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https://www.littlecrackers.co.uk/news/Default.asp?pid=1039&nid=1&storyid=2759 | 2022-06-25T19:30:58 | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656103036099.6/warc/CC-MAIN-20220625190306-20220625220306-00576.warc.gz | 0.986013 | 145 | CC-MAIN-2022-27 | webtext-fineweb__CC-MAIN-2022-27__0__87948782 | en | Our Little Crackers had a lovely day exploring numbers in nursery when we took part in the NSPCC's Number Day.
The children had fun with all sorts of number related activities. We counted forwards and backwards, matched, recognised, added, combined, took away, shared, estimated and checked, made sets and sang songs… inside, outside and even at lunchtime! We all dressed up, had a giggle at Miss Lisa who was the No.1 Numberblock, and spotted numbers wherever we played. The sun came out to add to the fun, and we took our counting outside, had a number hunt and played with the numbers we found. And all for a good cause as well! | mathematics |
https://dspace.ncfu.ru/handle/20.500.12258/11909 | 2022-01-23T12:43:57 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304261.85/warc/CC-MAIN-20220123111431-20220123141431-00519.warc.gz | 0.685461 | 812 | CC-MAIN-2022-05 | webtext-fineweb__CC-MAIN-2022-05__0__165621042 | en | Please use this identifier to cite or link to this item:
|Title:||A division algorithm in a redundant residue number system using fractions|
|Authors:||Chervyakov, N. I.|
Червяков, Н. И.
Lyakhov, P. A.
Ляхов, П. А.
Babenko, M. G.
Бабенко, М. Г.
Lavrinenko, I. N.
Лавриненко, И. Н.
Deryabin, M. A.
Дерябин, М. А.
Lavrinenko, A. V.
Лавриненко, А. В.
Nazarov, A. S.
Назаров, А. С.
Valueva, M. V.
Валуева, М. В.
|Keywords:||Algorithm;Fraction;Modular division;Redundant residue number system;Residue number system (RNS)|
|Citation:||Chervyakov, N., Lyakhov, P., Babenko, M., Lavrinenko, I., Deryabin, M., Lavrinenko, A., Nazarov, A., Valueva, M., Voznesensky, A., Kaplun, D. A division algorithm in a redundant residue number system using fractions // Applied Sciences (Switzerland). - 2020. - Volume 10. - Issue 2. - Номер статьи 695|
|Series/Report no.:||Applied Sciences (Switzerland)|
|Abstract:||The residue number system (RNS) is widely used for data processing. However, division in the RNS is a rather complicated arithmetic operation, since it requires expensive and complex operators at each iteration, which requires a lot of hardware and time. In this paper, we propose a new modular division algorithm based on the Chinese remainder theorem (CRT) with fractional numbers, which allows using only one shift operation by one digit and subtraction in each iteration of the RNS division. The proposed approach makes it possible to replace such expensive operations as reverse conversion based on CRT, mixed radix conversion, and base extension by subtraction. Besides, we optimized the operation of determining the most significant bit of divider with a single shift operation of the modular divider. The proposed enhancements make the algorithm simpler and faster in comparison with currently known algorithms. The experimental simulation using Kintex-7 showed that the proposed method is up to 7.6 times faster than the CRT-based approach and is up to 10.1 times faster than the mixed radix conversion approach|
|Appears in Collections:||Статьи, проиндексированные в SCOPUS, WOS|
Files in This Item:
|scopusresults 1228 .pdf||1.15 MB||Adobe PDF||View/Open|
|WoS 827 .pdf||193.47 kB||Adobe PDF||View/Open|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated. | mathematics |
http://euanmearns.com/the-energy-return-of-the-three-gorges-dam/ | 2017-01-19T06:29:51 | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280485.79/warc/CC-MAIN-20170116095120-00334-ip-10-171-10-70.ec2.internal.warc.gz | 0.909767 | 1,000 | CC-MAIN-2017-04 | webtext-fineweb__CC-MAIN-2017-04__0__262527428 | en | In preparing my previous post on Net Energy Trends I wanted to include a back of the envelope calculation on the ERoEI of hydro electric power using the Three Gorges Dam as an example. But I got my decimals pretty muddled leading to an answer that was implausible. But I’ve now had a few days off to clear my head and I put a new battery in my calculator and so hopefully the calculation is now on the money.
Looking at just the labour and embedded energy of the concrete and steel and assuming a 45% capacity factor and 70 year life yields a partial ERoEI of 147. And so, despite substantial environmental harm and social disruption I must give dispatchable hydro electric power a big thumbs up. See the calculation below the fold.
The Three Gorges Dam on the Yangtze River in China is the largest hydroelectric scheme in The World. Operational since 2008 it has 22.5 GW installed capacity. The Itaipu Dam on the Parana River between Paraguay and Brazil produces a similar amount of electricity from 14 GW capacity and achieves this through a higher capacity factor.
Recent posts on ERoEI indicated that hydroelectric power had ERoEI >> 50 and I just wanted to check these claims. But before proceeding lets get the metric prefixes sorted since we have to manipulate some fairly large numbers:
mega = 10^6 = million
giga = 10^9 = billion
tera = 10^12 = trillion
peta = 10^15 = one thousand trillion
exa = 10^18 = one million trillion
Three Gorges Vital Statistics
Installed generating capacity = 22.5 GW
Capacity factor = 45% (0.45)
Concrete = 27.2 million m^3
Concrete = 65.2 million tonnes*
Steel = 463,000 tonnes
*1 m^3 concrete = 2.4 tonnes
1 TWh = 3600 TJ
1 toe = 42 GJ
The Energy Return
This is always the easier part of the ERoEI calculation but even here assumptions need to be made about capacity factor and lifespan. Wikipedia report 45% capacity factor which I presume is based on design criteria and performance to date. And I have assumed a 70 year lifespan. Lifespan could easily be much longer and this will simply add to the ERoEI.
0.45 * 22.5 GW * 24 hrs * 365.25 days * 70 years = 6213 TWh = 22.37 EJ
The Energy Invested
I am not going to attempt a detailed and complete analysis here but will try and make ball park estimates of energy consumed by labour and the main materials – concrete and steel.
60,000 workers laboured on the project that began in 1994 and was completed in 2003. Taking 1998 as the mid point China had a population of 1.242 billion and consumed 905 million tonnes oil equivalent (Mtoe) in energy that year . This yields a per capita consumption of 0.75 toe. The sum for the energy cost of labour therefore is:
60,000 workers * 0.75 toe per annum * 10 years = 450,000 toe = 18.9 PJ
There is a range of numbers for the energy content of materials. I am going to use:
Concrete = 1.9 GJ / tonne
Steel = 20 GJ / tonne
65.2 million tonnes concrete * 1.9 GJ / tonne = 123.9 PJ
463,000 tonnes steel * 20 GJ / tonne = 9.3 PJ
Total Energy Invested
labour 18.9 PJ + concrete 123.9 PJ + steel 9.3 PJ = 152.1 PJ
The partial ERoEI
Energy return = 22.37 EJ / energy invested 152.1 PJ = 147
Energy pay back time works out at an incredible 6 months.
(Energy produced in 1 year = 22.37 EJ / 70 = 319 PJ. Energy invested = 152.1 PJ. Hence energy pay back time = 152/319 = 0.48 years.)
I am quite satisfied with this answer. Some of the input numbers used may be wide of the mark and the energy inputs are far from complete. For example the diesel used on the construction site is not included along with many other energy inputs. But the answer is in the same ball park as calculated by other workers. Hydroelectric power is a tremendous source of dispatchable renewable energy. It does however come with high environmental and social costs. There’s no such thing as a free lunch in the energy world.
Wikipedia: Three Gorges Dam
Facts and Details: THREE GORGES DAM PROJECT
Australian Government: Embodied Energy
Wikipedia: Embodied Energy | mathematics |
https://www.pinnacleadvisory.com/articles/neutral-is-still-a-moving-target/ | 2020-10-20T14:25:11 | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107872746.20/warc/CC-MAIN-20201020134010-20201020164010-00467.warc.gz | 0.950024 | 543 | CC-MAIN-2020-45 | webtext-fineweb__CC-MAIN-2020-45__0__220285355 | en | A few weeks ago, I introduced you to the concept of pro-forma portfolios, and explained how we use them to estimate our current portfolios’ position in terms of volatility and beta. There is an Italian saying that could be translated as “to trust is good, not to trust is better.” While the pro-forma portfolios give us the best possible ex-ante estimates of the amount of risk in the portfolios, these are by definition estimates and not reality, and we can only trust them so much. For this reason we have developed two very short-term measures of volatility and beta based on the actual daily portfolio returns, which we routinely compare to the pro-forma estimates to make sure the portfolios are in fact behaving as we expected. The first measure is called one-month time-weighted trailing volatility and starts with the calculation of the equal-weighted average of the portfolio’s daily volatility over trailing 5 days (1 week), 10 days (2 weeks) and 20 days (4 weeks). This number is then divided by the same average volatility calculated for the portfolio’s benchmark. The ratio gives us a measure of how volatile the portfolio is being relative to its benchmark:
Ratio = 1 (neutral): the portfolio is experiencing the same volatility as the benchmark;
Ratio > 1 (above neutral or aggressive): the portfolio is experiencing more volatility than the benchmark;
Ratio < 1 (below neutral or defensive): the portfolio is experiencing less volatility than the benchmark;
The other measure is called one-month time-weighted trailing beta and uses the same approach to calculate the beta of the portfolios versus their respective benchmarks. Both measures are based on 1 month (4 weeks) of data, but since they are the equal-weighted average of three overlapping time frames they give more weight to more recent data. Specifically, the trailing 5 days are accounted for 3 times, the previous 5 days are accounted for twice, and the previous 10 days are accounted for only once. Because of their short-term nature, these measures can be particularly volatile at times, which is why we introduced a one-month moving average to better gauge the direction of the trend. In the chart to the right, you can see that after a brief spike to nearly 1.2, the two measures have come back down to around 0.9, while the one-month moving average has just reached the Mendoza line of 1. This result is perfectly in line with our initial estimates based on pro-forma portfolios, which had indicated that our last trade would take us very close to neutral.
Copyright: albund / 123RF Stock Photo | mathematics |
http://simon-says-school.com/ordered-pairs-drawings/ | 2023-12-11T13:19:09 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00155.warc.gz | 0.987827 | 193 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__301073765 | en | My fifth graders just finished their ordered pairs projects, and I am absolutely amazed by their creativity!
The assignment asked that kiddos create a picture that included a minimum of five shapes, used only straight lines, and was located in all four quadrants.
Students also had to create an organized table for each shape that included the quadrant number and ordered pair for each point. This paper would later be used as a directions page for another student to recreate their picture.
Take a look at their amazing work!
For board work the next day, each kiddo was given a blank four quadrant graph and another student’s direction page. It was so much fun to see how the images were redrawn. Some directions were spot on (all ordered pairs and quadrants were accurate) and the redrawn picture looked identical to the original. Others though, not so much!
