
4.2: Reduction of Order
4.3: Homogeneous Linear Equations with Constant Coefficients
A homogeneous linear ordinary differential equation with constant coefficients is an ordinary differential equation in which coefficients are constants (i.e., not functions), all terms are linear, and the entire differential equation is equal to zero (i.e., it is homogeneous).
4.4: Undetermined Coefficients — Superposition Approach*
4.6: VARIATION OF PARAMETERS
Thanks for reading! Buy me coffee? https://ko-fi.com/jonngan | mathematics |
https://www.bluebirz.net/en/note-of-data-science-training-ep-5/ | 2023-11-28T12:12:05 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099514.72/warc/CC-MAIN-20231128115347-20231128145347-00208.warc.gz | 0.910532 | 777 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__88985469 | en | From EP 4, we could know all 3 types of Linear regression. Linear regression is just one of 4 Machine Learning (ML) algorithms.
Supervised Learning is ML on labeled output and we use the label to train our models. For example, we have data of age and income. We want to predict income at any age as labeled output is income.
In other hand, Unsupervised Learning is working on unlabeled output that means we have no initial result data to train models. We will talk about this later.
And Continuous means quantitative output as Discrete means qualitative output.
As the figure above, there are main 4 ML algorithms:
Discrete Supervised Learning. This is for predicting group in limited values. For example, we want to predict which group of interests for a customer when we have customer data as ages, occupations, genders, and interests.
Continuous Supervised Learning. This is to predict output as it can be any values. The example is the previous episode.
Discrete Unsupervised Learning. It is to group our data. For example, we want to group customers into 8 types leading to the hit advertisements from customer data.
- Dimensionality reduction
Continuous Unsupervised Learning. This is working on data optimization. One day we will have tons of data in thousands columns, and Dimensionality reduction helps us find the most important columns to deal with in terms of data processing.
And this time, I am proud to present…
Logistic Regression predicts the probability. Despite its name, its algorithm is classifier as the result is a member of labeled output.
Now it’s the time.
We reuse Titanic data again. Assign
x as “Pclass”, “is_male” that is calculated from “Sex”, “Age”, “SibSp”, and “Fare”.
y as “Survived”. We are going to predict the survivability.
Utilize the module
sklearn.linear_model.LogisticRegression() and run
solver='lbfgs' to avoid a warning.
fit(). Just peeking
coef_ and find the second column, “is_male”, has negatively impact on “Survived”.
Once we get the model then go to test. We create a crew with “Pclass” is 30, male, no “SibSp”, and paid 25 as “Fare”.
Our model predicts he was dead (“Survived” is 0). Please mourn for him 😢.
.predict_proba() and we realize his survivability is just 10%.
Ok. Let’s see the correctness of the model. We create a
DataFrame to combine “Survived”, predicts, and a correction flag as “is_correct”.
Average correctness of our model is 83%. Quite great.
Besides, we shall meet Dummy Classifier. This one provides the “baseline” classification model. It means we can apply this as a standard to evaluate our model.
Dummy Classifier run the model with simple rules and we can define the rule by the parameter
strategy. This time is “most_frequent” that is to predict base of frequent values of the training set.
Now we check the baseline correctness as it is just 52.7%. Our Logistic Regression model above works.
Classifiers is useful for data categorizing works and I hope this blog can be great for you to understand ML overview.
Let’s see what’s next. | mathematics |
https://updateodisha.com/2022/03/14/timetable-for-summative-assessment-ii-exam-for-class-10-students-in-odisha-76563/ | 2023-01-26T23:14:18 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764494826.88/warc/CC-MAIN-20230126210844-20230127000844-00469.warc.gz | 0.889477 | 180 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__225068718 | en | Board of Secondary Education (BSE) on Monday released the timetable for the Matric exam (Summative-II).
According to the BSE, the examination would be of 80 marks for each subject (50 objective and 30 subjective). Two-hour exam will be held for every subject, barring Mathematics where students will get extra 15 minutes.
Exam will start at 8 AM from April 29-May 7.
April 29: Second Language English/Hindi (8-10 am)
May 2: Mathematics (8-10.15 am)
May 4: Science (8-10 am)
May 5: First Language Odia/Bengali/Hindi/Urdu/Telugu/ alternative English (8-10 am)
May 6: Third Language (8-10 am)
May 7: Social Science | mathematics |
https://bonfleurbotanicals.co/test-results/ | 2023-02-02T11:26:14 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500017.27/warc/CC-MAIN-20230202101933-20230202131933-00634.warc.gz | 0.890582 | 246 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__2982982 | en | How do I interpret the test results?
These tests are for potency and the units are mg/g or mg/1000mg. So, if you’re interested in the percentage of cannabinoid in a given product, you just move the decimal over three spaces. Ex: 2.6mg/g = .0026g/g or 0.26%.
To calculate the amount of CBD in your product, you multiply the mg/g by 29g/bottle (oil is less dense than water so 30ml weighs 28.8g). So for our Calm tincture, 37.2mg/g x 28.8g = 1071mg CBD.
In our high-potency tinctures, one bottle contains ~1000mg CBD which translates to 1.2mg CBD per drop (there are slight variations in drop size depending on the viscosity of the oil).
Our products are high potency, full-spectrum and all guaranteed to be below 0.3% THC.
Start low and go slow. Begin with 4 drops-1/4ml (5-8mg CBD) and slowly work your way up to what is ideal for you. | mathematics |
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Moose Math engages kids in a mathematical adventure and teaches counting, addition, subtraction, sorting, geometry and more. While playing 5 multi-level activities in the Moose Juice Store, Puck’s Pet Shop and Lost & Found, kids can earn rewards to help build their own city and decorate buildings. Moose Math introduces a new whimsical group of Duck Duck Moose characters, The Dust Funnies, who help with mastering math skills. Moose Math is aligned with Common Core State Standards for Kindergarten and 1st Grade and includes a Report Card section where parents and teachers can monitor progress and find additional skill-building activities. AGES: 3-7.
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Compatibility: Requires iOS 6.0 or later. Compatible with iPhone, iPad, and iPod touch. | mathematics |
http://ecssc2021.com.au/high-school-career-day/ | 2022-05-21T22:30:10 | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662541747.38/warc/CC-MAIN-20220521205757-20220521235757-00675.warc.gz | 0.925141 | 883 | CC-MAIN-2022-21 | webtext-fineweb__CC-MAIN-2022-21__0__210325711 | en | The Statistical Society of Australia (SSA) will host the Early Career & Student Statisticians Conference (ECSSC) 2021 virtually from July 26th to August 1st 2021. As part of the conference, we have set side a day (July 31st 2021) for our future budding statisticians! High school students (year 7 – 12), or teachers of high school and primary students are encouraged to join in the conference.
Workshop: An introduction to statistical programming and analysis
The day will begin with a hands-on workshop were students and teachers will be introduced to the freely available software package R and learn the fundamentals of statistical programming (no experience required!). Participants will have opportunities throughout the workshop to implement what they learn as they work through a statistical problem, from data exploration to data visualisation and more. Our workshop presenters are experienced R users and statisticians, spanning industry and academic researcher.
- Dr. Emi Tanaka, Department of Econometrics and Business Statistics, Monash University
- Dr. Kevin Wang, Statistician at CSL Behring
- Patrick Robotham, Nimble Australia Pty Ltd
- Daniel Fryer, Department of Mathematics and Physics, The University of Queensland
High School Day Career Panel
Following the workshop, a careers panel will provide information on the many possible career pathways in statistics and how to navigate statistical learning. Hear from recent statistics graduate and early career statisticians on there experiences studying statistics at varying levels of education, and how they use data in their everyday work to solve a wide variety of problems.
Soraya McPhail is a current methodology graduate at the Australian Bureau of Statistics, ABS. She completed a Bachelor’s degree in Economics, Mathematics and Statistics at the University of Western Australia in 2020. At the ABS, Soraya works within the Statistical Methodology Branch, where she assists her team in providing statistical and sampling advice to ABS Business Surveys. Over her short time at the ABS, Soraya has worked on a wide range of projects including investigating the feasibility of using administrative data for ABS publications, confrontational analysis, sample design and estimation support for internal ABS clients.
Ever since graduating from Macquarie University in 2018, I have had the opportunity to work across multiple sectors, industries and organisational scales. From being an analyst at Australia’s largest debt purchaser to catching internal fraud for Westpac, and now with NSW Health as a Trainee Biostatistician. Let me just tell you, I’ve been in the trenches and I’ve seen some things. So, if you got what it takes, let me share my insights about this wild world.
Dr. Elena Tartaglia
Dr. Elena Tartaglia is a Research Scientist at CSIRO’s Data61. She is part of the Analytics and Decisions Sciences program and mainly works on consulting projects with external clients. Elena completed her PhD in Mathematics at the University of Melbourne in 2016 and moved into data science three years ago. Since joining Data61, she has used statistics and data science to solve problems in manufacturing, education, risk management and bushfire prevention.
Registration is free of charge for school students. Simply upload a copy of your student ID at the time of registration as proof of your student status. As part of your registration, you will also have access to all other conference days which include an amazing line-up of keynote speakers from all occupations, and a diverse range of selected talks from early career & student statisticians.
Register for the conference!
Online registration and information on the conference, keynote speakers, workshops, and abstract submissions are available at: http://ecssc2021.com.au/.
A number of door prizes will be drawn during the High School Career Day, courtesy of the Australian Research Council Centre of Excellence for Mathematical & Statistical Frontiers (ACEMS). These will include some introductory statistical textbooks and book vouchers to help foster your learning in statistics!
If you have any questions, concerns, or feedback, please contact the ECSSC Chair via email at [email protected].
We look forward to welcoming you to our conference! | mathematics |
https://www.muswellhillprimary.co.uk/Our-Learning/Mathematics/ | 2024-04-14T18:28:18 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816893.19/warc/CC-MAIN-20240414161724-20240414191724-00511.warc.gz | 0.95947 | 951 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__24741602 | en | Muswell Hill Primary School’s vision for Mathematics is that each child will possess a confidence and positive attitude to the subject regardless of their gender or background.
Each child will move onto the next stage in their learning with a secure base of fluency and knowledge of key number facts. This knowledge will allow them to explore and solve mathematical challenges in everyday situations as maths is seen as an integral part of life.
At Muswell Hill Primary School the teaching of Maths is based on a mastery approach. The approach ensures that children learn the strategies and concepts on a deeper level rather than rushing through the objectives. Attention is paid to reinforcing their knowledge. Teachers use a teaching for mastery approach. At our school this means that the whole class will work together in some lessons, particularly those that introduce and explore a new concept. Teachers will focus on small steps, key representations, questions and misconceptions to introduce a concept, aiming for all children to become secure in the concept. In other lessons, it might be effective for the class to spend more time working in smaller groups or on independent practice; this will be based on the teacher’s assessment, from the previous lesson. Teachers will, informed by their assessments, adjust lessons and activities so that they are pitched at appropriate levels of challenge and provide the right ‘next step’. Best practice at our school is keeping the whole class working on the same concept, taking small steps to master this but also assessing progress and using ‘flexible grouping’: grouping that is informed by day to day marking and assessment of misconceptions. When appropriate, throughout the lesson, the children will be drawn together to learn from each other and share misconceptions so they can progress as a class. Children with special educational needs may well be working to an individual plan and teachers will differentiate their work, ensuring they are included in the theme of the lesson. Whatever their level of attainment, children should not experience repeated failure or effortless success; success should be encoded.
Lessons are planned from a balanced mathematics curriculum based on the National Curriculum with a strong emphasis both on fluency in number facts, calculations and place value and applying all areas through reasoning and problem solving. Teachers are expected to use precise explanations in order for children to clearly understand key concepts and strategies and assess pupils regularly to identify those requiring intervention, so that all pupils are supported in keeping up – diminishing differences and disadvantages. Specific, differentiated and deep questioning in lessons are key in order to test conceptual and procedural knowledge, as well as supporting and stretching pupils according to their needs.