I will definitely be doing this project again next year! | mathematics |
http://or.fossee.in/textbook-companion/books-in-progress | 2017-04-27T03:10:06 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121865.67/warc/CC-MAIN-20170423031201-00182-ip-10-145-167-34.ec2.internal.warc.gz | 0.75228 | 266 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__42659118 | en | Books In Progress
We are currently working on Textbook Companions for the following books
- Probability And Statistics For Engineers And Scientists, S. M. Ross, 3rd edition, Elsevier, New Delhi, 2005.
- Linear and nonlinear programming, D. Luenberger, 2nd edition, Kluwer Academic Publisher, New York, 1984.
- Nonlinear programming, D. Bertsekas, 2nd edition, Athena Scientific, 1999.
- Optimization Techniques, A. K. Malik, S. K. Yadav, S. R. Yadav, 1st edition, I.k. Internationlal Publishing House Pvt. Ltd, 2012.
Suggested List of Books that can be taken up for TBC project
- Engineering Optimization Methods and Applications, Reklaitis, G.V., Ravindran, A. and Ragsdell, K. M., 2nd edition, John Wiley,New york 1983.
- Probability, Random Variables and Stochastic Processes, Athanasios Papoulis, S. Unnikrishna Pillai, 4th edition, McGraw Hill Education (India), 2002
- Optimisation Techniques , Rao S.S. , 2nd edition, Wiley Eastern, 1985 | mathematics |
https://www.aweclub.co.uk/conquermaths/ | 2023-12-03T03:36:50 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100484.76/warc/CC-MAIN-20231203030948-20231203060948-00052.warc.gz | 0.926539 | 210 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__82281490 | en | Great Discount for Home Educators
AWE Club discount for ConquerMaths. Due to popular demand, ConquerMaths is now available through AWE Club for Home Educating families.
To get this offer follow these steps:
Quote from NM on Facebook:
“We’ve used Conquermaths for about 5 or 6 years, to support GCSE and IGCSE maths study (we had it originally as a CD ROM version and now a subscription through AWE). We love that it covers many years of maths up to and including A level, so we can dip in and out of the topics, use it as a supplement to whatever we are studying, and go back, if needed, to fill gaps. I definitely recommend it!”
ConquerMaths covers years Reception, Key Stage 1, KS2, KS3, KS4 (GCSE) and KS5 (A-Level)
The A-Level content is Year 12 Core 1 and 2, Year 13 Core 3 and 4 | mathematics |
http://www.avt.rwth-aachen.de/AVT/index.php?id=541&L=1&Nummer=LPT-2008-12 | 2013-12-07T01:10:44 | s3://commoncrawl/crawl-data/CC-MAIN-2013-48/segments/1386163052949/warc/CC-MAIN-20131204131732-00020-ip-10-33-133-15.ec2.internal.warc.gz | 0.780673 | 212 | CC-MAIN-2013-48 | webtext-fineweb__CC-MAIN-2013-48__0__71798814 | en | Marc Brendel, Wolfgang Marquardt:
An algorithm for multivariate function estimation based on hierarchically refined sparse grids
Computing and Visualization in Science, 2009, 12(4), 137-153
An adaptive function estimation approach is presented to recover an unknown, multivariate functional relation from noisy data. Using a sparse grid combination approach, both discretization and Tikhonov regulariza- tion need to be selected appropriately to resolve func- tional details whilst suppressing measurement noise. An initially coarse, multivariate grid is adaptively refined using sensitivity analysis, creating a sequence of hierar- chically refined grids. The problem of choosing a multi- dimensional discretization level is thus transformed to the identification of a suitable refinement step, giving rise to a nested approach for the selection of both dis- cretization and Tikhonov regularization. Validation on multivariate test functions shows good approximation results.
Multivariate regression, function estimation, sparse grids, discretization, regularization, L-curve, cross validation | mathematics |
https://glowriters.com/diophantus-arithmatica/ | 2022-12-05T17:39:55 | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711042.33/warc/CC-MAIN-20221205164659-20221205194659-00176.warc.gz | 0.961316 | 586 | CC-MAIN-2022-49 | webtext-fineweb__CC-MAIN-2022-49__0__5047226 | en | Diophantus, known as the Father of Algebra, lived in Alexandria, Egypt during the 3rd century A.D. Little else is known about his personal life. He was the author of the first Greek text on the essential branch of mathematics we know as algebra.
His book, Arithmatica, included thirteen books with numerical answers to algebraic questions. Using only positive rational numbers because zeros, negative numbers and irrational numbers were not available to him at the time –
Diophantus algebraically solved linear and quadratic equations, in addition to simultaneous linear and quadratic equations. With awareness of essential theorems in the number theory, he also found algebraic solutions to questions such as finding the value of y so that some polynomial equations in y are either squares of numbers or their cubes.
Arithmatica solved a total of one hundred and thirty mathematical problems for its readers. Apart from this important text on algebra, Diophantus has been credited with introducing techniques for solving both determinate as well as indeterminate equations. He also developed the method of using symbols for words in algebra. Still, Arithmatica continues to be remembered as one of the most significant works of his life, for the simple reason that the sciences of modern times could not have progressed without the tool of algebra.
As a matter of fact, algebra is an integral part of modern existence. Both industry and our daily lives depend on this tool. As examples, algebraic formulas for calculating loan installments; bank interest; distance, speed, and time; and volume, area and perimeter are as indispensable as the variables, relations and functions used in the analysis of activities that involve costs.
So, whether we are dealing with the business of construction, managing expenses as consumers, or working on new innovations in chemistry labs, we know it is virtually impossible to do away with algebra – thanks to Diophantus who first introduced the importance of this mathematical tool to the world.
You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.Read more
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By sending us your money, you buy the service we provide. Check out our terms and conditions if you prefer business talks to be laid out in official language.Read more | mathematics |
https://yt.ax/watch/international-mathematical-olympiad-18314859/ | 2020-08-08T21:13:47 | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738351.71/warc/CC-MAIN-20200808194923-20200808224923-00011.warc.gz | 0.685654 | 135 | CC-MAIN-2020-34 | webtext-fineweb__CC-MAIN-2020-34__0__174314836 | en | International Mathematical Olympiad
The International Mathematical Olympiad (IMO) is an annual six-problem, 42-point mathematical olympiad for pre-collegiate students and is the oldest of the International Science Olympiads.The first IMO was held in Romania in 1959.
License: Creative Commons Attribution-Share Alike 3.0 (CC BY-SA 3.0)
Image Source: https://en.wikipedia.org/wiki/File:Geo_prob_diagram.svg
-Video is targeted to blind users
Article text available under CC-BY-SA
image source in video | mathematics |
http://pbandjd.blogspot.com/2008/05/mystery-monday-2.html | 2018-07-20T00:37:33 | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591455.76/warc/CC-MAIN-20180720002543-20180720022543-00605.warc.gz | 0.958523 | 103 | CC-MAIN-2018-30 | webtext-fineweb__CC-MAIN-2018-30__0__11445335 | en | It is time again for Mystery Monday, brought to you by Professor Layton and the Curious Village. A glass jar holds a single germ. After one minute, the germ splits into two germs. One minute after that the two germs each split again, forming a total of four germs. Continuing at this rate, a single germ can multiply to fill a whole jar in exactly one hour. Knowing this, how long in minutes would it take to fill the jar if you had started with two germs? | mathematics |
http://adventureswithmyfour.blogspot.com/2010/03/spontaneous-math.html | 2014-07-13T18:43:27 | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1404776438539.21/warc/CC-MAIN-20140707234038-00037-ip-10-180-212-248.ec2.internal.warc.gz | 0.969079 | 243 | CC-MAIN-2014-23 | webtext-fineweb__CC-MAIN-2014-23__0__120793763 | en | They put the little animals into different piles based on categories they made up themselves. These included jungle animals, horses, trees, dangerous animals, animals that live in the woods, farm animals, ninja turtles, people, blocks, weapons, frogs, lizards, dinosaurs, and one alien.
Then they began lining up and counting each pile. I helped collect the data by writing down the numbers for each pile.
Using the data we collected Kai and I made a graph. Sitting around the table at lunch we all studied our graph. The boys answered questions like, "Which piles have the same amount?" "Which is biggest?" "Which is smallest?" "How many more would this pile need to equal that one?" "How much smaller is this pile than that one?" etc.
I can't tell you how much the boys loved this. They now have ideas of all different things they want to sort, it's a new favorite activity. And think of all the math skills involved - classification, grouping, numeration, ordering, comparing, counting, graphing, subtraction, addition! Sometimes, you just never know what is going to excite your children!
more ww posts here. | mathematics |
https://www.kabeditions.com/gematria/ | 2023-12-04T08:52:20 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100527.35/warc/CC-MAIN-20231204083733-20231204113733-00397.warc.gz | 0.678963 | 674 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__71218791 | en | There are different systems of interpretation of the hidden meanings of the Torah. One of them is the Gematria, where the mathematical values of each letter or word are calculated. Each letter having its own numerical value, the fact that some words have the same total is not just coincidence, but denotes a similarity or complementarity.
It is one of the different systems of interpretation of the hidden meanings of the Torah, where mathematical values of letters, words, and sentences are calculated to find a similarity or complementarity. Each letter has its own numerical value.
The final letters also have their own numerical values:
There are seven main types of Gematriot:
- Ragil – regular
- Katan – small value
- HaKlali – value squared
- Kolel – regular plus a value for one or all the letters
- HaKadmi – regular plus the value of the preceding letters
- HaPerati – each letter squared
- Miluy- sum of the spellings
1 – Ragil: the numbers of the letters are as follows:
|א||ט||1 – 9|
|ק||ת||100 – 400|
Ex : הארץ = 1106
2 – Katan: tens and hundreds are reduced to one digit.
|א||ט||1 – 9|
|י||צ||1 – 9|
|ק||ת||1 – 4|
Ex : הארץ = 17
3 – HaKlali: the Ragil value of the word squared.
Ex : הארץ = 1106 * 1106 = 1 223 236
4 – Kolel: the Ragil value of the word + the numbers of letters, or + 1 for the word.
Ex : הארץ = 1106 + 4 = 1110
or 1106 + 1 = 1107
5 – HaKadmi: each letter has its Ragil value plus the total of all the ones preceding it.
|א||ט||1 – 45|
|י||צ||55 – 495|
|ך||ץ||1995 – 4995|
Ex : הארץ = 15+1+795+4995 = 5806
6 – HaPerati: each letter is squared.
Ex : הארץ = 5 * 5 = 25, 1 * 1 = 1
200 * 200 = 40 000, 900 * 900 = 810 000 Total = 850 026
7 – Miluy: the sum of the spelling of each letter.
Ex : הארץ = 731
By the Gematriot, we see that each letter and word has a dynamic meaning beyond the simple definitions. Gematria is only one of the secret ways of interpreting the hidden meanings in the Torah.