Teachers at MHPS base their pedagogy on evidence from bodies such as the NCETM, NRICH and Whiterose, they gather, develop and share great lesson ideas which make maths relevant as well as those which promote problem solving with pure number. Games, reasoning and problem solving are cornerstones of our teaching and learning of mathematics. The school has worked in partnership with NCETM in recent years and is committed to approach.
The curriculum is planned so that children have regular opportunities to embed their understanding of key maths skills; such as number bonds, knowledge of +, -, x and division/multiplication tables. The progression of written methods for calculations follow the CPA approach – from concrete (actually ‘doing’ with real objects) to pictorial representations – moving to abstract concepts only when children are ready and have a secure conceptual understanding. The calculation policy with the progression of methods used across the school is attached here.
Maths @ Home
To consolidate and reinforce the maths learning carried out in school, teachers are now able to allocate online activities via the Topmarks online homework resource IXL. The children have been given their individual log in details and once logged in can access and complete their maths homework each week.
Staying Safe Online
DLC and the Internet have become integral to teaching and learning within schools, providing pupils and staff with opportunities to improve understanding. However, whilst this technology has many benefits for Muswell Hill Primary School, we recognise that clear procedures for appropriate use and the education of staff and pupils about online behaviour and potential risks are essential. Please click here to see our Online Safety Policy.
Here are a list of a few useful websites to help the children with their maths learning at home:
1) Top Marks Hit the Button: this is great for quick fire times table and number fact practice to develop the children’s fluency:
2) TT Rockstars: In KS2 each pupil has been set up with their own individual log in, which means they can access this exciting online resource at home as well as at school. | mathematics |
http://theflanneleffect.com/2018/04/18/prominent-mathematician-michael-lacey/ | 2018-12-15T18:49:51 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826968.71/warc/CC-MAIN-20181215174802-20181215200802-00204.warc.gz | 0.974638 | 393 | CC-MAIN-2018-51 | webtext-fineweb__CC-MAIN-2018-51__0__149921920 | en | Michael Lacey is a highly-honored mathematician who currently serves as a full professor and associate chair of faculty at the Georgia Institute of Technology. Michael Lacey first came to the Georgia Institute of Technology in 1996 with the rank of associate professor. He became a full professor in 2001, and he moved to his current role in 2017.
Michael Lacey earned a BS degree in mathematics from the University of Texas in 1981. In 1987, he earned a Ph.D in mathematics under the direction of Walter Philipp. His thesis was in the area of probability theory.
Before coming to the Georgia Institute of Technology, Michael Lacey was an assistant professor at the University of Louisiana. From there, he moved to the same position at the University of North Carolina. From 1989 through 1996, Michael Lacey served as an assistant professor at the University of Indiana.
Dr. Lacey has received a number of honors in his field. In 1997, he was awarded with the Prix Salem for his work in phase space analysis. Dr. Lacey followed this by receiving a Guggenheim Fellowship in 2004. This prestigious honor is given to no more than four mathematicians in any given year.
In 2008, Dr. Lacey was awarded a Fulbright Fellowship, and spent time in Buenos Aires, Argentina. The American Mathematical Society accepted Dr. Lacey as a fellow in 2013. That organization stated that Dr. Lacey had made, “outstanding contributions in the advancement of mathematics”.
In his current teaching role, Dr. Lacey teaches a number of different courses on a rotating basis. In the past he has taught courses that include the Foundation of Math Proofs, Vector Calculus, Linear Algebra and Harmonic Analysis.
Dr. Lacey continues to be an adviser to graduate students and those in the Ph.D program at the Georgia Institute of Technology. He has worked with several students in postdoctoral programs as well. | mathematics |
http://tutent.com/TE/IP/2321.html | 2018-01-21T08:45:58 | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084890394.46/warc/CC-MAIN-20180121080507-20180121100507-00572.warc.gz | 0.948831 | 331 | CC-MAIN-2018-05 | webtext-fineweb__CC-MAIN-2018-05__0__53814416 | en | Special pricing subjects are subjects which require a great deal of preparation by the tutor. These are subjects that are rarely asked for by students. Generally for every hour spent with the student, the tutor will spend three or more hours without the student. Because these are so labor intensive, I generally will only take on one special price situation in a semester - two at the most. The cost rate for the student can be significantly lowered from the prices show below if a digital unlocked pdf copy of the book is sent to me by the student, or if the student purchases a book for me (which I keep).
Having students come to my home allows me to schedule sessions both before and after any particular student. This allows me to reduce my fees in these cases. I am located near 40th and Old Cheney. (See a map. Click your browser's back button to get back to this page.)
One Person Rate
The rate for one person is $60 per hour.
An individual's group rate is calculated using the formula (n + 1) R / (2n) where n is the number of people in the group and R is a person's single-person price rate (including any promotional discounts). So the individual rate for two people (using the regular rate of $60/hr as an example) would be (2 + 1)($60 per hour) / 4 = $45.00 per hour, three people would be (3 + 1)$60 / 6 = $40 per hour, and so on. Promotions that lower an individual's single-person rate are applied before the group rate formula is used. | mathematics |
https://www.consumerfinance.gov/consumer-tools/educator-tools/youth-financial-education/teach/activities/comparing-stock-investments/ | 2021-04-17T22:31:04 | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038464065.57/warc/CC-MAIN-20210417222733-20210418012733-00303.warc.gz | 0.891794 | 199 | CC-MAIN-2021-17 | webtext-fineweb__CC-MAIN-2021-17__0__275135599 | en | Comparing stock investments
Students learn how calculating capital gains and capital losses can help them evaluate stock investments.
To measure a stock’s past performance, you’ll need to calculate that investment’s gains and losses.
- How do you calculate a capital gain or capital loss?
- How can you use percentages to evaluate a stock’s past performance?
- Calculate capital gains and capital losses for stock transactions in terms of dollars and percentages
- Understand how these calculations can help evaluate a stock’s past performance
What students will do
- Calculate capital gains and capital losses in terms of dollars and percentages for specific stock transactions.
- Determine which stock transaction had the greatest capital gain in terms of dollars.
- Determine which stock transaction had the greatest gain in terms of percentages.
Note: Please remember to consider your students’ accommodations and special needs to ensure that all students are able to participate in a meaningful way. | mathematics |
https://eastwickschools.uk/Year-1/ | 2018-11-13T21:12:30 | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039741491.47/warc/CC-MAIN-20181113194622-20181113215822-00043.warc.gz | 0.908665 | 314 | CC-MAIN-2018-47 | webtext-fineweb__CC-MAIN-2018-47__0__109612893 | en | Welcome to Year 1
Firstly thank you so much to everyone for coming to join in with our Harvest celebrations on Friday. We hope you enjoyed it as much as we did.
Next week in Maths we will be ordering 3 groups of numbers from the smallest to the greatest and vice versa. We will then be ordering these numbers on a blank number line. In English we are revisiting the Three Little Pigs and thinking in particular about the Wolf who has gone missing! We will be planning and making our own missing wolf posters focusing on adjectives and descriptive phrases. In Art we will be taking a closer look at Autumn and will use leaves, pastels, paint and other media to create an Autumn scene. We will be looking at high and low pitch in Music, practising our computing skills using bug club and learning more about our value of the month - Happiness.
Maths at home
- Writing numbers 0-10 the correct way round. All numbers are written starting from the top.
- Use the vocabulary, greater than, more than, fewer than, less than and equal to and discuss what each mean.
- Practise ordering 3 numbers from 0 - 10 from smallest to biggest and vice versa. Where possible use every day objects eg pasta to help with representing each number first before ordering.
Don’t forget Infants parents evening this week. Tuesday 3.15 - 6pm and Thursday 5.00pm - 8.00pm
Thank you for your continued support.
Year 1 Team
Curriculum evening handouts: | mathematics |
https://meowerlordgames.itch.io/zencrement | 2024-02-24T03:35:12 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474482.98/warc/CC-MAIN-20240224012912-20240224042912-00291.warc.gz | 0.893548 | 114 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__30375695 | en | A downloadable game for Windows, Linux, and Android
Merge as many equal numbers as you can before you run out of actions!
Unlock 20+ different levels and optimize your score in this simple, but addictive logic puzzle.
- 4 difficulty options
- 24 levels
- translations: English and German
In order to download this game you must purchase it at or above the minimum price of $1 USD. You will get access to the following files:
Also available on
Leave a comment
Log in with itch.io to leave a comment. | mathematics |
https://ebfinder.com/genre/math-science.html | 2019-05-26T19:09:10 | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232259452.84/warc/CC-MAIN-20190526185417-20190526211417-00341.warc.gz | 0.935241 | 389 | CC-MAIN-2019-22 | webtext-fineweb__CC-MAIN-2019-22__0__148456306 | en | The third edition of this highly acclaimed undergraduate textbook is suitable for teaching all the mathematics for an undergraduate course in any of the physical sciences. As well as lucid descriptions of all the topics and many worked examples, it contains over 800 exercises. New stand-alone chapters give a systematic account of the 'special functions' of physical science, cover an extended range of practical applications of complex variables, and give an introduction to quantum operators. Further tabulations, of relevance in statistics and numerical integration, have been added. In this edit.
A Course of Pure Mathematics is a classic textbook in introductory mathematical analysis, written by G. H. Hardy. It is recommended for people studying calculus. First published in 1908, it went through ten editions (up to 1952) and several reprints. It is now out of copyright in UK and is downloadable from various internet web sites. It remains one of the most popular books on pure mathematics.
An Investigation of the Laws of Thought on Which are Founded the Mathematical Theories of Logic and Probabilities by George Boole, published in 1854, is the second of Boole's two monographs on algebraic logic. Boole was a professor of mathematics at what was then Queen's College, Cork (now University College Cork), in Ireland.
Calculus Made Easy is a book on infinitesimal calculus originally published in 1910 by Silvanus P. Thompson. The original text continues to be available as of 2008 from Macmillan and Co., but a 1998 update by Martin Gardner is available from St. Martin's Press which provides an introduction; three preliminary chapters explaining functions, limits, and derivatives; an appendix of recreational calculus problems; and notes for modern readers. Gardner changes "fifth form boys" to the more American sounding (and gender neutral) "high school students," updates many now obsolescent mathematical notations or terms, and uses American decimal dollars and cents in currency examples. | mathematics |
https://www.touchbistro.com/blog/break-even-formula/ | 2024-03-03T23:20:19 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947476399.55/warc/CC-MAIN-20240303210414-20240304000414-00860.warc.gz | 0.90858 | 2,469 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__101859236 | en | The Ultimate Restaurant Break-Even Formula Guide: How to Calculate Your Break-Even Point
Knowing your numbers, including your break-even point, is a critical part of running a financially viable restaurant. Your restaurant can have a James Beard Award and tables filled with customers, but if it’s spending more than it’s bringing in, the business will inevitably fail.
Novice restaurateurs may be surprised to learn just how much math is involved in running a successful restaurant. You have to calculate the cost of goods sold to set menu prices. You have to keep an eye on labor spending to ensure overtime isn’t biting into your profits. You also have to run a break-even point analysis to ensure your restaurant is financially healthy.
In this guide to the break-even formula, we’re explaining:
Why doing a restaurant break-even analysis is vital
Common terms related to the break-even point formula
How to calculate a break-even point for your restaurant
How to use a break-even analysis to make business decisions
Break-Even Formula 101: Why Knowing Your Break-Even Point Is Crucial to Restaurant Success
Conducting a restaurant break-even analysis helps you determine how much you need to sell so that your business’ expenses match its revenue. This is one of the most critical restaurant KPIs to measure, because your break-even point enables you to understand how well your restaurant is doing financially.
Your restaurant could be generating $100,000 each month in revenue, which sounds impressive. But if you do a break-even analysis, you might find out that your restaurant spends $200,000 each month and needs to double or triple its revenue to be profitable.
When you know your restaurant’s break-even point, you can set realistic prices and sales goals to make up for your spending and turn a profit.
Break-Even Formula Glossary
Here are several terms you need to know to use the break-even formula successfully.
What is a break-even point?
A break-even point is the spot at which a business earns as much money as it spends. In other words, a restaurant reaches its break-even point when it has a $0 net profit; thus, its revenue and expenses are equal.
What is a break-even analysis?
A break-even analysis is the exercise of calculating your break-even point to find out how much money your business needs to generate or how many units it must sell before it starts becoming profitable.
What is the break-even formula?
The break-even formula helps you find your restaurant’s break-even point. You can calculate it in units sold or sales dollars generated.
The formula for break-even point by units sold is:
Break-Even Point by Units Sold = Sum of Recurring Costs / Contribution Margin
And the formula for break-even point by sales dollars is:
Break-Even Point by Sales Dollars = Sum of Recurring Costs / Contribution Margin Ratio
We’ll break these formulas down in the next section.
How to Calculate Your Restaurant’s Break-Even Point
Here’s how to use the two break-even point formulas to uncover critical business insights.
Pro tip: Use your POS reports to find key components of these formulas, instead of calculating them manually.
How to Use the Break-Even Formula to Find Your Restaurant’s Break-Even Point by Units
So, what do we mean by break-even point by units?
This figure reveals how many units of a specific menu item (e.g. scoops of ice cream) you have to sell to reach a $0 net profit. Calculating break-even point by units, rather than by sales dollars, is most useful when your menu has only a few items on it.
Sandwich shops, pizza parlors, and ice cream shops are examples of venues that might use the formula for break-even point by units.
Choose a period of time over which you’d like to know your break-even point. For example, if you calculate your monthly break-even point, you’re learning how many units you have to sell in one month to earn as much as you spend in one month.
Break-Even Formula by Units Sold = Sum of Recurring Costs / Contribution Margin
Expanded Formula: Recurring Costs / (Revenue Per Unit – Cost Per Unit)
To find your sum of recurring costs, add up regular expenses your restaurant owes, like rent or mortgage payments, salaries and wages, restaurant insurance, inventory, and utilities. Check your POS reports to find these expenses more easily. If you’re calculating your monthly break-even point, determine how much you spend on these things during a month.
To find your contribution margin, subtract your cost per unit from your revenue per unit. Revenue per unit is how much you charge customers for the item that you’re calculating a break-even point for, like a scoop of ice cream. Cost per unit is how much that item costs you to make. You can find your cost per unit in your POS reports. To calculate this figure manually, add up the ingredients’ costs for one unit of the menu item in question.
Let’s put this formula into practice. You own a sandwich shop and want to figure out how many sandwiches you need to sell each month to break even.
First, you find your recurring costs per month. After adding up your monthly inventory costs, rent, utilities, labor, and other expenses, you discover that your restaurant has $25,000 in monthly expenses.
Next, you identify your revenue per unit and cost per unit to calculate your contribution margin. You charge customers $10 for a sandwich, so that’s your revenue per unit. You look up your per-unit costs POS report and find that two slices of bread, three ounces of deli meat, two slices of cheese, and a dollop of mayo costs your shop $3. You subtract the cost per unit cost from revenue per unit ($10 – $3) and find out that your contribution margin is $7 per sandwich.
Then you divide your recurring monthly expenses by your contribution margin ($25,000 / $7) and learn that you have to sell 3,571 sandwiches each month to break even.
25,000 / (10 – 3) = 25,000 / 7 = 3,571
How to Use the Break-Even Formula to Calculate Your Restaurant’s Break-Even Point by Sales
The break-even point by sales dollars formula reveals how much revenue your restaurant must generate to break even. This exercise is more useful than finding out how many units you need to sell if your restaurant has a varied menu.
Break-Even Point by Sales Dollars = Sum of Recurring Costs / Contribution Margin Ratio
Expanded formula: Recurring Costs / [(Average Revenue Per Unit – Average Cost Per Unit) / Average Revenue Per Unit]
Just like in the previous formula, to find the sum of recurring costs, you need to add up your restaurant’s regular expenses, like rent, wages, and inventory costs.
Don’t confuse contribution margin with contribution margin ratio.The contribution margin ratio involves dividing the contribution margin by revenue per unit.
To find your contribution margin ratio, you’ll first need to calculate your contribution margin. You’re going to calculate contribution margin differently than you did for the break-even point per sales dollars formula.
You’ll use the average revenue per unit and the average cost per unit, rather than revenue per unit and cost per unit, because you want to know cost and revenue for the entire menu, rather than just for one item. Look at your POS reports to find these figures.
So, find your contribution margin by subtracting the average cost per unit from the average revenue per unit. Next, find your contribution margin ratio by dividing your contribution margin by your average revenue per unit.
Let’s apply the break-even formula per sales dollars to the sandwich shop example. You want to find out how much revenue you need to generate each month to break even.
You already know from the last example that your sandwich shop’s monthly recurring expenses are $25,000.
Besides sandwiches, your shop also sells chips and drinks. You look at POS reports and learn that your average revenue per unit is $7 (your average menu price), and your average cost per unit is $2 (the average amount it costs your shop to make sandwiches or purchase chips and drinks).
Now you can plug those numbers into the break-even formula per sales dollars:
You find out that you need to generate $35,000 in monthly sales to break even.
4 Ways to Use a Restaurant Break-Even Analysis
Knowing your restaurant’s break-even point can help you set goals to reach your break-even point and eventually make a profit.
Here are four ways to use a break-even point restaurant analysis to achieve business success.
1. Set Sales Goals
Knowing your break-even point can help you set sales goals based on data rather than just a gut feeling or historical sales figures. For example, if you sold 10,000 sandwiches this time last year, but your expenses have since gone up, then setting a goal to sell 10,000 sandwiches isn’t useful.
While the sandwich shop examples mentioned earlier calculated the break-even point on a monthly basis, you can also calculate it on a weekly, quarterly, or annual basis to set sales targets.
2. Set Menu Prices
Conducting a break-even analysis reveals how many units or sales you need to make to break even. If your sales goals seem unattainable, there’s no need to fret. Rather than increasing the number of units you sell, you can also increase your menu items’ prices or decrease the cost per unit.
For example, rather than selling sandwiches for $10, you could charge $13 for them, which will bring you closer to your revenue goals. And if you decrease your cost per unit from $3 to $2 by reducing portion sizes or finding cheaper vendors, you can reach your break-even point even faster.
Suppose you run a per unit break-even analysis with $13 as your revenue per unit and $2 as your cost per unit with $25,000 in recurring expenses. In that case, you have to sell 2,272 sandwiches rather than 3,571 sandwiches (based on when your revenue per unit was $10 and your cost per unit was $3) each month to break even. That’s nearly 1,300 fewer sandwiches you have to sell each month!
3. Manage Expenses
Another way to break even more quickly is to reduce your recurring expenses. While some costs are fixed, like rent payments, others are varied. Audit your most significant variable expenses and find ways to reduce those costs.
For example, labor is one of the greatest variable expenses for restaurants. Restaurants typically spend 30.5% of their revenue on salaries and wages.
Look at your POS to audit your labor spending. How often are you overstaffed? Can you cut down on overtime? Can you give servers side duties that can make you spend less on back of house staff?
When you decrease your recurring expenses, you can reach your break-even point more quickly.
A restaurant is first and foremost a business and needs to be treated as such to stay open for the long term. A break-even point restaurant analysis can unlock powerful insights into your business’ financial health and help you plan for its longevity.
Dana is the former Content Marketing Manager at TouchBistro, sharing tips for and stories of restaurateurs turning their passion into success. She loves homemade hot sauce, deep fried pickles and finding excuses to consume real maple syrup. | mathematics |
https://www.journals.ui.ac.ir/article_25940.html | 2023-11-28T12:19:58 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679099514.72/warc/CC-MAIN-20231128115347-20231128145347-00117.warc.gz | 0.759404 | 1,743 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__126198383 | en | L. Aiken, Attitudes toward mathematics, Review of Educational Research, 40 (1970) 551-596.
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A. H. Schoenfeld, Purposes and methods of research in mathematics education, Notices Amer. Math. Soc., 47
A. Sierpinska, J. Kilpatrick, N. Balacheff, G. Howson, A. Sfard, and H. Steinbring, What is research in mathematics
education, and what are its results? Journal for Research in Mathematics Education, 24 (1993) 274-278.
R. Skemp, Relational understanding and instrumental understanding, Mathematics Teaching, 77 (1976) 20–26. | mathematics |
http://songsineverskip.com/?page_id=60 | 2018-02-23T04:01:41 | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814393.4/warc/CC-MAIN-20180223035527-20180223055527-00510.warc.gz | 0.901089 | 139 | CC-MAIN-2018-09 | webtext-fineweb__CC-MAIN-2018-09__0__205683289 | en | Songs I Never Skip is a collection of my favourite songs.
I am Craig Barton. I am a secondary school maths teacher, based in the North West of England. I am the Maths Adviser to the TES, the creator of mrbartonmaths.com, host of the Mr Barton Maths Podcast, and the co-founder of diagnosticquestions.com. I also run the (non maths!) blogs 555words.com and the Just the Job Podcast. My novels are Secrets and Mince Pies, Tell me a Story and The Cambridge Diaries: A Tale of Friendship, Love and Economics. On Twitter I am @mrbartonmaths. | mathematics |
https://deviouslysweetpastries.com/8518/ | 2021-12-05T08:57:00 | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363149.85/warc/CC-MAIN-20211205065810-20211205095810-00544.warc.gz | 0.916324 | 440 | CC-MAIN-2021-49 | webtext-fineweb__CC-MAIN-2021-49__0__60033647 | en | Geometric shapes - unique plant pictures
Who says mathematics is boring? Such geometric shapes as these look too perfect to be real. But they exist in nature and in a special case in plants. We tend to believe that perfect geometry can only be created by human hands.
That is a complete mistake. Even Galileo Galilei writes in his Il Saggiatore: "The universe was written in the language of mathematics - its characteristics are triangles, circles and other geometric figures". Real artists know that there is an embroidered order in nature. They first observe the natural creations for hours in order to imitate them perfectly.
The perfect spiral of Drosophyllum Lusitanicum
For millennia, human civilization has sought to understand the perfect geometry in nature. So Plato in the 4th century BC. BC believed that symmetry in nature was a proof of the existence of universal forms. The famous British logician and mathematician Alan Turing has explained in his contributions on theoretical biology the way in which the geometric patterns were formed in nature.
Already as children we admired the beautiful structures of the snow crystals. It's like a real magic. Perfect fractals, exact symmetry - how does nature manage to achieve such perfection in the forms?
Marvel! Take a look at these beautiful plant mandalas that we have collected for you here. Next time you are in nature, try to find geometric shapes. You will be surprised what a variety unfolds before your eyes.
Exotic porcelain flower - Hoya aldrichii
Spiral Aloe Polyphylla
Perfect Geometry in Purple - the Amazon Lily Leaf
Stable nature construction
Majestic Dahlia in violet
Ginkgo tree - close-up
The three-dimensional Hygrophila Corymbosa
Green nature mandala - the lobelia
The whimsical Pelecyphora Aselliformis
Magnificent camellia flower
The secret of red cabbage
The perfection of the sunflower blossom
Prickly succulent spiral
Delicate white flowers in circle
Nature Geometry in the Water - Sedum-like Ludwigie | mathematics |
http://www.lindsayperro.com/about-us.html | 2017-06-22T14:00:09 | s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128319575.19/warc/CC-MAIN-20170622135404-20170622155404-00297.warc.gz | 0.977063 | 312 | CC-MAIN-2017-26 | webtext-fineweb__CC-MAIN-2017-26__0__131367423 | en | My name is Lindsay Perro and I am an educational writer and content developer.