There are also permutation systems where letters are replaced by others in a set order as “ATBaSH” where the first letter is replaced by the last, the second by the one before the last etc. “Notrikun”, where initials of different words make a new word, and many other systems. | mathematics |
https://forums.evga.com/m/tm.aspx?m=3618569&fp=1 | 2024-04-20T13:53:31 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817650.14/warc/CC-MAIN-20240420122043-20240420152043-00169.warc.gz | 0.930541 | 440 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__122797124 | en | It's that time of year again for the Tour de Primes
Here is the PG webpage for this years TDP https://www.primegrid.com/forum_thread.php?id=10427#168083
Looks like GFN16 and PPSE are large enough for the T5K the book of the 5,000 largest primes.
They are the best bet to get a P badge for the TDK
I would think it starts at 00:01 UTC Feb.1
Results will be available at http://www.primegrid.com/challenge/tdp_2024.php
From the PG thread:
For the month of February, an informal competition is offered. There are no challenge points to be gained... just a simple rare jersey at the end of the month to add to your badge list. No pressure or stress other than what you put on yourself. :)
For 2024, we're bringing back the badges introduced in 2018:
- Red Jersey -- discoverer of largest prime
- Yellow Jersey -- prime count leader (tiebreaker will be prime score)
- Green Jersey -- points (prime score) leader
- Polk-a-dot Jersey -- on the 29th of February we'll have a "Mountain Stage" and award the Polk-a-dot Jersey to the one who finds the most primes on that day (tiebreaker will be prime score for that day). Yes, it's a leap year, so the Mountain Stage will be on the 29th.
- Prime badge -- awarded to everyone who finds an eligible prime during the month of February. This is a counter badge, so if you find more than one prime it will show how many you've found, up to 99.
- Mega prime badge -- awarded to everyone who finds a mega prime during February. This is a counter badge.
- Mountain Stage prime badge -- awarded to everyone who finds an eligible prime during the Mountain Stage. This is a counter badge.
- Mountain Stage mega prime badge -- awarded to everyone who finds a mega prime during the Mountain Stage. This is a counter badge. | mathematics |
http://societyofoldpriceans.co.uk/Roy_Daysh_archives.html | 2021-05-14T23:37:54 | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991829.45/warc/CC-MAIN-20210514214157-20210515004157-00296.warc.gz | 0.9849 | 156 | CC-MAIN-2021-21 | webtext-fineweb__CC-MAIN-2021-21__0__116501818 | en | The Archives of Roy Daysh
Roy Daysh - Former Joint Head Boy and Mathematics Master
Notable former pupil, joint Head Boy with John Cole and mathematics master, Roy Daysh, has died at the age of 85.
John was captain of cricket, Roy was captain of hockey. He joined the RAF in 1945, retiring in 1965 to train as a teacher, and he returned to teach maths at Prices, until his retirement in about 1990. He was a staunch Old Pricean, and held various positions including that of Treasurer. Hear Roy reciting Olly's Prayer "Support us O Lord...."
Roy's son, Michael, supplied this wonderful photograph of John Cole, John Suggate and Roy in 1945.
Michael Daysh has also added the following: | mathematics |
https://dariusmehri.com/education-the-achievement-gap/ | 2020-03-29T10:56:30 | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370494331.42/warc/CC-MAIN-20200329105248-20200329135248-00351.warc.gz | 0.964141 | 1,087 | CC-MAIN-2020-16 | webtext-fineweb__CC-MAIN-2020-16__0__218755498 | en | While a graduate student at UC Berkeley, I took a statistics course in linear and logistic regression and it introduced me to the issues with the achievement gap in secondary schools. For the analysis, I used linear and logistic regression packages in Stata and a survey of eighth-graders from the National Education Longitudinal Study.
I was interested in understanding the potential for students to enter and succeed in a STEM field. To achieve this goal, I ran two regressions.The first was a linear regression with math test scores as the response variable and socio-economic status, future plans, locus of control, self-concept, race and gender as the explanatory variables.The second was a logistic regression with the same explanatory variables as the linear regressions but with being “held back” as the response variable. Locus of control can be interpreted as a measure of control over “life chances” and self-concept a measure of self-esteem.
I ran two models for both the linear regression and logistic regressions, one with the response variable and the explanatory variables and the other with interactions. I added higher order polynomial terms for continuous variables that were not initially significant to test whether there was a non-linear relationship between the response and explanatory variable. I used backward elimination to eliminate explanatory variables with p>0.05 and I checked for changes in R squared to ensure that it did not change significantly after a variable was dropped.
Below discusses the results of the regression analysis. The results show that math test scores and success in school are highly associated with the future plans of attending college, socio-economic status and race. The paper with the complete analysis including hypotheses and graphs can be found here: Achievement Gap Paper.
1. Linear Regression
The most significant effect on the mean standard math scores was future plans. Comparing children who had plans to finish high school to those who did not, there was no significant difference in mean standard scores. The differences rose when children stated they planned on attending a vocational school or college, mean standard scores on average were higher by 2.27 and 2.37 respectively compared to those who would not finish high school. For students who planed on finishing college or who had plans on post college degrees, the mean standard math scores on average increased by 6.3 and 8.05 points respectively.
The regression also revealed strong associations between math test scores and socio-economic status and race. A one unit increase in socio-economic status (range -2.894 to 1.854, sd=0.8) resulted in an approximate 3.75 point increase in the estimated mean standardized math score, and a one unit increase in locus of control (range -3 to 1.52, sd=0.7) resulted in a 1.84 increase in the estimated mean standardized math score. Race was also significantly associated with math scores, on average when controlling for the other explanatory variables, African-Americans, Native Americans and Hispanics had a 5.5, 3.7 and 2.1 estimated mean standard score lower than whites respectively. Asian Pacific Islanders, on the other hand, had a 2.4 higher estimated mean standard score compared to whites. Men scored 1.3 points higher compared to females. Self-concept was not significant and was dropped from the model.
I interacted race and future plans on socio-economic status, and locus of control. The only variables that turned out to be significant were the interactions between African-American and socio-economic status, and Native Americans attending college. The interaction between African-Americans and socio-economic status revealed that on average, controlling for other explanatory variables, if socio-economic status increases by one unit, African-American children had an estimated mean standard score rate of increase of 1.8 less compared to whites.
Checking Model Assumptions
I checked for multicollinearity, homoscedasticity, normally distributed errors and linearity between the response variable and the continuous explanatory variables. The models did not violate any of the linear regression assumptions.
2. Logistic Regression
The logistic regression showed that being held back a grade is positively correlated with being male and African-American but negatively correlated with students who plan on attending a higher level education school upon graduating from high school. Being held back was also negatively correlated with an increase in social economic status and locus of control. Controlling for other variables, a one unit increase in socio-economic status reduced the odds of being held back by 47% and a one unit increase in locus of control reduced the odds by 25%. Controlling for other variables, attending education after high school reduced the odds of being held back by 37%. Compared to those students not planning on a post-high school education. Controlling for all other variables, males had a 59% greater odds of being held back compared to females.
All variables were significant at the 5% level. Those variables that were not significant at the 5% level such as self-concept and some of the race variables were dropped from the model. I interacted socio-economic status on the race variables and none of the interactions were significant. After discovering that self concept was not significant, I added quadratic and cubic polynomial variables but they were not significant and were dropped from the model. | mathematics |
http://www.reuk.co.uk/wordpress/storage/minimising-line-losses-in-re-systems/ | 2022-08-20T01:38:01 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573876.92/warc/CC-MAIN-20220820012448-20220820042448-00749.warc.gz | 0.908268 | 1,020 | CC-MAIN-2022-33 | webtext-fineweb__CC-MAIN-2022-33__0__123491156 | en | In most renewable energy systems low voltage DC (direct current) electricity is generated. When this is from a wind turbine generator or a hydro electricity generator there is usually quite a distance between the location of the generator and the battery bank or power inverter.
If the wire (cable) taking this electricity is not thick enough you may potentially lose vast amounts of expensively generated power in resistive line losses – basically speaking, you will be heating the wire rather than charging your batteries. However, with the recent jump in the price of copper, if you choose wire which is unnecessarily thick, the extra costs incurred will seriously get in the way of your generating free (not that such a thing exists) electricity.
In an ideal situation line losses should be kept at or below 10% – i.e. no more than 10% of the power you generate should be lost in the wires you use to transmit it to your battery bank or inverter.
What You Need to Know to Calculate Line Losses
Calculating your likely line losses is quite a simple process requiring no more than a standard calculator and a little knowledge – supplied here.
NOTE – If you are not interested in the mathematics then scroll down to the final equations so you can start making some calculations for your system.
NEW You can also click here to go to our new Line Losses Calculator which will automatically calculate the size of wire you require for your system, or calculate the line losses for a given wire size.
The one constant you need is the resistivity of copper (rho) = 0.000000017 Ohms per metre at 20 degrees Celcius.
You should know the charging voltage (peak) and current (peak) of your generator. The charging voltage is always higher than the rated voltage of a generator – e.g. a 12 Volt solar panel will actually have an open circuit voltage of at least 18 Volts. You need to use the higher value in your calculations.
The cross-sectional area of your wire is given by multiplying the radius (half the diameter) of the wire squared by PI (3.14159).
If the wire is made up of multple strands then the cross-sectional area is given by squaring the radius of one strand and multiplying it by PI and then by the number of strands.
Once you know these values you are ready to calculate the resistance of your power lines and therefore your power losses.
Calculating Line Losses
The resistance of a length of wire is equal to 1,000,000 multiplied by the length of the wire (in metres) multiplied by rho and then divided by the cross sectional area of the wire (in square mm). Note that 1,000,000 square mm is equal to one square metre – hence the factor of 1,000,000 in the equation.
A wire 200 metres long with a cross sectional area of 2.25 square mm has a resistance of:
The power loss is given by the square of the current in amps multiplied by the resistance of the wire, so with a 30 amp peak power output wind turbine generator and the example wire above, the power loss is:
If the example wind turbine has a charging voltage of 65 volts (typical of a 48 Volt rated wind turbine) then the peak power output of this wind turbine would be equal to the charging voltage multiplied by the current = 65 x 30 = 1,950 Watts.
Therefore of the 1.95kW generated by the wind turbine, 1.36kW would be lost as line losses = 70%!
Using the Equation to Select wire for Your System
All the mathematics above can be simplified into one easy (relatively) equation:
|Power Loss (%) =||
In order to choose wire for your own renewable energy system you just need to choose the amount of line losses you are willing to accept (e.g. 10%), feed the numbers into the equation below, and out comes the minimum cross-sectional area of wire you will need.
|Wire X-Sectional Area =||
So with the example 48V wind turbine generator which had a 65 Volt charging voltage and 30 amp maximum current, a 200 metre run of wire required, and no more than 10% line losses acceptable – wire with a cross sectional area of 15.7 square mm is required:
Looking at the wires available on the market around this size there is 6 AWG (13.29 sq.mm) and 5 AWG (16.76 sq.mm). To keep line losses under 10% the 5 AWG would have to be selected giving 9.3% resistive line losses in this example.
Click here to visit our new automatic Line Losses Calculator.