After spending 8 years as a Middle School Math Teacher, I am now following
my passion and focusing on creating quality educational resources to make
your job easier and keep students engaged and excited about math!
My last teaching position was in Math Intervention. In this position I worked with at-risk math students in grades 6-8. I quickly realized how bored they were by traditional textbooks and traditional ways of teaching. Since I didn't have a specific curriculum to follow I was able to work based on what the students needed. That flexibility really helped me embrace the idea of creating my own curriculum and resources. I discovered that students might hate worksheets, but will jump at the chance to practice fraction operations if it was a coloring activity. Yes, even middle school students love to color! I started to go by the thinking, "If I'm bored making the answer key, they'll be bored doing the work too!" That drastically changed the way I taught.
I've been blessed with two wonderful children and the opportunity to take time away from the classroom to focus on being a Mommy to them, while working from home doing what I love!
My goal is to help math teachers bring their students out of the math textbook and into a hands on, interactive and fun learning environment. By taking students beyond the worksheet and into things like board games, coloring pages, stations, riddles and more, we are able to allow them to have fun while learning. | mathematics |
http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/167 | 2019-11-13T15:24:38 | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496667262.54/warc/CC-MAIN-20191113140725-20191113164725-00466.warc.gz | 0.699685 | 811 | CC-MAIN-2019-47 | webtext-fineweb__CC-MAIN-2019-47__0__128650283 | en | 為了改善滾珠螺桿進給系統的加工精度，在本研究中建立一個數學模型來模擬滾珠螺桿進給系統的溫度分布和熱變位。首先利用雷射干涉儀來取得滾珠螺桿進給系統在各種工況條件下的定位精度，然後校準熱模型中的熱變形量直到與實驗結果相互吻合，再通過複雜的工況條件進行驗證。在此熱模型中也探討各項係數及操作條件下對於模擬結果的影響，包含環境溫度、熱對流係數、潤滑油黏溫關係式、螺帽速度及加速度係數等。而模擬結果顯示滾珠螺桿進給系統之發熱量在螺帽速度10 mpm下大約為700 W/m2，在螺帽速度5 mpm下大約為400 W/m2，單一工況之模擬結果誤差為4 μm，而在複雜工況條件下的誤差為7 μm。 In order to improve the machining accuracy of a ball screw drive system, in this study a mathematical model is developed to simulate the temperature distribution and thermal displacement of the ball screw drive system. Firstly, the position accuracy of a ball screw drive system is obtained using a laser interferometer at various working conditions. Then simulated thermal deformations are calibrated to match experimental results. Then the model is verified by complex working conditions.The effects of various coefficient and operating conditions are also investigated in this model, including ambient temperature, heat convection coefficient, lubricant viscosity relationship, nut speed and acceleration coefficients. The result show that the heat generation in the ball screw drive system is around 700 W/m2 at the nut speed of 10 mpm, whereas 400 W/m2 at 5 mpm. The position accuracy predicted by this model is 4 μm in simple working conditions, whereas 7 μm in complex working conditions. | mathematics |
https://www.siuslaw.k12.or.us/o/siuslaw-school-district/page/stem-programs | 2020-07-10T07:50:26 | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655906214.53/warc/CC-MAIN-20200710050953-20200710080953-00441.warc.gz | 0.941272 | 203 | CC-MAIN-2020-29 | webtext-fineweb__CC-MAIN-2020-29__0__184129821 | en | <insert slideshow here>
A special Thank You to the Oregon Coast STEM Hub for their support of Siuslaw School District this year. They have provided teachers with a variety of professional development opportunities. Siuslaw teachers have been taking advantage of the PD offered and are engaging students throughout the district in Science, Technology, Engineering, Art and Math education.
The Oregon Coast STEM Hub promotes integrated science, technology, engineering and math education and serves coastal teachers, students and communities. It is one of six Regional STEM Hubs funded in 2014-2015 by the Oregon Department of Education. The Oregon Coast STEM Hub is centered at OSU's Hatfield Marine Science Center in Newport and serves the entire Oregon coast region.
Marine Advanced Technology Education, Remotely Operated Vehicles is a program here students use STEAM curriculum to solve real world problems. In this unit, student will work in cooperative learning teams to engineer and build an underwater robot to solve real-world problems underwater.
Check out their official website. | mathematics |
http://www.musicgenerationwicklow.ie/programmes/project-maths/ | 2022-05-27T12:04:11 | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662647086.91/warc/CC-MAIN-20220527112418-20220527142418-00390.warc.gz | 0.957796 | 227 | CC-MAIN-2022-21 | webtext-fineweb__CC-MAIN-2022-21__0__241583612 | en | The Project Maths Performance was a collaborative project between Music Generation Wicklow, Music Generation and the Department of Education and Skills. The idea from this project evolved from the established correlation between Maths and Music. From metre, rhythm, random selection, harmonics, repetition, built chordal patterns the possibilities are endless! The Department of Education through Music Generation has given us this opportunity to celebrate this relationship between maths and music and provide a really exciting and accessible experience for the young people of Scoil Chonglais, Baltinglass.
Composer Andrew Synnott conducted workshops and exploration sessions with the students from Scoil Chonglais, supported by five Music Generation Wicklow tutors. Together they explored the connections between maths and music, and selected a notion on which the composition could be based. The students were invited to perform at a National Conference for Project Maths held in the National University of Ireland, Maynooth on Friday 15th November 2013. Forty Students from Scoil Chonglais and five professional musicians from Music Generation performed the original composition which was attended by the Minister for State Sean Sherlock. | mathematics |
http://kevwitch.weebly.com/this-week-in-1st-grade/april-22nd-2018 | 2020-08-07T00:30:02 | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439737050.56/warc/CC-MAIN-20200807000315-20200807030315-00086.warc.gz | 0.941522 | 323 | CC-MAIN-2020-34 | webtext-fineweb__CC-MAIN-2020-34__0__139213894 | en | The t-shirt fundraiser was great, kids and adults from all the grades ordered shirts. I will place the order for the shirts Monday (Today) afternoon.
Super Power of the week- Virtue of Unity. Working together we can do anything!
So exciting, Mrs. Harrison and I are working together in P.E. to teach these first graders how to play kick ball. We are starting very basic and having a lot of fun!
Social Studies- This week we will finish up our unit on Needs, wants, money and jobs. I am very excited to start science again. We will study sound and light!
Math- We are continuing to work on place value with 1s and 10s. We also introduced using the number chart as a math tool. I am sending home a sheet on Xtramath. This is a great web site/app we are using in class that gives great practice with math facts and also great information on how each student is doing. I strongly encourage students to practice at home with it daily. It only take 5-10 min.
Homework-Extra math, 2 Math pages, Star reading, 8 stars are required with 4 sentences. These sentences should summarize what they read. This is a great writing practice for our first graders. It is also great comprehension practice.
Have a great week,
4/27 Talent Show
4/30-5/11 Kick ball tournament.
5/4 Dace Evolution Field trip 9:40-11:20
5/11 STAFF AND PARENT KICKBALL GAME | mathematics |
http://quantonline.co.za/about_us.html | 2017-04-26T09:50:28 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121267.21/warc/CC-MAIN-20170423031201-00170-ip-10-145-167-34.ec2.internal.warc.gz | 0.937606 | 574 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__272614536 | en | Dr Antonie Kotze (Pr.Phys)
Antonie holds a Ph.D. in Theoretical/Mathematical Physics from the University of the Witwatersrand where Quantum Chaos Theory was his field of interest. He is a registered professional physicist (http://www.saip.org.za/index.php/news-and-events/opportunities/287-register-as-professional-physicist-pr-phys-with-saip). With more than 23 years' experience as a quantitative analyst in the South African and African financial and derivatives markets, he is a renowned expert in financial mathematics, modelling and training. Antonie is a former Rand Afrikaans University (currently the University of Johannesburg) faculty member who has facilitated many successful training workshops throughout Africa. He has recently been appointed Senior Research Associate in the department of Quantitative Finance at the University of Johannesburg and and as Extraordinary Senior Lecturer in the Department of Mathematics and Applied Mathematics at the University of Pretoria.
With his one foot firmly planted in academia, he bridges the gap between academic research and the practicalities of the trading floor and risk management within trading houses.
The span of Antonie's derivative experience includes capital, interest rate, foreign exchange, commodity (hards and softs), credit and equity markets. He has hands-on knowledge of trading derivatives, statistical analysis, Monte Carlo simulations, stress testing and scenario analysis, option trading and risk management systems, basket and relative arbitrage, futures curves, equity linked and interest rate derivative structures, foreign exchange futures, derivatives clearing and collateralised finance - the gains of working in a front office quantitative position. He is also a registered Safex and YieldX derivatives dealer.
He has been an independent derivatives pricing, valuation and model validation specialist and expert since 2003. He also conducts and facilitates specialist training courses and workshops on all topics relating to the financial markets, trading, risk management, Basel regulations and derivatives pricing and modeling.
Antonie's career history includes close work with institutional clients and hedge funds to devise investment, hedging and gearing strategies utilising complex optionality. He has developed highly sophisticated mathematical models and computer systems used by traders, risk managers, fund managers and corporate financiers. As a derivative expert he assists companies and audit firms in the structuring, modelling and valuation of complex mergers, acquisitions, take-overs, lending agreements between companies, BEE structures, structured transactions and employee share incentive schemes.
Antonie held positions as a quant at Standard Bank, RMB, Mercury Structured Products and Absa Corporate and Merchant Bank (now Absa Capital and part of Barclays Capital) before he incorporated Financial Chaos Theory (FCT) in 2003. FCT is proud to be an independent valuation service provider or pricing vendor. | mathematics |
http://freebeginnersguitarlessons.com/how-to-play-guitar/an-unfingered-guitar-string-is-0-70-m-long-and-is-tuned-to-play-e-above-middle-c-330-hz-how-far-from-the-en | 2015-02-28T12:22:01 | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936461944.75/warc/CC-MAIN-20150226074101-00006-ip-10-28-5-156.ec2.internal.warc.gz | 0.843185 | 181 | CC-MAIN-2015-11 | webtext-fineweb__CC-MAIN-2015-11__0__9106615 | en | An unfingered guitar string is 0.70 m long and is tuned to play E above middle C (330 Hz). How far from the end of this string must the finger be placed to play G# above middle C (415 Hz)?
I’m stuck on this one can someone help me out?
For a string fixed at both ends the fundamental frequency is f1 = v/2L
So v/2 = L1*f1 Since the wave speed is constant
we obtain for the second frequency
v/2 = L2*f2
Putting these together L1*f1 = L2*f2 or L2 = L1*f1/f2 = 0.70m*330/415 = 0.56 m
So you must finger the string at 0.70-0.56 = 0.14m from the end | mathematics |
http://circled.newsoftheworld.top/1st-grade-counting-coins-worksheet/ | 2020-08-15T14:14:24 | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439740848.39/warc/CC-MAIN-20200815124541-20200815154541-00019.warc.gz | 0.921447 | 2,212 | CC-MAIN-2020-34 | webtext-fineweb__CC-MAIN-2020-34__0__4185760 | en | Table of Contents :
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There isn't anything like a superb story, and nothing like being the person who started a renowned urban legend. Deciding upon the ideal approach route Cursive writing is basically joined-up handwriting. Practice reading by yourself as often as possible.
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Without phonics skills, it's almost impossible, especially for kids, to learn how to read new words. Techniques to Handle Attention Issues It is extremely essential that should you discover your kid is inattentive to his learning especially when it has to do with reading and writing issues you must begin working on various ways and to improve it. Use a student's name in every sentence so there's a single sentence for each kid. Because he or she learns at his own rate, there is some variability in the age when a child is ready to learn to read. Teaching your kid to form the alphabets is quite a complicated practice.
Tags: #quarter worksheets for 1st grade#money worksheets for grade 1#coin identification worksheets 1st grade#money worksheets for 1st graders#add 2nd grade money worksheets#preschool counting money worksheets#count money worksheet#basic money counting worksheets#simple money worksheets#kids money worksheet | mathematics |
https://www.mangatoon.org/mathematics-maestro-solver-expert-solutions-in-seconds/ | 2024-02-21T22:00:55 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473558.16/warc/CC-MAIN-20240221202132-20240221232132-00673.warc.gz | 0.884601 | 1,215 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__161546719 | en | In the dynamic realm of mathematics, where precision and efficiency are paramount, the need for expert solutions in seconds has become increasingly crucial. As students, educators, and professionals grapple with mathematical challenges, a distinguished ally steps into the spotlight – the “Mathematics Maestro Solver.” This article delves into the significance of the Mathematics Maestro Solver, a tool designed to provide expert solutions with unprecedented speed and accuracy.
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The Mathematics Maestro Solver goes beyond being a solution provider; it serves as an educational ally, offering support and enrichment. It acts as a virtual tutor, providing additional insights, explanations, and alternative approaches to mathematical challenges. Users, whether students or professionals, can leverage this support to deepen their understanding of mathematical concepts and enhance their overall proficiency.
Continuous Learning and Adaptability: Navigating the Mathematical Landscape:
The Mathematics Maestro Solver embodies a philosophy of continuous learning and adaptability. It recognizes that the landscape of mathematical challenges is ever-evolving, with new complexities and nuances emerging regularly. By promoting a mindset of continuous learning and adaptability, the Mathematics Maestro Solver ensures that users remain agile and well-equipped to navigate the dynamic world of mathematical problem-solving.
The Mathematics Maestro Solver emerges as a transformative tool in the realm of mathematical problem-solving, providing expert solutions in seconds. Its advanced algorithms, instantaneous functionality, and commitment to precision redefine the landscape of mathematical tools. As users embrace the Mathematics Maestro Solver, they unlock a gateway to rapid and accurate mathematical solutions, empowering themselves to navigate the challenges of mathematics with unparalleled speed and expertise. In a world where time is a precious commodity, the Mathematics Maestro Solver stands as the key to unlocking a new era of expert solutions in the blink of an eye. | mathematics |
http://knittingtoolkit.com/ | 2023-06-10T17:32:41 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224657735.85/warc/CC-MAIN-20230610164417-20230610194417-00139.warc.gz | 0.831696 | 165 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__212486574 | en | The NO MATH solution for customizing your knitting patterns.
Shorten or lengthen your cardigan and calculate the perfect band pickup.
Add darts to any pattern for improved fit.
Accurately increase or decrease a large number of stitches across a row.
Design your own rectangular items using any yarn and any stitch pattern.
Easily modify the number and size of buttons to personalize a cardigan.
Substitute yarns for any knitting pattern with a little math.
Adjust the length of any shaped piece. Perfect for modifying sleeve lengths.
Shape a large number of stitches over a smaller number of rows. Shape shoulders for better fit.
This app is available on iOS and Android devices, download today and start customizing your patterns.
(iPad version in the works) | mathematics |
https://www.transamerica.com/individual/products/mutual-funds/funds-list/hybrid-allocation/strategic-high-income/holdings/ | 2018-08-14T15:10:22 | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221209165.16/warc/CC-MAIN-20180814150733-20180814170733-00221.warc.gz | 0.913047 | 124 | CC-MAIN-2018-34 | webtext-fineweb__CC-MAIN-2018-34__0__55534175 | en | FIXED INCOME STATISTICS
Average Price is a price of bond's interest- rate sensitivity based on the average of the price over which a bond's cash flows accrue to the bondholder.
Source: Thompson, Siegel & Walmsley LLC
Average Maturity is computed by weighting the maturity of each security in the portfolio by the market value of the security, then averaging these weighted figures.
Average Duration is a time measure of a bond's interest-rate sensitivity, based on the weighted average of the time periods over which a bond's cash flows accrue to the bondholder. | mathematics |
http://joevillanova.blogspot.com/2013/04/plato-universe.html | 2018-03-18T11:47:33 | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645613.9/warc/CC-MAIN-20180318110736-20180318130736-00278.warc.gz | 0.966348 | 745 | CC-MAIN-2018-13 | webtext-fineweb__CC-MAIN-2018-13__0__201482202 | en | Thursday, April 18, 2013
According to a recent theory the Universe could be a dodecahedron. It is surprising that Plato used a dodecahedron as the quintessence to describe the cosmos. Plato (c. 427 BC – c. 347 BC) also stated that time had a beginning; it came together with the universe in one instant of creation.
Plato held the view that mathematical objects really existed so that they are discovered by mathematicians (in the same way that new continents are discovered by explorers) rather than invented. Plato believed that mathematics provided the best training for thinking about science and philosophy. The five regular solids are named Platonic Solids today after Plato.
Of the 5 solids, the tetrahedron has the smallest volume for its surface area and the icosahedron the largest; they therefore show the properties of dryness and wetness respectively and so correspond to Fire and Water. The cube, standing firmly on its base, corresponds to the stable Earth but the octahedron which rotates freely when held by two opposite vertices, corresponds to the mobile Air. The dodecahedron corresponds to the Universe because the zodiac has 12 signs (the constellations of stars that the sun passes through in the course of one year) corresponding to the 12 faces of the dodecahedron.
“To earth, then, let us assign the cubic form, for earth is the most immovable of the four and the most plastic of all bodies, and that which has the most stable bases must of necessity be of such a nature. Now, of the triangles which we assumed at first, that which has two equal sides is by nature more firmly based than that which has unequal sides, and of the compound figures which are formed out of either, the plane equilateral quadrangle has necessarily a more stable basis than the equilateral triangle, both in the whole and in the parts. Wherefore, in assigning this figure to earth, we adhere to probability, and to water we assign that one of the remaining forms which is the least movable, and the most movable of them to fire, and to air that which is intermediate. Also we assign the smallest body to fire, and the greatest to water, and the intermediate in size to air, and, again, the acutest body to fire, and the next in acuteness to air, and the third to water. Of all these elements, that which has the fewest bases must necessarily be the most movable, for it must be the acutest and most penetrating in every way, and also the lightest as being composed of the smallest number of similar particles, and the second body has similar properties in a second degree, and the third body, in the third degree. Let it be agreed, then, both according to strict reason and according to probability, that the pyramid is the solid which is the original element and seed of fire, and let us assign the element which was next in the order of generation to air, and the third to water.We must imagine all these to be so small that no single particle of any of the four kinds is seen by us on account of their smallness, but when many of them are collected together, their aggregates are seen. And the ratios of their numbers, motions, and other properties, everywhere God, as far as necessity allowed or gave consent, has exactly perfected and harmonized in due proportion.“
Plato: Timaeus (55d-56c) p 1181
The posters visualize the five solids in space creating a surreal depiction of Plato’s Universe. | mathematics |
http://homepages.lboro.ac.uk/~matl3/ | 2014-09-22T18:11:59 | s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657137145.1/warc/CC-MAIN-20140914011217-00257-ip-10-234-18-248.ec2.internal.warc.gz | 0.708679 | 307 | CC-MAIN-2014-41 | webtext-fineweb__CC-MAIN-2014-41__0__171272151 | en | Ph.D. in Applied Mathematics, May 2012, New Jersey Institute of Technology, USA
Dissertation: Instabilities in Newtonian films and nematic liquid crystal droplets.
Advisors: Dr. Lou Kondic and
Dr. Linda J. Cummings
M.S. in Applied Mathematics, National Chung Cheng University, Taiwan
Thesis: Numerical methods for the nonlinear Schrodinger equation
Advisor: Dr. Ming-Chih Lai
B.S. in Mathematics, National Chung Cheng University, Taiwan
2012.12--2014.07 Research Associate, Loughborough University, UK
2012.06--2012.12 Marie Curie Experienced Researcher, Loughborough University, UK
Coherent structures in non-local dispersive active-dissipative systems T.-S. Lin, M. Pradas, S. Kalliadasis, D. T. Papageorgiou and D. Tseluiko,
Modeling flow of nematic liquid crystal down an incline
M. A. Lam, L. J. Cummings, T.-S. Lin and L. Kondic, J. Eng. Math., in press.
Numerical study of a non-local weakly nonlinear model for a liquid film sheared by a turbulent gas T.-S. Lin, D. Tseluiko and S. Kalliadasis, Procedia IUTAM, 11, 98 (2014). | mathematics |
https://nkaggregator.com/2017/05/25/old-book-on-astronomy/ | 2017-08-19T09:24:41 | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105334.20/warc/CC-MAIN-20170819085604-20170819105604-00314.warc.gz | 0.949442 | 183 | CC-MAIN-2017-34 | webtext-fineweb__CC-MAIN-2017-34__0__87832753 | en | Pyongyang, May 25 (KCNA) — It was in 1343 that the astronomy-related book “Susiryokchopbopripsong” written by Kang Bo, a civil official and mathematician in the period of Koryo (918-1392), was brought out.
Carried in the book are numeration tables for making calendar and astronomical data.
The book has three sections, which deal with the theories on movements of the sun and the moon and a theory on Mercury, Venus, Mars, Jupiter and Saturn, together with an appendix to mathematical theories on multiply and division.
The book is of great significance as it is a collection of astronomical calculations made in a peculiar way and shows the astronomical achievements gained by the then Korean people.
Image credit: https://www.flickr.com/photos/ninjawil/2299529701/ | mathematics |
http://52dn.net/random-number-generator-2/ | 2018-04-23T07:13:42 | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125945855.61/warc/CC-MAIN-20180423070455-20180423090455-00505.warc.gz | 0.851098 | 127 | CC-MAIN-2018-17 | webtext-fineweb__CC-MAIN-2018-17__0__224343449 | en | Easy to use, myRandom is a random number generator. Based on a given range, it generates a random number (or a set of random numbers) for you! You can use it to raffle gifts, on events, promotions and much more!
Here are some of myRandom features:
- Generates as many random numbers (or sets) you want.
- Keeps track of the numbers you've generated.
- Generated sets can be shown in ascending, descending or random order.
- Generated numbers can be copied and pasted into an e-mail, text message or any other app. | mathematics |
https://www.techcrunchies.com/a-quick-conversion-guide-how-many-ml-in-half-a-pint/ | 2023-10-02T11:56:34 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510994.61/warc/CC-MAIN-20231002100910-20231002130910-00448.warc.gz | 0.895728 | 717 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__309426587 | en | Are you curious about how many milliliters are in half a pint? Well, we’ve got the answer for you! In the US customary system of measurement, there are 236.588 milliliters in half a pint. That’s a precise conversion that can come in handy when working with recipes or understanding liquid volumes.
Converting Pints to Milliliters
Let’s dive into the world of conversions and explore how pints can be converted into milliliters. Understanding these conversions can come in handy when you need to switch between different measurement systems or work with recipes that use different units of volume. So, let’s get started!
- The Conversion Factor:
To convert pints to milliliters, we need to know the conversion factor. A pint is equal to 473.176 milliliters (ml). This means that for every pint, there are approximately 473 ml.