Converting and Understanding Wire Sizes
To convert wire sizes from American Wire Gauge (AWG) to cross sectional area, mm diameter, or inches diamter click here to view our Wire Size Conversion Table | mathematics |
https://blog.quikkloan.com/personal-loan-emi-calculator/ | 2024-02-29T17:38:09 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474852.83/warc/CC-MAIN-20240229170737-20240229200737-00630.warc.gz | 0.933168 | 1,497 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__101233891 | en | An online personal loan EMI calculator helps in calculating your EMIs in a hassle-free manner. This online device with its simple and well-designed algorithms allows you to know the exact calculations of your monthly installments, interest outgo and the total amount payable. This tool comes with a lot of features like accuracy, time-saver, easy comparisons, adjustable, etc. The tool starts functioning the moment you feed-loan amount, tenure and interest rate into the same. And, gives the correct values in the least time frame. Thus, it helps in taking a calculative decision as far as availing a personal loan is concerned.
What is a Personal Loan EMI Calculator
An online tool that can be used to calculate EMIs, Interest Outgo and Total Amount Payable towards a personal loan. It works on a well-designed algorithm wherein it simplifies the values and shows the results quickly. The device starts to function the moment you feed:
Yes, soon after feeding the credentials above, the device churns out the accurate values, making your personal loan a hassle-free experience.
Components of EMI Calculator
Principal Paid:This is the portion of your monthly payment that is applied towards the loan principal. And, this portion keeps on increasing each month as the loan matures.
Interest Paid:This is the interest portion of your monthly payment that is applied towards interest. This portion will keep on decreasing every month as the loan matures.
Total Payment:It is a total sum of principal and interest paid.
Outstanding Loan Balance:The remaining loan balance at any given period corresponds to the principal amount that is owed to the lender at the end of that period.
What EMI Stands for
Equated Monthly Installment or commonly known as EMI is the amount that you pay every month to the lender to pay off your loan.
EMI Consist of Interest on the loan along with the principal amount.
However, the total sum of the principal amount and interest is further divided by the tenure of the loan.
How Personal Loan EMI Calculator Works
An online EMI calculator for personal loan works on a simple phenomenon and lets you know the values faster. The smart tool basically works on two basic formulae.
The first one is used to calculate the monthly interest rate while on the other hand the second one is used to calculate the monthly installments.
Let’s get into the detail and understand the functioning of both.
How to Calculate Monthly Interest
Whenever you apply for a personal loan online, it would not be wrong to say that interest rate is the first and foremost thing that grabs the attention of all. So, before you start using the EMI calculator, you need to convert your annual interest rate into the monthly interest rate. And, in order to convert that, below formula is used:
r=annual interest rate/12
For example- If a bank offers you 18% of interest rate annually, your monthly interest rate will be:
Thus, 1.5% will be your monthly interest rate for personal loan
How to Calculate EMI
Calculating the EMI is a bit difficult as compared to calculating the monthly interest rate. To calculate your EMI, you need to use the below formula:
E = P . r . (1+r)^n/((1+r)^n – 1)
P=Principal Loan Amount
r=Monthly Interest Rate
n=Monthly Loan Tenure
For example- If you have borrowed a sum of Rs. 10,00,000 from a bank at an annual interest rate of 10.5% (10.5%/12=0.875 monthly) for 10 years ( 10×12=120 months), your EMI will be:
Rs.10,00,000 *0.00875 * (1 + 0.875)120 / ((1 + 0.875)120 – 1) = Rs. 13,493
Now, you will pay Rs. 13, 493 for 120 months to repay your personal loan amount. Thus, your total payable=13, 493×120=16,19,220.
Features of Personal Loan EMI Calculator
Accuracy: This device is so accurate that it will perform the calculations in a few seconds.
Time Saving: It does complex calculations in just a few seconds thus saves a lot of time of the user.
Easy Comparisons: EMI calculator allows you to have easy comparisons. Yes, you can compare different lenders easily, and know different EMIs offered by them.
Adjustable: An EMI calculator can be used endlessly which means you can use it many times. Also, you can re-adjust the settings, and can get the results endlessly.
Tells You More Than Just the EMI: The calculator helps you gain more information about your loan. Yes, apart from calculating your monthly EMIs, the device showcases interesting graphic representations, pie charts ,and tables.
Factors Affecting Personal Loan EMI
Loan Amount: The higher loan amount you demand, the higher EMIs you need to pay. However, the maximum loan amount is decided by the lender based on your personal loan eligibility factors.
Interest Rate: The rate of interest is directly linked to the EMIs. If the personal loan interest rates are higher, your EMI amount is also higher. Well, your interest rate is determined by several factors like income, cibil score, credit history, repayment capacity, etc.
Loan Tenure: The personal loan tenure that you choose is inversely proportional to the EMI. The shorter the tenure, the higher the EMI amount. A personal loan tenure ranges between 1 year to 5 years.
Ways to Reduce Personal Loan EMI
- Go for a Low Interest Rate: The lower interest rate you have, the better as it keeps your EMI pocket-friendly. Both of them are directly proportional so if your rates are lower, your monthly installments are also reduced.
- Opt a Suitable Tenure: If you opt for a longer tenure, EMI payable would also be reduced. Yes, both of them are inversely proportional. So, expect to have a reduced EMI burden with longer personal loan tenure.
- Category of the Employer:In case you work in a leading MNC or Fortune 100/500 company, it would be easy for you to get a personal loan at attractive interest rates. And, by getting a loan at competitive interest rates, you can expect to have pocket-friendly personal loan EMI.
- Get Balance Transfer: Opt for personal loan balance transfer and enjoy affordable EMIs. Simply transfer your existing personal loan to a lender offering a lower interest rate and enjoy a reduced monthly installment.
Frequently Asked Questions (FAQs)
Q.Should I enter the monthly interest rate or yearly interest rate in the EMI calculator?
A.You have to enter the yearly interest rate in the online EMI calculator to get the precise EMI amount.
Q.How long does it take to calculate the personal loan EMI?
A. One cannot describe the exact timing as each personal loan calculator is different. But a calculator roughly takes a few seconds to calculate the EMIs on time. | mathematics |
https://www.ccc.ox.ac.uk/people/dr-paul-dellar | 2023-03-29T09:39:31 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948965.80/warc/CC-MAIN-20230329085436-20230329115436-00696.warc.gz | 0.906048 | 684 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__122565751 | en | I returned to Corpus in October 2007 as Tutor in Applied Mathematics, having been a lecturer in mathematics at Imperial College London. I was previously a Junior Research Fellow at Corpus from October 2001 until September 2004, while I held one of the University's Glasstone Research Fellowships. My earlier career as an undergraduate, graduate student, and then research fellow, was at the University of Cambridge. I am an alumnus of the Woods Hole Summer Study Programme in Geophysical Fluid Dynamics.
Research and Teaching
My main research interests are in lattice Boltzmann approaches for simulating fluid dynamics, and for more exotic applications to electromagnetic and quantum systems. Originally inspired by the kinetic theory of gases, the lattice Boltzmann approach has recently become very popular because the microscopic models are very easy to implement on modern parallel computers. I create microscopic models of colliding particles whose statistically averaged behaviour I can show approaches the solution of the Navier-Stokes, Maxwell, or Dirac equations. Practical applications range from simulating blood flow through surgical stents to a software package widely used in the car industry. One of my algorithms for magnetohydrodynamics is being developed into another software package for the nuclear industry.
I also work on the fluid dynamics of the atmosphere and oceans, chiefly using shallow water descriptions derived from variational principles to study their large-scale behaviour. Along with a former Corpus DPhil student Andrew Stewart, I have derived shallow water equations with a better approximation to the Coriolis force experienced by a fluid moving on a rotating planet. They are using these equations to model the flow of deep ocean currents across the equator, such as how cold, deep water from Antarctica crosses the equator to reach the Caribbean, where it goes on to form the warm Gulf Stream that moderates the UK's climate despite its high latitude.
I am also interested in many other things, including topics in scientific computation and further practical applications of mathematics in industry through the 'study group' format.
My teaching of applied mathematics encompasses first and second year undergraduate tutorials on vector calculus, differential equations, calculus of variations, and electromagnetism, all topics that overlap with my research activities.
P. J. Dellar (2019) Relativistic properties and invariants of the Du Fort-Frankel scheme for the one-dimensional Schrödinger equation J. Comput. Phys. X 2 (2019) 100004
E. S. Warneford & P. J. Dellar (2017) Super- and sub-rotating equatorial jets in shallow water models of Jovian atmospheres: Newtonian cooling versus Rayleigh friction J. Fluid Mech. 822 484-511
A. L. Stewart & P. J. Dellar (2016) An energy and potential enstrophy conserving numerical scheme for the multi-layer shallow water equations with complete Coriolis force J. Comput. Phys 313 99-120
E. S. Warneford & P. J. Dellar (2014) Thermal shallow water models of geostrophic turbulence in Jovian atmospheres Phys. Fluids 26 016603
P. J. Dellar (2013) Lattice Boltzmann magnetohydrodynamics with current-dependent resistivity J. Comput. Phys. 237 115-131 | mathematics |
https://arts-inspiredlearning.org/programs/vault-of-secret-dreams/ | 2020-09-23T09:13:33 | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400210616.36/warc/CC-MAIN-20200923081833-20200923111833-00545.warc.gz | 0.946669 | 168 | CC-MAIN-2020-40 | webtext-fineweb__CC-MAIN-2020-40__0__146905192 | en | In this incredible residency, students design, build and cast a three-dimensional mosaic and cement sculpture, challenging them with math and engineering concepts. Students write down their dreams, secrets and fears and place them in a vault, a secure place they create and seal with cement. The outside of the vault is beautiful mosaic that the students design themselves. The students calculate the amount of cement needed in cubic feet and they figure out what kind and how much mesh to use inside the sculpture. Students estimate what the final weight of the piece will be using mathematical calculations. This unique experience creates a lasting and beautiful piece of art that will endure for decades and can be displayed inside or outside your school! A completed vault can weigh several hundred pounds and may be made in any shape desired. This residency typically takes several days to complete. Material fee determined by project. | mathematics |
https://www.iitportal.com/syllabus/Graduate-Aptitude-Test-in-Engineering-GATE-Syllabus-Civil-Engineering | 2020-09-24T03:47:12 | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400213454.52/warc/CC-MAIN-20200924034208-20200924064208-00096.warc.gz | 0.843898 | 905 | CC-MAIN-2020-40 | webtext-fineweb__CC-MAIN-2020-40__0__201336929 | en | Graduate Aptitude Test in Engineering (GATE) Syllabus | Civil Engineering
Linear Algebra: Determinants, algebra of matrices, systems of linear equations, eigen values and eigen vectors.
Calculus: Functions of single variable: limit, continuity and differentiability, mean value theorems, theorems “‘of integral calculus; evaluation of definite and improper integrals. Functions of two variables: limit, continuity, partial derivatives, total derivative and directional derivative, maxima and minima, multiple integrals and their applications, sequences and series, test for convergence, Fourier series.
Ordinary Differential Equations: First order equations (linear and nonlinear), higher order linear differential equations with constant coefficients, method of variation of parameters, Cauchy’s or Euler’s equations, initial and boundary value problems, Laplace transform.
Statistics: Basic concepts of Probability and Statistics.
Mechanics: Bending moments and. shear forces in statically determinate beams; simple stress and strain: relationship; stress and strain in two dimensions, principal stresses, stress transformation, Mohr’s circle; v-srrrTple1)ending theory; flexural shear stress; thin-walled pressure vessels; uniform torsion.
Structural Analysis: Analysis of statically determinate trusses, arches and frames; displacements in statically determinate structures and analysis of statically indeterminate structures by force/energy methods; .-o”analysis by displacement methods (slope-deflection and moment-distribution methods); influence lines for determinate and indeterminate structures; basic concepts of matrix methods of structural analysis.
Concrete Structures: Basic working stress and limit states design concepts; analysis of ultimate load capacity and design of members subject to flexure, shear, compression and torsion (beams, columns and isolated footings); basic elements of prestressed concrete: analysis of beam sections at transfer and service loads.
Steel Structures: Analysis and design of tension and compression members, beams and beam-columns, column bases; connections – simple and eccentric, beam-column connections, plate girders and trusses; plastic analysis of beams and frames.
Soil Mechanics: Origin of soils; soil classification; three-phase system, fundamental definitions, relationship and inter-relationships; permeability and seepage; effective stress principle: consolidation, compaction; shear strength.
Foundation Engineering: Sub-surface investigation – scope, drilling bore holes, sampling, penetrometer tests, plate load test; earth pressure theories, effect of water table, layered soils; stability of slopes – infinite slopes, finite slopes; foundation types – foundation design requirements; shallow foundations; bearing capacity, effect of shape, water table and other factors, stress distribution, settlement analysis in sands and clays; deep foundations – pile types, dynamic and static formulae, load capacity of piles in sands and clays.
Water Resources Engineering
Fluid Mechanics and Hydraulics: Hydrostatics, applications of Bernoulli equation, laminar and turbulent flow in pipes, pipe networks; concept of boundary layer and its growth; uniform flow, critical flow and gradually varied flow in channels, specific energy concept, hydraulic jump; forces on immersed bodies; flow measurement in channels; tanks and pipes; dimensional analysis and hydraulic modeling. Applications of momentum equation, potential flow, kinematics of flow; velocity triangles and specific speed of pumps and turbines.
Hydrology: Hydrologic cycle; rainfall; evaporation infiltration, unit hydrographs, flood estimation, reservoir design, reservoir and channel routing, well hydraulics.
Irrigation: Duty, delta, estimation of evapo-transpiration; crop water requirements; design of lined and unlined canals; waterways; head works, gravity dams and Ogee spillways. Designs of weirs on permeable ” foundation, irrigation methods.
Water requirements; quality and standards, basic unit processes and operations for water treatment, distribution of water. Sewage and sewerage treatment: quantity and characteristic of waste water sewerage; primary and secondary treatment of waste water; sludge disposal; effluent discharge standards.
Highway planning; geometric design of highways; testing and specifications of paving materials; design of flexible and rigid pavements. | mathematics |
http://mrantoniograde2.weebly.com/blog/money-around-the-world | 2019-04-26T14:51:03 | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578806528.96/warc/CC-MAIN-20190426133444-20190426155109-00009.warc.gz | 0.949821 | 114 | CC-MAIN-2019-18 | webtext-fineweb__CC-MAIN-2019-18__0__85423906 | en | |Mr. Antonio's Grade 2|
In Math class we have studied the use of money, specifically buying something and receiving change. We connected our study of money to our Social Studies focus in Unit 1 by looking at the relative values of different money around the world. The students cut out copies of money used in the United States, South Korea, China, Singapore, Europe, and Mexico. We discussed their relative value, and then the students used the money to create addition and subtraction problems independently. Grade 2 had lots of fun learning about money around the world! | mathematics |
http://schools.polk-fl.net/ojp/ | 2014-07-29T10:40:02 | s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510267075.55/warc/CC-MAIN-20140728011747-00272-ip-10-146-231-18.ec2.internal.warc.gz | 0.837251 | 594 | CC-MAIN-2014-23 | webtext-fineweb__CC-MAIN-2014-23__0__41534800 | en | Welcome to Our Website
Welcome to the Oscar J. Pope Elementary Web site! We are very excited that you visited! We are proud of each and every Stallion!
We are OSCAR!
- O: On task
- S: Safe
- C: Caring
- A: Accepting Responsibility
- R: Respectful
New Bell Schedule for 2014-2015
For the 2014-2015 academic year, the first bell will ring at 8:00 A.M. and the dismissal bell will ring at 3:00 P.M. This will provide an additional fifteen minutes of instructional time to our academic day.
Register New Students Now
If you are moving into the Oscar J. Pope Elementary School attendance zone, don't wait to register your children for school. School staff members are available to assist you with registration paperwork and requirements. Our office is open Monday through Thursday from 7:00 A.M. to 5:00 P.M. The office is closed on Fridays.
Free Online Math Resource
Summer learning loss in math is an issue that impacts students at all grade levels. Students lose an average of more than two months of math comprehension every summer. Polk County Public Schools is offering a free online math resource this summer for Polk County Public School students rising to first grade through Algebra 2.
To access this free resource for your child, go to www.tenmarks.com, click on "Parents-Sign Up", and enter your information with S14P3351 as the "Access Code From Your School" code. Complete the general grade information for your child and he/she will be given access to the grade specific math material.
|August 11||Teachers Return||Welcome Back #1 Teachers!|
|August 11||Teacher Workday|
|August 12||Staff Development Day|
|August 13||Teacher Workday (1/2 Day)|
|August 13||Staff Development Day (1/2 Day)|
|August 14||Student Orientation Day||3:00 - 6:00 P.M.|
|August 14||Non-Instructional Staff Breakfast and Meeting||8:00 A.M.
Jay W. Erwin Media Center
|August 14||Teacher Workday|
|August 15||Teacher Workday (1/2 Day)|
|August 15||Staff Development Day (1/2 Day)|
|August 15||OSCARbration Planning Meeting||1:00 P.M.
|August 18||First Day of School||Welcome Back #1 Students!|
|August 28||Open House||6:00 - 7:00 P.M.|
|August 29||OSCARbration: Outdoor Games||No horseshoes are required to attend. All students are invited to participate.|
|September 1||Labor Day Holiday||School Closed| | mathematics |
https://www.dtsheffler.com/notebook/2022-08-24-bayesian-reasoning/ | 2022-11-28T17:50:20 | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710534.53/warc/CC-MAIN-20221128171516-20221128201516-00691.warc.gz | 0.964506 | 1,142 | CC-MAIN-2022-49 | webtext-fineweb__CC-MAIN-2022-49__0__88049039 | en | I wrote the following in response to a class I just taught on arguments for the existence of God. A student asked about what happens to the strength of probabilistic arguments when they are combined. Bayesian reasoning often shows us that the likelihood of something being true given our evidence is lower than we think. In this post, however, I examine what happens when we have multiple lines of converging evidence, which often turns out to raise the probability higher than we might guess.
I thought I would write up a brief further explanation of this kind of probabilistic reasoning since it came up in class, and it seemed that most people were unfamiliar with how to think through such problems. (Human intuition is actually really bad at guessing probabilities, which is why pro poker players can clean you out.) It’s also pretty hard to understand without seeing it written out.
Suppose you go in for a cancer screening and the doctor brings you the unfortunate news that the test is positive. Suppose he also tells you the following facts:
- Only 1% of people in general have cancer.
- If someone has cancer, the test gives a positive result 80% of the time.
- If someone does not have cancer the test gives a false positive 10% of the time.
What are the chances that you actually have cancer? Seems pretty scary, right? Wouldn’t you guess that your chances are pretty high? The answer, however, is that they aren’t actually that high at all.
Call the probability that you have cancer P(C), and the probability that you have cancer given the positive test result P(C|T).
P(C|T) = P(C)P(T|C)/P(T)
In plain English, this means that the probability you have cancer equals the proportion of true positive test results divided by the total positive test results including all the false ones. This last bit is the crucial thing to see. There are actually many many more false positive test results than true positive test results even though the false positive rate is only 10% and the true positive rate is 90%.
Why is this? It happens because its so unlikely that you have cancer in the first place. Let’s do the math.
True positives = 1% * 80% = 0.008.
In a population of 10,000 people 1% have cancer, so that’s 100 people. If all of those took the test, 80 of them would test positive.
But how many people would test positive who don’t have cancer?
False positives = 99% * 10% = .099.
In a population of 10,000 people 99% don’t have cancer, so that’s 9,900 people. If all of those took the test, 990 would test positive.
So given that you have a positive test result, what are the chances that you are in the first group rather than the second group?
Well, we take the ratio of the true positives by all the positives, which equals,
80/(80+990) = 0.747663
So you have a roughly 7.5% chance of having cancer given the test result. Surprisingly low right?
Now here’s the real zinger regarding converging lines of evidence that I explained to Micah above in abbreviated fashion. Suppose that you took a second test with similar numbers:
- If a person has cancer, then test 2 gives a true positive 90% of the time.
- If a person does not have cancer, then test 2 gives a false positive 10% of the time.
Unfortunately, this second test also comes back positive. What are the chances that you have cancer now? You might think that it’s just the union of the two probabilities P(C|T1) ∪ P(C|T2), but you would be wrong. That number would actually be way too low, now. (That comes out to 15.18% if you’re curious.)
The trick is to see that given the first test result you have to update the likelihood that you have cancer from 1% likely to 7.5%. (The other, shorter but less intuitive way is just to do an additive version of the Bayes’ Theorem.)
So now we go through the same steps we did above, but instead of multiplying 1% * 80% to get the number of true positives, we have to multiply 7.5% * 90%, which is obviously much higher. We also need to lower the number of false positives. Instead of multiplying 99% * 10% we are now multiplying 92.5% * 10%.
When we run the numbers, we get a result of approximately 42.2% likely that you have cancer given two separate positive results. Interestingly, it is still more likely than not that you don’t have cancer because of how rare cancer actually is, but that second number is way higher than you might think given the low likelihood of either test result independently indicating that you have cancer. This is the power of converging lines of evidence. You can see that if we add a third and fourth test, this likelihood would shoot up pretty fast.
Similarly, lines of argument that on their own only raise the probability of God’s existence slightly can combine to make a very powerful total case, just like multiple pieces of evidence in a trial, provided that they are actually independent pieces of evidence and not just recycling the same evidence in a circular fashion. | mathematics |
https://platinumhomework.com/fincance/ | 2022-12-01T23:00:45 | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710870.69/warc/CC-MAIN-20221201221914-20221202011914-00040.warc.gz | 0.938341 | 273 | CC-MAIN-2022-49 | webtext-fineweb__CC-MAIN-2022-49__0__172877787 | en | An investor buys three shares of XYZ at the beginning of 2002 for $100 apiece. After one year,
the share price has increased to $110 and he receives a dividend per share of $4. Right after
receiving the dividend, he buys two additional shares at $110. After another year, the share price
has dropped to $90, but the investor still receives a dividend per share of $4. Right after
receiving the dividend, he sells one share at $90. After another year, the share price has gone up
to $95, the investor receives a dividend per share of $4 and sells all shares at $95 immediately
after receiving dividends.