- Converting Pints to Milliliters:
Now that we have our conversion factor, let’s put it into action. To convert a given number of pints into milliliters, simply multiply the number of pints by 473.176.
- If you have 2 pints, multiply 2 by 473.176: 2 x 473.176 = 946.352 ml
- If you have half a pint, which is equivalent to 0.5 pints: 0.5 x 473.176 = 236.588 ml
- Practical Examples:
Understanding conversions becomes easier when we see how they apply in real-life scenarios.
a) Cooking: Imagine you’re following a recipe that calls for half a pint of milk but your measuring cup only has milliliter markings. By using our conversion factor, we know that half a pint is equal to approximately 236 ml of milk.
b) Bartending: Aspiring mixologists often encounter recipes in both pints and milliliters when crafting delicious cocktails at home or behind the bar counter. Knowing how to convert between these units allows them to accurately measure and create their signature drinks.
How Many ML in Half a Pint
When it comes to understanding measurements, it’s important to have a clear grasp on the conversion factors between different units. In this section, we’ll focus on clarifying how many milliliters (ml) are in half a pint. By breaking down the numbers and providing relevant examples, we aim to make this topic easier for you to comprehend.
To begin with, let’s establish the basic conversions. One pint is equal to 473.176 milliliters (ml), while half a pint is simply half of that amount, which gives us 236.588 ml. It’s worth noting that these values may vary slightly depending on rounding conventions or regional differences in measurement standards.
Understanding these conversions can be particularly useful when dealing with recipes or beverage servings. For instance, if a recipe calls for half a pint of water and you prefer measuring ingredients in milliliters, you’ll need approximately 236.588 ml.
So, next time you’re faced with a recipe that calls for half a pint and want to convert it into milliliters, remember this: there are 236.588 milliliters in half a pint according to the US customary system of measurement. Armed with this knowledge, you’ll be able to confidently tackle any culinary endeavor that comes your way! | mathematics |
https://smaily.opened.ca/students/ | 2023-02-06T03:03:19 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500303.56/warc/CC-MAIN-20230206015710-20230206045710-00172.warc.gz | 0.751001 | 121 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__243375487 | en | Omar Abdul Halim, Master’s Student (started in Fall 2020; defended: February 2022 — UNBC).
Thesis: Dynamics of integrodifference and reaction-diffusion equations in heterogeneous media. (Omar’s Thesis is available at UNBC Library Reserves)
Thomas Peterson (NSERC-USRA, Summer 2022). Project: Nonlinear integral equations: deterministic and numerical analysis.
Katherine Saunderson (NSERC-USRA, Summer 2021). Project: Integrodifference equations and dynamics in patchy landscapes. | mathematics |
https://animations.fossee.in/about/ | 2023-01-27T14:12:38 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764494986.94/warc/CC-MAIN-20230127132641-20230127162641-00054.warc.gz | 0.901235 | 305 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__82405887 | en | About FOSSEE Animations
The FOSSEE Animations Project works on making seemingly complex Science and Mathematics topics feel natural and approachable through animations.
The animations are created by students across the country. The students work with a mentor in creating a library of visualizations.
FOSSEE Animations is a part of the FOSSEE
project at the Indian Institute of Technology, Bombay
. The FOSSEE project is funded by the National Mission on Education through ICT, MHRD, Government of India.
All animations are made with open-source toolkits and are freely available under a Creative Commons Attribution-ShareAlike 4.0 International License. The animations themselves are open-source. You may find them here
Anyone can contribute to this project! You may read the Guidelines page
for detailed instructions on how you can contribute.
Math Internships and Workshops (on Visualizing Math with Open-Source toolkits) are conducted throughout the year. Visit our Outreach
page for more details on the same.
Internships are from selected topics in Mathematics, like Real Analysis, Linear Algebra and Calculus. Our focus lies primarily on an undergraduate level of Mathematics. To view our repository on Mathematics topics, visit math.animations.fossee.in
We also conduct workshops in colleges and universities across India. You can write to us at [email protected]
to request a workshop at your college. | mathematics |
https://www.whiteknighthobbies.com/product/logic-cards-yellow/ | 2024-04-19T08:06:43 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817382.50/warc/CC-MAIN-20240419074959-20240419104959-00527.warc.gz | 0.919554 | 134 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__177407826 | en | Logic Cards Yellow is the second edition of Logic Cards with all new challenges – a set of logic, geometry, and mathematical tasks to tease your brain. It comes with an augmented reality app, that shows you animated solutions for each challenge. The challenges have various difficulty levels to choose from. The pack fits in your pocket and you can take it anywhere with you. It’s educational, it’s math, it’s smart, and it’s a maze of IQ boosting fun! Enjoy yourself! Logic Cards Yellow includes 53 cards with number, logic or geometry challenges in 5 difficulty levels, instructions, answers and a solutions app. | mathematics |
https://imprintfitness.wordpress.com/calculations/ | 2020-07-07T15:20:35 | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655893487.8/warc/CC-MAIN-20200707142557-20200707172557-00067.warc.gz | 0.842472 | 1,500 | CC-MAIN-2020-29 | webtext-fineweb__CC-MAIN-2020-29__0__134318318 | en | Karvonen Equation for Target Heart Rate Range Calculation
The Karvonen Formula is a mathematical formula that helps you determine your target heart rate zone. Staying within this range will help you work most effectively during your cardio workouts.
The typical way we calculate MHR is with the formula 220-age. This formula is a bit controversial because it doesn’t reflect the differences in heart rate according to age;
the formula overestimates the max heart rate for younger athletes, and underestimates the max heart rate for older athletes.
A more accurate formula, offered in a study published in the journal, Medicine & Science in Sports & Exercise, is
206.9 – (0.67 x age)
THR= [(MHR – RHR) X % intensity] + RHR
THR =Target Heart Rate
MHR =Maximum Heart Rate 206.9 – (0.67 x age)
RHR =Resting Heart Rate (bpm when at rest)
BPM =Beats Per Minute
HRR =Heart Rate Reserve (Difference between MHR and RHR)
% Intensity =Usually 60 and 80 percent
Here is an example of the Karvonen formula for a 23 year old person with a resting heart rate* of 65 beats per minute (*to get your resting heart rate, take your pulse for one full minute when you first wake up in the morning or after you’ve been resting for a while).
206.9 – (0.67 x 23 (age)) = 191
191 – 65 (resting heart rate) = 126 (heart rate reserve)
126 * 65% (low end of heart rate zone) OR 85% (high end) = 82 OR 107
82 + 65 (resting heart rate) = 147
107 + 65 (resting heart rate) = 172
The target heart rate zone for this person would be 147 to 172
You only have one life, choose to live it.
KARVONEN FORMULA WORKSHEET
Take your heart rate first thing in the morning in a lying position before rising.
Count how many beats in one minute. Do this for 5 consecutive days.
Total of all 5 days___________ divide by 5 = _________________________
Your Resting Heart Rate
Now, (206.9 – (0.67 x 23 (age)) = _____________________
Your Maximum Heart Rate
____________________ minus ____________________ = ______________________
Your Maximum Heart Rate Your Resting Heart Rate Your Heart Rate Reserve
_________ x .50 = _________ + _________ = __________ (Your Target Heart Rate at 50%)
Your HRR Your RHR
x .65 = _________ + _________ = ________ (Your Target Heart Rate at 65%)
x .70 = _________ + _________ = ________ (Your Target Heart Rate at 70%)
x.75 = _________+ _________ = ________ (Your Target Heart Rate at 75%)
x .80 = _________ + _________ = ________ (Your Target Heart Rate at 80%)
x .85 = _________ + _________ = ________ (Your Target Heart Rate at 85%)
x .92 = _________ + _________ = ________ (Your Target Heart Rate at 92%)
Finding Your Daily Caloric Needs:
Calculating your Basal Metabolic Rate (BMR) Total Daily Energy Expenditure (TDEE)
Men: BMR = 66.5 + (13.75 X wt in kg) + (5.003 X ht in cm) – (6.775 X age in years)
Women: BMR = 655.1 + (9.5663 X wt in kg) + (1.85 X ht in cm) – (4.676 X age in years)
Note: 1 inch = 2.54 cm. — Height in inches x 2.54 = Height in centimeters 1 kilogram = 2.2 lbs. — Weight in pounds / 2.2 = Weight in kilograms
You are female, You are 30 years old, You are 5′ 6 ” tall (167.6 cm) You weigh 120 lbs. (54.5 kilos)
Your BMR = 655.1 + 521.36 + 310.06 – 140.28 = 1346.24 -or- 1346 calories/day
Now that you know your BMR, you can calculate TDEE by multiplying your BMR by your activity multiplier from the chart below:
Sedentary = BMR X 1.2 (little or no exercise, desk job)
Lightly active = BMR X 1.375 (light exercise/sports 1-3 days/wk)
Mod. active = BMR X 1.55 (moderate exercise/sports 3-5 days/wk)
Very active = BMR X 1.725 (hard exercise/sports 6-7 days/wk)
Extr. Active = BMR X 1.9 (hard daily exercise/sports & physical job or 2X day training, i.e marathon, contest etc.)
Example: Your BMR is 1346.24 calories per day Your activity level is moderately active (work out 3-4 times per week) Your activity factor is 1.55
Your TDEE = 1.55 X 1346.24 = 2086.67 -or- 2087 calories/day
Katch-McArdle formula (BMR based on lean body weight)
If you have had your body composition tested and you know your lean body mass, then you can get the most accurate BMR estimate of all. This formula from Katch & McArdle takes into account lean mass and therefore is more accurate than a formula based on total body weight. The Harris Benedict equation has separate formulas for men and women because men generally have a higher LBM and this is factored into the men’s formula. Since the Katch-McArdle formula accounts for LBM, this single formula applies equally to both men and women. BMR (men and women) = 370 + (21.6 X lean mass in kg)
You are female You weigh 120 lbs. (54.5 kilos)
Your body fat percentage is 20% (24 lbs. fat, 96 lbs. lean)
Your lean mass is 96 lbs. (43.6 kilos)
Your BMR = 370 + (21.6 X 43.6) = 1312 calories
To determine TDEE from BMR, you simply multiply BMR by the activity multiplier:
Your BMR is 1312
Your activity level is moderately active (work out 3-4 times per week)
Your activity factor is 1.55 Your TDEE = 1.55 X 1312 = 2033 calories
Take the guesswork out of your calculations and take control of your life! There are too many variables in our daily fitness lives to leave something simple and easily determined, to chance.
Visit us at Imprint Fitness if you have any questions and to contact us directly.
Happy calculating & I’ll see you around the gym! | mathematics |
http://www.clarku.edu/offices/aac/advice/details.cfm?advice=math | 2016-02-09T05:47:20 | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701156520.89/warc/CC-MAIN-20160205193916-00228-ip-10-236-182-209.ec2.internal.warc.gz | 0.924444 | 828 | CC-MAIN-2016-07 | webtext-fineweb__CC-MAIN-2016-07__0__166392192 | en | Q: What courses should be taken during the first year?
Analytical, computational and technological skills have become increasingly important in many disciplines and professional careers. We therefore encourage students to improve and further develop those skills, independent of their intended majors, by taking courses in Mathematics and Computer Science in their first year in college.
To enroll in an introductory mathematics course, students (with the exception of those with advanced-placement credit in calculus) must take the Mathematics Placement Test given during preregistration. Based on placement test scores, students are place into Precalculus, Calculus, or Honors Calculus. Students are encouraged to enroll in the course according to their placement . Students may challenge their placement by taking a backup placement test once.
Two Calculus tracks are open to students with appropriate scores in the Mathematics Placement Test: the regular track MATH 120-MATH 121, and the Honors track MATH 124-MATH 125. Both tracks start in the Fall. Students who do not place into Calculus, but place into Precalculus (MATH 119), can start with MATH 119, to prepared for Calculus and continue with MATH 120 the following year.