1 What are the arithmetic and geometric average time-weighted rates of return and what is the
dollar-weighted rate of return of the investor in the above example (for the dollar-weighted
return assume that (i) the cash flows from dividends received at the end of a given year are based
on the number of shares held at the beginning of that year, and (ii) cash flows from dividends
occur on the same day as the cash flows from buying and selling shares)?
2 Why is the dollar-weighted average rate of return in the above example lower than the
geometric average rate of return? | mathematics |
http://wilmingtonma.universitytutor.com/wilmingtonma_statistics-tutoring | 2017-10-21T11:53:53 | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824775.99/warc/CC-MAIN-20171021114851-20171021134851-00820.warc.gz | 0.664609 | 255 | CC-MAIN-2017-43 | webtext-fineweb__CC-MAIN-2017-43__0__259037024 | en | Statistics Tutors in Wilmington, MA
Find Private & Affordable Statistics Tutoring in the Wilmington Area!
Harvard University - BA, Environmental Science and Public Policy
University of Central Florida - BS, Molecular Biology , Tufts Univ School of Medicine - MS and MD, Biomedical Sciences
University of Notre Dame - B.S., Biological Science & Theology , University of Notre Dame - M.Ed., Education - High School Science
Northeastern - Current Undergrad, Business and Economics
SUNY College at Plattsburgh - BS, Mathematics
Florida Institute of Technology - B.S., Meteorology - Communications
Boston UNiversity - BA, Mathematics and Philosophy , Bentley University - MBA, Finance
Worcester Polytechnic Institute - BS, Actuarial Mathematics
University of Michigan - BS, Chemistry , Cornell University - MS, Chemistry
Michigan State University - BS, Mathematics , Tufts University - MA, International Studies
Vanderbilt University - BS, Mathematics and Secondary Education
University of Maine - BS, Secondary Math Education , University of Maine - MS, Mathematics Education
Hamilton College - BA, Mathematics
University of Massachusetts, Amherst - BA, Social Thought and Political Economy , University of Chicago - MS, Computational Analysis... | mathematics |
http://www.costelloschool.co.uk/learning/mathematics | 2018-12-15T21:44:37 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376827097.43/warc/CC-MAIN-20181215200626-20181215222626-00567.warc.gz | 0.959176 | 135 | CC-MAIN-2018-51 | webtext-fineweb__CC-MAIN-2018-51__0__142657363 | en | From September 2015 the course covers the new 6 areas of Mathematics using the new 9-1 grading system:
- Ratio, proportion and rates of change
- Geometry and Measures
Building on the work completed at Key Stage 3.
There are still two tiers of entry for Mathematics. The Higher tier covers grades 4 to 9 and The Foundation tier covers grades 1 to 5. A student’s Maths set will determine which tier of entry they take. Each tier covers all areas of Mathematics. Students are set across the whole year group based on their ability and their results during Key Stage 3.
There is no coursework for Mathematics as everything is exam based. | mathematics |
http://ibpastpapers.com/ib-past-papers-888/ | 2020-09-25T16:35:32 | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400227524.63/warc/CC-MAIN-20200925150904-20200925180904-00413.warc.gz | 0.884535 | 1,027 | CC-MAIN-2020-40 | webtext-fineweb__CC-MAIN-2020-40__0__56130614 | en | This is the most comprehensive collection of IB past papers in the World!
QUESTIONBANKS VERSION 4
PAST PAPERS BY GROUP (2001-2019)
GROUP 1 - Studies in language and literature GROUP 2 - Language acquisition GROUP 3 - Individuals and societies GROUP 4 - The sciences GROUP 5 - Mathematics GROUP 6 - The arts
Download Textbooks (this includes all popular new and legacy textbooks for all major subjects)
TOK TEXTBOOKS GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 GROUP 6 DATA BOOKS & FORMULAS EE TEXTBOOKS This site is compiled for teachers and students who maybe don't have the means to buy the papers to practice with. We expect all users of this site to have permission from their teachers to use these examination papers.
This site is no way endorsed by the IBO and we cannot verify the veracity of the files enclosed within.
What is Revision Village?
Voted the #1 IB Mathematics Resources in 2019 & 2020, Revision Village is an award-winning education website that helps IB students learn, practice and revise for IB maths exams. More than 70% of IB Students & Teachers worldwide use Revision Village ~ 350,000+ IB Students from 1,500+ IB Schools.
Who uses Revision Village?
Revision Village is for International Baccalaureate (IB) Diploma Program candidates studying all levels of IB Mathematics.
What IB Subjects does Revision Village cover?
IB Mathematics HL, SL, Studies, Analysis and Approaches SL & HL, Applications and Interpretation SL & HL. We love mathematics and IB students love using Revision Village! Our mission is to create the highest quality IB Math resources available online. We are proud to be voted the #1 IB Mathematics Resource in 2019 & 2020 by IB Students & Teachers worldwide.
What resources are on Revision Village?
Maths Questionbank: The #1 Maths Exam Questionbank for IB Students. IB Maths exam style questions by topic, sub-topic & difficulty. Video solutions & mark schemes for all questions. Learn, practice and master IB mathematics questions.
IB Maths Practice Exams: Test yourself with a wide range of full-length IB Maths Practice Exams. Paper 1 & Paper 2 Practice Exams, Topic Exams, IB Summary Exams, Easy / Medium / Hard Exams and more.
Past IB Exams – Video Solutions: Step-by-step video worked solutions to past IB Maths exams. Short instructional videos taught by experienced teachers.
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Will Revision Village be updating all resources for the new IB Maths Curriculum? (exams starting in 2021)
Yes! Revision Village will be releasing all features and resources for IB Mathematics Analysis and Approaches & IB Mathematics Applications and Interpretations in late 2019 and throughout 2020. The Revision Village team is in the final stages of publishing learning videos, 1,200+ exam-style questions filtered by topic with videos, practice exams and more…. stayed tuned!
Current courses (IB Math HL, SL, Studies) will continue to be updated & available until November of 2020 (last exam period).
Why is Revision Village better than YouTube/ Khan Academy?
Unlike many mathematics websites, Revision Village is 100% focused on IB Mathematics. Students don’t need to spend time searching the internet for IB specific maths videos, tutorials and exam style questions. Revision Village is the perfect place for an IB Student to learn, practice and prepare for their IB Maths Exam stress free.
What are Revision Village Prediction Exams?
The RV Prediction Exams are developed by IB Examiners and Teachers to help students prepare for their upcoming final exams. The RV Prediction Exams are released approximately 1 month prior to May/November IB exams and the questions in the prediction papers are directly aligned to the current trends seen in past IB papers (topics, question style, weighting and difficulty). More than 180,000 IB Students around the world used the 2019 RV Prediction Papers to successfully prepare for their final exams.
Students are encouraged to practice the underlying concepts in the prediction exams, not just simply memorize the questions. As the Revision Village Prediction Exams are ‘Predictions’, Revision Village cannot take responsibility for outcomes due to discrepancies between the prediction and IB papers.
The official Revision Village Prediction Exams & Prediction Video Series are exclusively available to RV Gold Members.
Which devices can I use Revision Village on?
Revision Village is optimized on all devices. Desktop, Tablet, Mobile.
Who are the RV Teachers?
The Revision Village team is made up of experienced IB teachers, examiners and graduates. The team is dedicated to helping IB students around the world achieve their best possible maths grade. | mathematics |
https://it.mhsmi.org/2017/05/20/tech-in-the-mhs-math-dept/ | 2023-03-22T23:03:09 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296944452.97/warc/CC-MAIN-20230322211955-20230323001955-00193.warc.gz | 0.911516 | 157 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__73256667 | en | This is the tenth in a series of blog “snapshots” of how Mercy students benefit from using iPad technology (and other tools) throughout the school day.
In the photos below, students in Geometry Honors are using GeoGebra to investigate the relationship between angles formed by parallel lines and a transversal. They will use the results to develop conjectures about the congruent or supplementary angle pairs. The final component of the activity is to write the formal proof for each conjecture, thus developing the theorems found in geometry textbooks. — Carol Baron
Photos by L. Baker
Patty Perry uses Explain Everything to make tutorials for students to explain difficult concepts. She also uses it to respond to email or message questions. | mathematics |
https://edgeofthewebradio.com/marketing-concepts/predictive-modelling/ | 2023-09-21T12:49:12 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506027.39/warc/CC-MAIN-20230921105806-20230921135806-00165.warc.gz | 0.950846 | 193 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__63299312 | en | Predictive modelling leverages statistics to predict outcomes. Most often the event one wants to predict is in the future, but predictive modelling can be applied to any type of unknown event, regardless of when it occurred. For example, predictive models are often used to detect crimes and identify suspects, after the crime has taken place. In many cases the model is chosen on the basis of detection theory to try to guess the probability of an outcome given a set amount of input data, for example given an email determining how likely that it is spam. Models can use one or more classifiers in trying to determine the probability of a set of data belonging to another set, say spam or ‘ham’. Depending on definitional boundaries, predictive modelling is synonymous with, or largely overlapping with, the field of machine learning, as it is more commonly referred to in academic or research and development contexts. When deployed commercially, predictive modelling is often referred to as predictive analytics. | mathematics |
https://excellenthomeworks.com/what-is-the-probability-that-an-accident-occurred-in-the-first-mile-along-this-stretch-of-highway/ | 2024-04-23T01:11:49 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818452.78/warc/CC-MAIN-20240423002028-20240423032028-00421.warc.gz | 0.953002 | 731 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__91608472 | en | - What is the probability of being born on:
a) February 28?
b) February 29?
c) February 28 or February 29?
- A patient newly diagnosed with a serious ailment is told he has a 60% probability of surviving 5 or more years. Let us assume this statement is accurate. Explain the meaning of this statement to someone with no statistical background in terms he or she will understand.
- A lottery offers a grand prize of $10 million. The probability of winning this grand prize is 1 in 55 million (about 1.8×10-8). There are no other prizes, so the probability of winning nothing = 1 – (1.8×10-8) = 0.999999982. The probability model is:
Winnings (X) 0 $10 x 106
P(X = xi) 0.999999982 1.8 x 10-8
a) What is the expected value of a lottery ticket?
b) Fifty-five million lottery tickets will be sold. How much does the proprietor of the lottery need to charge per ticket to make a profit?
- Suppose a population has 26 members identified with the letters A through Z.
a) You select one individual at random from this population. What is the probability of selecting individual A?
b) Assume person A gets selected on an initial draw, you replace person A into the sampling frame, and then take a second random draw. What is the probability of drawing person A on the second draw?
c) Assume person A gets selected on the initial draw and you sample again without replacement. What is the probability of drawing person A on the second draw?
- Let A represent cat ownership and B represent dog ownership. Suppose 35% of households in a population own cats, 30% own dogs, and 15% own both a cat and a dog. Suppose you know that a household owns a cat. What is the probability that it also owns a dog?
- What is the complement of an event?
- Accidents occur along a 5-mile stretch of highway at a uniform rate. The following “curve” depicts the probability density function for accidents along this stretch:
a) What is the probability that an accident occurred in the first mile along this stretch of highway?
b) What is the probability that an accident did not occur in the first mile?
c) What is the probability that an accident occurred between miles 2.5 and 4?
- Suppose there were 4,065,014 births in a given year. Of those births, 2,081,287 were boys and 1,983,727 were girls.
a) If we randomly select two women from the population who then become pregnant, what is the probability both children will be boys?
b) If we randomly select two women from the population who then become pregnant, what is the probability that the first woman’s child will be a boy and the second woman’s child will be a boy?
c) If we randomly select two women from the population who then become pregnant, what is the probability that both children will be boys given that at least one child is a boy?
- Explain the difference between mutually exclusive and independent events.
- Suppose a screening test has a sensitivity of 0.80 and a false-positive rate of 0.02. The test is used on a population that has a disease prevalence of 0.007. Find the probability of having the disease given a positive test result. | mathematics |
https://www.xyzmanhwa.com/the-art-of-math-problem-solving-techniques-for-success/ | 2024-02-21T10:50:28 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473472.21/warc/CC-MAIN-20240221102433-20240221132433-00896.warc.gz | 0.895359 | 1,078 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__41940879 | en | In the tapestry of mathematical exploration, problem-solving stands as a masterpiece—a form of art that requires creativity, precision, and a deep understanding of mathematical concepts. This article, “The Art of Math: Problem-Solving Techniques for Success,” delves into the techniques that transform mathematical problem-solving into an artistic endeavor, guiding individuals on a journey to success in the realm of mathematics.
1. Recognizing Mathematics as an Art Form:
Understanding mathematics as an art form sets the stage for appreciating the beauty and creativity inherent in problem-solving. Rather than viewing problems as mere exercises, recognize them as opportunities for artistic expression, where each solution is a brushstroke contributing to the masterpiece of mathematical understanding.
2. Embracing the Creative Mindset:
The creative mindset is the palette from which problem-solving artistry emerges. Embrace a mindset that values innovation, curiosity, and the exploration of multiple solution paths. The creative mindset encourages thinking beyond conventional approaches, fostering a spirit of ingenuity in the face of mathematical challenges.
3. Mastering the Art of Questioning:
The art of questioning is a technique that propels problem-solving into the realm of exploration. Pose insightful questions about the problem at hand—question its assumptions, seek hidden patterns, and inquire about alternative approaches. Mastering the art of questioning elevates problem-solving from a routine task to an engaging and thought-provoking pursuit.
4. Creating Mental Images with Visualization:
Visualization is the brush that paints mental images, bringing mathematical concepts to life. Create mental images, draw diagrams, and visualize abstract ideas to enhance your understanding of the problem. Visualization not only aids comprehension but also adds a layer of artistic expression to your problem-solving process.
5. Crafting Solutions with Elegant Simplicity:
In the art of math, elegance lies in simplicity. Strive to craft solutions that are not only accurate but also elegantly simple. Avoid unnecessary complexities and convoluted approaches, aiming for solutions that embody the beauty of simplicity. The art of crafting elegant solutions showcases a deep mastery of mathematical concepts.
6. Appreciating Patterns as Artistic Elements:
Patterns are the artistic elements that grace the canvas of mathematical problems. Appreciate the beauty of recurring sequences, relationships between numbers, and hidden structures within problems. Recognizing and leveraging patterns not only accelerates problem-solving but also adds an aesthetic dimension to your approach.
7. Blending Logic and Intuition:
The art of math involves a delicate balance between logic and intuition. Blend deductive reasoning with intuitive insights to create a harmonious composition in problem-solving. Logic provides a structured foundation, while intuition allows for creative leaps and innovative solutions. The interplay between logic and intuition enriches the artistic tapestry of mathematical problem-solving.
8. Expressing Individual Style in Approaches:
Just as artists have unique styles, mathematicians can express individuality in their problem-solving approaches. Experiment with various techniques, develop your signature style, and find approaches that resonate with your mathematical intuition. Expressing individual style adds a personal touch to your problem-solving artistry.
9. Iterative Refinement:
Problem-solving, like any art form, benefits from iterative refinement. Approach problems as works in progress, refining your solutions through successive iterations. Embrace the process of continuous improvement, allowing your problem-solving artistry to evolve and mature over time.
10. Learning from Historical Masterpieces:
The art of math has a rich history filled with masterpieces created by legendary mathematicians. Study the works of mathematical pioneers, learn from their problem-solving techniques, and draw inspiration from the timeless masterpieces that have shaped the field. Learning from historical masterpieces provides a sense of continuity and connection with the broader mathematical tradition.
11. Collaborative Artistry:
Problem-solving becomes a collaborative art form when mathematicians come together to share ideas and insights. Engage in collaborative problem-solving sessions, exchange perspectives with peers, and appreciate the collective artistry that emerges from diverse minds working in harmony. Collaborative artistry fosters a sense of community within the world of mathematics.
12. Reflecting on Artistic Growth:
Reflection is the gallery where you showcase your artistic growth as a problem solver. After completing a problem, take a moment to reflect on your approach, the artistic elements incorporated, and the lessons learned. Reflective practice not only enhances your problem-solving skills but also deepens your appreciation for the artistic nuances embedded in mathematical exploration.
“The Art of Math: Problem-Solving Techniques for Success” is an invitation to approach mathematical challenges with the mindset of an artist. By embracing creativity, questioning with depth, and appreciating the beauty of patterns, individuals can elevate problem-solving to an art form. Remember, the art of math is not just about finding solutions; it’s about expressing creativity, fostering individuality, and contributing to the timeless masterpiece of mathematical understanding. As you embark on your journey through the world of mathematics, let the canvas of problems inspire your artistic expression and lead you to new heights of problem-solving mastery. | mathematics |
https://gtown-ds.netlify.app/2021/07/28/round-13-2021/ | 2024-02-24T22:21:20 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474569.64/warc/CC-MAIN-20240224212113-20240225002113-00867.warc.gz | 0.896268 | 217 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__19697459 | en | To refresh your memory, here’s a description of how my model works.
Predictions for the twelfth round are given in the table below. The priors for these distributions are based on the final abilities from last season and the results to round 12.
|Chance of home team winning
|Sunshine Coast Lightning
|West Coast Fever
Score Differential Distributions
The distribution of the predicted score differentials is shown in the figures below. For each game, the chance of the home team winning is calculated and shown in the figure title. Each distribution is coloured by the team’s colours, and the more of a single team’s colour, the higher the chance that team has of winning. Overlaid on each figure are two vertical, dashed dark green lines; these show the score differential that has a 50% predicted chance of happening.
Comparison of Game Results Against Predictions
The following figure shows the results (score difference of the home team) in round 12 (blue vertical line) against the predictions from the model. | mathematics |
https://www.kirkwoodschools.org/Page/10604 | 2023-12-10T20:12:36 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102637.84/warc/CC-MAIN-20231210190744-20231210220744-00388.warc.gz | 0.913613 | 428 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__307028773 | en | AP Calculus BC is an introductory college-level calculus course. Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally and using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, and the analysis of functions.
Students enrolled in AP Calculus BC will enhance their understanding of topics covered in AP Calculus AB and will also engage in a complete analysis of parametric equations, vectors, series and sequences. Because of the timing of the AP exam, AP Calculus BC students will proceed at an accelerated pace. Throughout the course, students will practice AP type problems and questions in preparation for the AP exam. This course encompasses two full semesters of university-level calculus.
*This course is offered for dual credit through UMSL.
Grade Level(s): 10th-12th
Curricula for Advanced Placement (AP) courses are created by the American College Board, which offers high level coursework and exams to high school students. Colleges and universities may grant placement and course credit to students who obtain high scores on examinations. Curriculum for each subject area is created by a panel of experts and college-level educators in that field of study. The Course & Exam Description (CED) for AP Calculus AB and BC can be found HERE.
Course-Level Scope & Sequence (Units &/or Skills)
- Unit 1: Limits and Continuity
- Unit 2: Differentiation: Definition and Fundamental Properties
- Unit 3: Differentiation: Composite, Implicit, and Inverse Functions
- Unit 4: Contextual Applications of Differentiation
- Unit 5: Analytical Applications of Differentiation
- Unit 6: Integration and Accumulation of Change
- Unit 7: Differential Equations
- Unit 8: Applications of Integration
- Unit 9: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
- Unit 10: Infinite Sequences and Series
Date Last Revised/Approved: 2014 | mathematics |
https://er.jsc.nasa.gov/seh/math14.html | 2022-05-18T13:33:25 | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662522270.37/warc/CC-MAIN-20220518115411-20220518145411-00780.warc.gz | 0.897794 | 523 | CC-MAIN-2022-21 | webtext-fineweb__CC-MAIN-2022-21__0__120277183 | en | PROBLEM 9. The light-year is the distance traveled by light during one Earth year. To three significant digits, the speed of light is 3.00 x 10^5 km/s. Find the length of the light-year in km and in AU.
Solution:1 Earth year = 365.25 days = 365.25 x 24 x 60 x 60 seconds. In one year, light travels 3.00 x 10^5 x 365.25 x 24 x 60 x 60 km = 9.47 x 10^12 km.
To express this distance in AU,
1 light-year = 9.47 x 1O^I2 km x 1 AU/(1.50 x lO^8km)
= 6.31 x 10^4 AU.
The "parsec" is the astronomical unit of distance that relates to observational measurements. In order to define this unit, we must consider the fact that when we observe the heavens, we have no direct perception of depth or distance. A useful model developed to portray the heavens is the celestial sphere. In this model, Earth is surrounded by an imaginary sphere with infinite radius. A coordinate system, similar to latitude and longitude, is imposed on the celestial sphere by projecting Earth's rotation axis on the sphere to identify the celestial north pole (CNP) and celestial south pole (CSP) as shown in Fig. 2.1. Since the radius of the celestial sphere is infinite, all parallel lines point to the same spot on the sphere, and so every line parallel to Earth's rotation axis also points to the celestial north and south poles.