The regular track is the less theoretical Calculus sequence (MATH 120-MATH 121). It is geared toward students interested in the natural and social sciences, as well as Computer Science. Many of those studetns will not continue with upper level mathematics classes. Students in this sequence who plan to continue to study mathematics in the future are encourage to take MATH 121 in the Spring semester of their first year.
Honors Calculus (MATH 124-MATH 125) is the more theoretical track and prepares students for intermediate and upper level mathematics classes. It is therefore recommended that students with a strong mathematical background, who intend to take higher-level mathematics classes in the future, start with MATH 124-MATH 125. Those students are usually interested in Mathematics, Physics, Computer Science, and Economics.
Students with a sufficiently high score on the AP (AB) Calculus test receive credit for MATH 120. This credit fulfills the prerequisite for MATH 121, but not for MATH 125. It is recommended that these students start with MATH 124 and continue into MATH 125 if they are interested in taking higher-level mathematics classes in the future.
Students with a sufficiently high score on the AP (AB/BC) Calculus test receive credit for MATH 121 and may continue with MATH 130. In the exceptional circumstances, first-year students without credit for MATH 121 may enroll in MATH 130 with permission fo the instructor.
Q: What courses should first year students steer clear of?
Most mathematics courses have to be taken in a particular sequence. Students are not allowed to register for courses without fulfilling the necessary prerequsities first. For this reason, a mathematics major cannot be completed in less than three years.
Q. Does the deparment offer a First-Year Intensive course?
The department offers 2 FYI courses: 1) Diving into Mathematics Research (MATH 110); 2) Diving into Computer Science Research (CSci 110). It is a 5th class for all students, and it is spread over the course of the year with 0.5 credits per semester. It gives first-year students a unique opportunity to work with faculty and peers on interesting current research projects and to become a part of an intellectual and social community of students with similar interests. Both courses are by permission only and there is a limited number of spaces. With few exceptions, only students with a strong background in Mathematics who register for Honor Calculus or have credit for Calculus with be allowed to join in the class. Students interested in Mathematics research should contact Professor Gideon Maschler ([email protected]). Students interested in Computer or Computational Science should contact Professor Natalia Sternberg ([email protected]).
Q: Where should students or faculty go for more information? | mathematics |
http://technologyin2languageclassroom.blogspot.com/2012/10/third-world-farmer.html | 2018-05-26T19:14:13 | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794867859.88/warc/CC-MAIN-20180526190648-20180526210648-00512.warc.gz | 0.981382 | 354 | CC-MAIN-2018-22 | webtext-fineweb__CC-MAIN-2018-22__0__137275646 | en | Monday, October 15, 2012
Third World Farmer
After looking at various games, I chose Third World Farmer. I think this game gives the student the opportunity to problem solve and by the choices made, they will either succeed or fail. I have played this game five times and I have to admit I was horrible at first! But, each time I am getting better and better! This game really forces the student to understand world problems and to use cognitive skills.
Using Third World Farmer, I would have my students keep of log of how much money they have, what they spend for the year and how much they made, repeating this every year. The objective would be for the students to understand adding and subtracting figures in a non-traditional math way (solving equations). This would ready them for their own life, learning how to manage money. They would have to present the log that they have kept and explain to the class what money they used and what they made each year and if they had enough left over for the following year and the outside factors that affected this.
I could also use this game as a history/geography lesson. The objective would be to understand and discuss how resources affects life in third world countries. They will also be able to compare and contrast our own life with those in a third world, like Africa. Working in small groups, students can compare and contrast their own life to that of Africa's. Then, as a class, we can discuss the results before having the students write their findings. Talking in a small group (where some may feel more comfortable talking) and then in a larger class group will give the students plenty of ideas and time to ask questions before having to work on their own and write their conclusions. | mathematics |
https://ebgsystems.net/help/topics/idh-topic420.htm | 2021-07-29T03:41:40 | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046153814.37/warc/CC-MAIN-20210729011903-20210729041903-00377.warc.gz | 0.91998 | 682 | CC-MAIN-2021-31 | webtext-fineweb__CC-MAIN-2021-31__0__2256275 | en | Rate Group Test Worksheet Report
Normal and MVAL EBARS
The normal accrual rate for an employee for the plan year is the increase in the employee’s accrued benefit (within the meaning of section 411(a)(7)(A)(i) during the measurement period.
The most valuable optional form of benefit used to determine the most valuable accrual rate reflects the value of all Optional Forms of Benefits accrued or treated as accrued that are payable in any form and at any time under the plan.
What is a Rate Group?
A Rate Group consists of one HCE and all other employees whose Normal and MVAL EBARS are equal to or greater than the EBARS of the HCE.
In order to determine whether a plan satisfies the general test, the plan is broken down into rate groups, or “mini plans”. Each HCE who receives an allocation or an accrual rate forms a rate group. Every other participant who has an equal or greater allocation rate or accrual rate than the HCE is a member of that rate group.
In our example, the first Rate group consists of Brian HCE3 only because there are no other employees with a Normal and MVAL EBARS greater than Brian.
Rate Group 2 consists of Kyle HCE2 and Brian HCE3. That’s because Brian’s Normal and MVAL EBARS are greater than Kyle.
Rate Group 3 consists of Chad HCE1 and Jamie, Kyle and Brian.
To simplify things, this report, is sorted by both Normal and MVAL EBARS in descending order.
Now, it should be easy to see that Rate Group 4 consists of Rick HCE4 and all the employees above Rate Group 4.
Finally, Rate Group 5 consists of Frank HCE5 and all the other employees.
What is a Ratio Percentage?
A Ratio Percentage must be calculated for each Rate Group. This calculation is done in three steps:
Step 1: Count the number of NHCE's in each Rate Group and divide this by the total NHCE's in the Plan.
Step 2: Count the number of HCE's in the Rate Group and divide this by the total HCE's in the Plan.
Step 3: The Ratio Percentage for a Rate Group is Step 1 divided by Step 2.
Look at Rate Group 3 in the example below:
The Ratio Percentage of Rate Group 3 is 1/3 (one out of 3 NHCE's) divided by 3/5 (3 HCE's out of 5 HCE's) equals 55.56%.
If the Ratio Percentage for all Rate Groups is 70% or more, the plan automatically passes the Rate Group test.
In this example, our Ratio Percentages are all lower than 70%.
However, if the Plan passes the Average Benefit Percentage Test, the Ratio Percentages must only be greater than the Mid-Point Percentage of 45% to pass.
But since Rate Group 1 and Rate Group 2 are both zero, we fail.
The worksheet below, shows that we only need 1 NHCE to have Normal & MVAL EBAR greater than Brian & Kyle’s EBARS to pass. You should then go to the Classes and increase the Profit sharing for the NHCE's until it passes the Rate Group Test. | mathematics |
https://fsccpa.wordpress.com/2017/08/16/irish-times-reports-increase-in-failure-rate-at-ordinary-level/ | 2019-05-21T16:41:42 | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256494.24/warc/CC-MAIN-20190521162634-20190521184634-00049.warc.gz | 0.953526 | 206 | CC-MAIN-2019-22 | webtext-fineweb__CC-MAIN-2019-22__0__150373909 | en | August 16, 2017 by johnston00
However, the proportion of students at ordinary level who are struggling and failing to secure any CAO points for their subjects has jumped dramatically in some subjects.
Unlike higher level, a score of below 40 per cent at ordinary level does not attract any CAO points.
At ordinary-level maths, for example, the proportion failing to get any CAO points has now reached 10 per cent.
This means more than 3,000 students, in effect, failed their maths, posing real difficulties in accessing a range of college course.
Some of the most dramatics increases in the proportion of students failing to secure CAO points for ordinary level subjects were in English (up 42 per cent) and Irish (up 64 per cent).
Much of this increase may well be down to a higher concentration of less-able students remaining in ordinary-level courses.
But the figures are also likely to point to concerns over teaching quality and difficulties accessing foundation-level classes in smaller schools. | mathematics |
https://www.hadyprimaryschool.co.uk/class-news/yr-5-ck/ | 2018-07-17T19:26:44 | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589892.87/warc/CC-MAIN-20180717183929-20180717203929-00446.warc.gz | 0.941994 | 549 | CC-MAIN-2018-30 | webtext-fineweb__CC-MAIN-2018-30__0__91125931 | en | Yr 5 – Mrs Croydon & Mr Biggs – Kinder Scout
Our Topic this term is Groovy Greeks. Please encourage your child to investigate our history topic. Homework for this term is shown below and will be shared with the class weekly.
Weekly spellings focus on high frequency words as listed in the National Curriculum. Children will continue investigating and learning the year 5 and 6 words. Spellings will be given on a Monday and tested the following Monday. The spellings to be learned will be highlighted in their diary and then the children will √ the ones they spelled accurately.
Please continue to encourage your child to read at home. In their diary are a list of other activities which will develop your child’s love of reading and the reading experience, try to complete at least 4 of them weekly. We always welcome book reviews and recommendations to encourage other readers in class, book review sheets are available in class. When completed come and display the review for other children to read.
This will be given out on Friday to be completed and returned any day but by the following Friday at the latest. Please encourage your child to complete this homework as it supports the grammar, punctuation and spelling learning, which takes place within the classroom. Your child will complete this task independently weekly.
In Numeracy this term we will be concentrating on multiplication and division, fractions and geometry.
A quick recall of times tables facts are an essential skill to support understanding in mathematics. Encourage your child to practise, as all children in year 5 need to know their times tables to 12 x 12 and the related division facts. Times Table activities are completed weekly.
Maths Skills Check
Homework will be given weekly to support and consolidate the learning in class. This is given out on Friday to be completed and returned any day but by the following Friday at the latest. Your child should use the ‘Prompt Sheets’ to support them. They will complete this task independently.
PE will be on Thursday and Friday afternoons. Please ensure that your child has both an indoor and outdoor PE kit on these days, as we will be venturing outside as much as we can.
FOR YOUR CONTINUED SUPPORT
Times tables – A quick recall of times tables facts are an essential skill to support understanding in mathematics.
School closes for the Summer on 20.07.2018 and re-opens on Tuesday 4th September 2018.
14/07/2018 - Hady Primary School is 50 this year and to celebrate we are holding a Celebration Fun Day on 14th July from 2.00pm to 7pm come and join us for a great afternoon of fun and activities. | mathematics |
https://mvms.beaumontusd.us/apps/pages/index.jsp?uREC_ID=1099149&type=u&pREC_ID=1990078 | 2022-10-04T02:54:06 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337473.26/warc/CC-MAIN-20221004023206-20221004053206-00233.warc.gz | 0.950754 | 166 | CC-MAIN-2022-40 | webtext-fineweb__CC-MAIN-2022-40__0__210319297 | en | Mrs. Sepulveda's 6th Grade Math and Science Class
Welcome to the 2022-2023 school year at Mountain View Middle School! Our classroom is not only in C-7 but we have a Google Classroom as well. Within our Google Classroom, students and parents will be able to view the daily agenda, assignments, videos, presentations, and additional materials. When students are absent, Google Classroom should be accessed to find out what they missed. Be sure to check out the links on this page to help with assignments and projects as well as fun sites for practicing various math skills.
Please look at the links to the units for math and/or the science links.
If you have any questions, please feel free to email me at any time!
Mrs. Ana Maria Sepulveda | mathematics |
https://pdfstock.com/9781470418755/origami-6-koryo-miura | 2019-09-18T17:31:02 | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573323.60/warc/CC-MAIN-20190918172932-20190918194932-00194.warc.gz | 0.827386 | 299 | CC-MAIN-2019-39 | webtext-fineweb__CC-MAIN-2019-39__0__19349548 | en | Origami 6 : I. Mathematics
A unique collection of papers illustrating the connections between origami and a wide range of fields. The papers compiled in this two-part set were presented at the 6th International Meeting on Origami in Science, Mathematics and Education (10-13 August 2014, Tokyo, Japan). They display the creative melding of origami (or, more broadly, folding) with fields ranging from cell biology to space exploration, from education to kinematics, from abstract mathematical laws to the artistic and aesthetics of sculptural design.
This two-part book contains papers accessible to a wide audience, including those interested in art, design, history, and education and researchers interested in the connections between origami and science, technology, engineering, and mathematics. This Part 1 contains papers on various aspects of mathematics of origami: coloring, constructability, rigid foldability, and design algorithms.
Download Origami 6 : I. Mathematics (9781470418755).pdf, available at pdfstock.com for free.
- Koryo Miura, Toshikazu Kawaskai, Tomohiro Tachi, Ryuhei Uehara, Robert J. Lang
- Paperback | 368 pages
- 178 x 254 x 25.4mm | 725.75g
- Publication date
- 03 Jan 2016
- American Mathematical Society
- Publication City/Country
- Providence, United States
- Bestsellers rank | mathematics |
https://www.brilliantgrowth.com/how-conversion-rates-increase-online-sales/ | 2023-09-28T05:25:07 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510358.68/warc/CC-MAIN-20230928031105-20230928061105-00445.warc.gz | 0.905603 | 382 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__175442554 | en | Have you ever wondered just how much your online sales could improve? I’ve developed a nifty calculator that lets you see how conversion rates impact online sales.
HOW TO USE THE CALCULATOR
It’s fairly simple to use. All you need to do is enter a handful of variables to begin to see the dramatic impact that conversion rates have on online sales.
If your store carries multiple products, simplify this exercise for 1 of your best selling items. You’ll enter variables into the calculator such as:
- website traffic,
- average number of sales,
- product price, and
- current conversion rate.
Your visitor to customer conversion rate is a percentage that’s found by dividing (# of buyers by / # of website visitors). Let’s say you have 100 buyers and 1,000 website visitors. In that scenario, 100/1,000 = 10% conversion rate.
Keep in mind, conversion rates tend to be fairly low. Many websites operate at a conversion rate under 3%. This is a mountain of missed opportunities. It means that the vast majority –as much as 97% simply visit and leave the website without making a purchase.
CONVERSION RATE IMPACT ON SALES
Here’s an example, let’s say your 50,000 people visit your website on a monthly basis. Your product sells for $50.00. At a 1% conversion rate (buyers/visitors %), your product sales are around $42,500.
What would happen if your conversion rate rose from 1% to 2%. At 2% conversion rate, your sales could jump to $85,000.
This leap in monthly revenue is achieved using existing website traffic resources, marketing assets, and existing tools. By improving your conversion rates, you are maximizing the potential of your existing marketing budget. | mathematics |
https://domainlaws.org/ | 2023-06-05T07:07:10 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224651325.38/warc/CC-MAIN-20230605053432-20230605083432-00596.warc.gz | 0.914017 | 137 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__45700055 | en | A domain wall is a type of topological soliton that occurs whenever a discrete symmetry is spontaneously broken. Domain walls also sometimes called kinks in analogy with closely related kink solution of the sine-Gordon model. Unstable domain walls can also appear if spontaneously broken discrete symmetry is approximate and there is the metastable vacuum.
A domain (hyper volume) is extended in three spatial dimensions and one time dimension. A domain wall is the boundary between two neighboring domains. Thus a domain wall is extended in two spatial dimensions and one time dimension.
Important examples are:
Besides these important cases similar solitons appear in wide spectrum of the models. Here are other examples: | mathematics |
https://graphpad-instat.software.informer.com/ | 2021-01-27T07:57:00 | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704821253.82/warc/CC-MAIN-20210127055122-20210127085122-00188.warc.gz | 0.906019 | 155 | CC-MAIN-2021-04 | webtext-fineweb__CC-MAIN-2021-04__0__90499252 | en | GraphPad InStat 3.10
Provides a fast way to learn and analyze the data through statistical tests. Features a built-in wizard for a step-by-step guide. Supports loading the data from the following files: CSV, DAT, PRN or plain text file.
GraphPad InStat is a less cumbersome alternative to typical heavy-duty statistical programs. With InStat, even a statistical novice can analyze data in just a few minutes.
InStat conquers the learning curve by escorting you through statistical analyses.InStat provides a unique analysis checklist. Double-check that your data have not violated any assumptions of the test, and that you have picked a test that matches your experimental design and really answers the question you had in mind. | mathematics |
http://www.foxcreekalaska.com/keno/ | 2018-08-16T05:00:02 | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221210413.14/warc/CC-MAIN-20180816034902-20180816054902-00304.warc.gz | 0.976885 | 876 | CC-MAIN-2018-34 | webtext-fineweb__CC-MAIN-2018-34__0__144670204 | en | Keno, as a game, has managed to attain incredible popularity. It has become even more popular since its inclusion in online casinos. The game is fairly simple and does not involve much strategic thinking to enjoy. It also offers great payouts, which makes it incredibly worthwhile to play.
Keno is played by many players in live casinos. It allows players ample of time to crunch their numbers so that they can be used wisely on the Keno cards. The game is usually played for leisure, but there are substantial monetary gains to be achieved as well.
Rules for playing Keno online
The inclusion of the game in online casinos has somewhat changed the game. Such online casinos allow players to play Keno at a pace that is quicker than any real casino. Players can play more number of games within short time duration. They can easily control the intervals between two successive games, as well as the time needed to play a single game. All of it is at the discretion of the players involved.
The game involves a Keno “board” that accommodates numbers between 1 and 80. Players are allowed to mark their individual card with up to a set of fifteen different numbers of their choice. Once the players have compiled their numbers, the program on the board generates a set of twenty different numbers randomly. The objective of the game is to match as many numbers as possible from the compiled set of numbers on a Keno card with the numbers drawn by the board. The payouts are made according to the quantity of numbers matched.
The board accompanies a pay table that informs each player about the amount of money they have won. The table is available ti players in plain sight so that they can see how many numbers they have been able to match and how much money they have been able to win.
Strategy of playing the Keno game
The game involves little to no strategic angle at all. Hence, it becomes very interesting to figure out how to play the game better. Since there is very little mathematical calculation can be done to predict the winning numbers, players have to depend solely on their chances of luck. They have to track numbers and past results, and then guess their number choices on the basis of the likelihood of them appearing in the winning combination. Honestly, it is all chance, which is as good an approach to a casino game as any.
Alternatively, players can also manage their money and budgets wisely in order to get the best out of playing this game. This will largely depend on the number of games that one intends to play as well as the total money that they intend to wager in all of these games. This will help them to determine the amount of money to wager on each game or bet. The aim here would be to recover the total money in wagers by the end of the game. Any winnings would automatically be a bonus!
Helpful tips to playing Keno in online casinos
Discussed here are some useful tips that will help you to enjoy the game thoroughly in an online casino. They will also help you to improve you chances of winning more money.
- It is always recommended that you become well-accustomed to the functioning of the game. You must understand that you are given the option of choosing up to fifteen different numbers. This means that you have to place fifteen different bets on a single game. At the same time, this also allows you the opportunity to win up to fifteen different bets in a single game if the numbers match.
- Although you have the option of playing at a fast pace, you should avoid playing any faster than you actually want to. Take your time in compiling the numbers of your choice, and only go forward with the game when you are good and ready.
- If you have the habit of tracking past winning numbers for the compilation of your own set of numbers, locate the place where those numbers are displayed. This will help you with your tracking during a game.
- Budget you wagers appropriately. Figure out how many games you wish to play and ensure that you have adequate money to wager on those games. This will not only help you place your bets wisely, but also ensure that you do not exceed your budget when playing the game. After all, money management is of prime importance when wagering money on live online casinos. | mathematics |
https://thepte.com/how-pte-overall-score-is-calculated/ | 2023-10-05T02:41:02 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511717.69/warc/CC-MAIN-20231005012006-20231005042006-00118.warc.gz | 0.951238 | 697 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__264429996 | en | PTE Academic Test Centers issue a score report for every candidate who finishes the test successfully. Usually, this report card will be ready within 2 to 72 hours after the exam is finished.
1. Score report information
The PTE score report provides an overall score which is then broken down into two main categories: communicative skills and enabling skills. Your communicative skills consist of four contributors namely Listening, Reading, Speaking and Writing. Your enabling skills composed of Grammar, Oral fluency, Pronunciation, Spelling, Vocabulary and Written Discourse. Watch our youtube video on how to calculate your PTE overall score.
2. How to calculate the overall
In order to get 20 points for immigration to Australia, you need to have an average score of 79 with no skills less than 79. Let’s see how a computer calculates the overall score of your PTE test score.
First, they add up all the scores of enabling skills. Then, the sum is divided by 6 which is the number of added items. This number which is the average sum of the enabling skills becomes the fifth contributing factor along with the other four communicative skills in calculating the overall of the PTE score. In other words, your enabling skills can indirectly help you boost your average. For instance, I had a student who had no skills less than 79, but his average was 78. This meant that he could only claim 10 points instead of 20 because his average was not 79. Therefore, enabling skills can be decisive if your communicative skills scores are on the borderline.
The overall scores are usually rounded up, and once the average is above 88, it will be rounded up to 90 and the average of the enabling skills is automatically disregarded as you can see here in my PTE report card.
3. Sample calculations
So let’s put this hypothesis to test by calculating the average of a few score reports. So first up is this one: So I add up the enabling skills and then divide it by 6 and the result is 37.5. This will be the fifth contributor for calculating the overall score and the sum of the communicative skills plus the enabling skills average will be 189.5. This sum divided by 5 will be 37.9 which will be rounded up to 38.
4. Baffling ones
Now some baffling cases that really don’t add up and I have found no explanations for them.
So here as you can see even without using a calculator you can see that the average of the communicative skills is 74ish and if you add up the 6 enabling skills, you would have 453 and divide it by six you would get 75.5. Now if you add this figure to the above sum and divide it by 5, you will get an overage of 74.5. But as you can see here the overall score by the computer is 72. Hello! You make me think twice about asking for a rescore of my PTE test result Mr computer.
Need more information?
For learning the tricks of how to ace the PTE academic test, and for doing a free scored PTE mock test and practicing real PTE materials on our PTE practice platform, visit our website at www.thepte.com, where you can also book a free online PTE coaching with one of our Melbourne-based expert PTE trainers via the zoom app. | mathematics |
https://www.new-haw.surrey.sch.uk/blog/?pid=5&nid=6&storyid=108 | 2022-10-03T05:57:54 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030337398.52/warc/CC-MAIN-20221003035124-20221003065124-00132.warc.gz | 0.961123 | 209 | CC-MAIN-2022-40 | webtext-fineweb__CC-MAIN-2022-40__0__42521455 | en | Gifted and talented maths and science club.
Read how busy our gifted and talented maths and science club have been.
During the last few weeks, 12 pupils from years 3 and 4 have been invited to come to the gifted and talented maths and science club, every Wednesday after school. This club encourages children to improve their maths and science skills through taking part in challenging maths and science investigations.
On November 12th, we attempted to produce successful, electrical circuits using a variety of equipment. We investigated the effect on the brightness of the bulbs of inserting 1, 2 or 3 bulbs into a circuit. After that, we experimented to find out which materials act as electrical conductors and which act as electrical insulators. We found out that all metals conduct electricity. Interestingly, we also found out that a material called graphite conducts electricity.
Maths and science club has encouraged children to reach high limits in these particular subjects. We all enjoy this club as it is fun and challenging.
Written by Sam Moreau and Jay Stevenson 4M | mathematics |
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