Every star or celestial object can now have its position identified by the ordered pair of angles in the previous example. Because Earth rotates with respect to the celestial sphere, the time of observation must also be known in order to use the coordinate system. Differences in the positions of two objects on the celestial sphere are expressed in terms of the angle subtended at Earth by the arc joining these points. As Earth revolves around the Sun, very distant stars show no discernible changes in position, but closer stars will show apparent motion with respect to the celestial sphere when viewed from different points in Earth's orbit, as shown in Fig. 2.3. This apparent motion is called "parallactic motion", and the change in position is called the "parallax angle". In this context, 1 parsec is defined as the distance at which the radius of Earth's orbit subtends an angle measuring 1 arc-second (see Fig. 2.4). | mathematics |
https://www.tamiltrading.net/post/the-fibonacci-retracements | 2020-09-30T02:32:51 | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600402101163.62/warc/CC-MAIN-20200930013009-20200930043009-00570.warc.gz | 0.933433 | 1,241 | CC-MAIN-2020-40 | webtext-fineweb__CC-MAIN-2020-40__0__202912401 | en | The topic on Fibonacci retracements is quite intriguing. To fully understand and appreciate the concept of Fibonacci retracements, one must understand the Fibonacci series. The origins of the Fibonacci series can be traced back to the ancient Indian mathematic scripts, with some claims dating back to 200 BC. However, in the 12th century, Leonardo Pisano Bogollo an Italian mathematician from Pisa, known to his friends as Fibonacci discovered Fibonacci numbers.
The Fibonacci series is a sequence of numbers starting from zero arranged in such a way that the value of any number in the series is the sum of the previous two numbers.
The Fibonacci sequence is as follows:
0 , 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610…
Notice the following: 233 = 144 + 89 144 = 89 + 55 89 = 55 +34
Needless to say the series extends to infinity. There are few interesting properties of the Fibonacci series.
Divide any number in the series by the previous number; the ratio is always approximately 1.618.
For example: 610/377 = 1.618 377/233 = 1.618 233/144 = 1.618
The ratio of 1.618 is considered as the Golden Ratio, also referred to as the Phi. Fibonacci numbers have their connection to nature. The ratio can be found in human face, flower petals, animal bodies, fruits, vegetables, rock formation, galaxial formations etc. Of course let us not get into this discussion as we would be digressing from the main topic. For those interested, I would suggest you search on the internet for golden ratio examples and you will be pleasantly surprised. Further into the ratio properties, one can find remarkable consistency when a number is in the Fibonacci series is divided by its immediate succeeding number.
For example: 89/144 = 0.618 144/233 = 0.618 377/610 = 0.618
At this stage, do bear in mind that 0.618, when expressed in percentage is 61.8%.
Similar consistency can be found when any number in the Fibonacci series is divided by a number two places higher.
For example: 13/34 = 0.382 21/55 = 0.382 34/89 = 0.382
0.382 when expressed in percentage terms is 38.2%
Also, there is consistency when a number in the Fibonacci series is divided by a number 3 place higher.
For example: 13/55 = 0.236 21/89 = 0.236 34/144 = 0.236 55/233 = 0.236
0.236 when expressed in percentage terms is 23.6%.
16.1 – Relevance to stocks markets
It is believed that the Fibonacci ratios i.e 61.8%, 38.2%, and 23.6% finds its application in stock charts. Fibonacci analysis can be applied when there is a noticeable up-move or down-move in prices. Whenever the stock moves either upwards or downwards sharply, it usually tends to retrace back before its next move. For example if the stock has run up from Rs.50 to Rs.100, then it is likely to retrace back to probably Rs.70, before it can move Rs.120.
‘The retracement level forecast’ is a technique using which one can identify upto which level retracement can happen. These retracement levels provide a good opportunity for the traders to enter new positions in the direction of the trend. The Fibonacci ratios i.e 61.8%, 38.2%, and 23.6% helps the trader to identify the possible extent of the retracement. The trader can use these levels to position himself for trade.
Have a look at the chart below:
I’ve encircled two points on the chart, at Rs.380 where the stock started its rally and at Rs.489, where the stock prices peaked.
I would now define the move of 109 (380 – 489) as the Fibonacci upmove. As per the Fibonacci retracement theory, after the upmove one can anticipate a correction in the stock to last up to the Fibonacci ratios. For example, the first level up to which the stock can correct could be 23.6%. If this stock continues to correct further, the trader can watch out for the 38.2% and 61.8% levels.
Notice in the example shown below, the stock has retraced up to 61.8%, which coincides with 421.9, before it resumed the rally.
We can arrive at 421 by using simple math as well –
Total Fibonacci up move = 109
61.8% of Fibonacci up move = 61.8% * 109 = 67.36
Retracement @ 61.8% = 489- 67.36 = 421.6
Likewise, we can calculate for 38.2% and the other ratios. However one need not manually do this as the software will do this for us.
Here is another example where the chart has rallied from Rs.288 to Rs.338. Therefore 50 points move makes up for the Fibonacci upmove. The stock retraced back 38.2% to Rs.319 before resuming its up move.
The Fibonacci retracements can also be applied to stocks that are falling, in order to identify levels upto which the stock can bounce back. In the chart below (DLF Limited), the stock started to decline from Rs.187 to Rs. 120.6 thus making 67 points as the Fibonacci down move.
After the down move, the stock attempted to bounce back retracing back to Rs.162, which is the 61.8% Fibonacci retracement level. | mathematics |
https://europaludi.com/simplest-form-algebra-calculator-ten-features-of-simplest-form-algebra-calculator-that-make-everyone-love-it-222507 | 2020-01-24T19:25:35 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250625097.75/warc/CC-MAIN-20200124191133-20200124220133-00496.warc.gz | 0.906991 | 1,802 | CC-MAIN-2020-05 | webtext-fineweb__CC-MAIN-2020-05__0__56568827 | en | Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It
The protractor and the Bunsen burner. Playing the recorder in music class. Drawing arcs and circles with a ambit in geometry. These accoutrement of the apprenticeship barter become allotment of our lives for a analysis or two and afresh we move on.
Today, NPR Ed begins a new alternation analytical these icons of the classroom. We alpha off with a accessory that already was capital to higher-level math, in academy and in the workplace, but now has all but disappeared:
The accelerate rule.
“Take your batteries out,” Jim Hus says, watching his pre-calculus acceptance abolish the AA batteries that adeptness their calculators. “Let’s do those multiplication problems again.”
For the abutting calculations, Hus’s juniors and seniors at Highland Aerial Academy in Highland, Ind., will use a altered tool: A apparatus that dates aback 400 years.
Before the smartphone, the laptop and the graphing calculator, there was the accelerate rule. It’s a able automated accretion device, generally no beyond than a 12-inch ruler, apparent with numbers — but allotment of it slides in an out to to appearance relationships amid altered sets of numbers.
That acutely simple apparatus has a austere resume. NASA engineers acclimated accelerate rules to body the rockets and plan the mission that landed Apollo 11 on the moon. It’s said that Buzz Aldrin bare his abridged accelerate aphorism for last-minute calculations afore landing.
“The accelerate aphorism is an apparatus that was acclimated to architecture around everything,” says Deborah Douglas, the administrator of collections and babysitter of science and technology at the MIT Building in Cambridge, Mass. The building aloof concluded a three-year display on accelerate rules. “The admeasurement of a avenue pipe, the weight-bearing adeptness of a agenda box, alike rocket ships and cars.”
So, What Is A Accelerate Rule?
Slide rules are about ellipsoidal and about the admeasurement of a ruler. They are disconnected into thirds, the top and basal are anchored in place, but the average area slides aback and forth. Each area has scales — numbers and band marks for calculations.
The aboriginal one was congenital by William Oughtred, a apostolic teaching algebraic in England in the 1600s. It was based on John Napier’s analysis of logarithms.
In its simplest form, the accelerate aphorism adds and subtracts lengths in adjustment to account a absolute distance. But accelerate rules can additionally handle multiplication and division, acquisition aboveboard roots, and do added adult calculations.
For ancestors of engineers, technicians and scientists, the accelerate aphorism was an capital allotment of their circadian lives. Until, all of a sudden, it wasn’t.
In 1972 Hewlett-Packard came out with the aboriginal handheld cyberbanking calculator. Practically overnight, the accelerate aphorism had become obsolete.
“The afterlife of the accelerate aphorism was appealing instantaneous,” says Bob De Cesaris, who oversees dent accomplishment at Intel and has one of the better collections of accelerate rules in the country. De Cesaris estimates his accumulating has about 4,000 accelerate rules.
He is additionally the admiral of the Oughtred Society — a accumulation of 400 accelerate aphorism collectors and enthusiasts gluttonous to bottle the device’s history (and area you can acquisition out all sorts of advice about them).
And yet, admitting the artful adeptness these canicule in alike your handheld phone, the accelerate aphorism isn’t absolutely dead.
Here and there, agents like Jim Hus still use them in the classroom. Sister Paula Irving, a nun at the Community of Jesus in Orleans, Mass., teaches a computer programming advance to homeschooled aerial academy students. And aback she covers the history of the computer, she teaches acceptance how to use a apparatus she remembers watching her ancestor use as he affected their family’s finances.
More than a thousand afar west, Laurie Emery, a algebraic abecedary at South Winneshiek Aerial Academy in Calmar, Iowa, will advise her inferior pre-calculus chic how to do intricate calculations after a calculator.
There’s alike a apprentice academy about the accelerate aphorism at the University of California, San Diego, that Professor Joe Pasquale has been teaching aback 2003.
“We alive in this age aback accretion is accepting exponentially added able but we generally don’t alike anticipate about the calculations actuality made,” says Pasquale. “We aloof let our computer do all the work.”
In the seminar, Pasquale says his acceptance are generally afraid that the accelerate rule’s answers accomplish sense.
Thinking About The Math
“The nice affair about a calculator is you don’t accept to anticipate – but it’s additionally a bad thing,” he adds. “When you’re application a accelerate aphorism you accept to be engaged. You accept to be cerebration about math.”
And that’s one of the capital affidavit some agents still adhere on to the old “slipsticks.”
MIT’s Debbie Douglas says that alike admitting the accelerate aphorism isn’t as absolute as a calculator, acceptance can accept the abstraction of what it’s doing. “It absolutely makes one affianced with the process.”
Jim Hus still remembers chief to advance $400 in a calculator and abandoning his accelerate aphorism during his apprentice year at Purdue, aback in 1974.
But it’s a accessory he’ll never balloon and he hopes his acceptance at Highland Aerial Academy in Indiana won’t either. He’s planning to accept his acceptance body a classroom accelerate rule.
“I antic it will be the better accelerate aphorism in the world,” he says, laughing. “But this way, I’m not aloof handing the acceptance a tool, we’re acquirements how it operates so we can admission college algebraic concepts.”
Copyright NPR 2019.
Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It – simplest form algebra calculator
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Here you are at our site, contentabove (Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It) published . Today we’re pleased to announce that we have discovered an extremelyinteresting nicheto be reviewed, namely (Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It) Many people attempting to find information about(Simplest Form Algebra Calculator Ten Features Of Simplest Form Algebra Calculator That Make Everyone Love It) and definitely one of them is you, is not it? | mathematics |
http://littleeinstein.co.id/math/ | 2019-07-17T13:00:08 | s3://commoncrawl/crawl-data/CC-MAIN-2019-30/segments/1563195525187.9/warc/CC-MAIN-20190717121559-20190717143559-00509.warc.gz | 0.95372 | 224 | CC-MAIN-2019-30 | webtext-fineweb__CC-MAIN-2019-30__0__152760907 | en | Dr. Montessori demonstrated that if children have access to concrete mathematical equipment in the early years, they can easily and joyfully assimilate many number facts and skills.
Specially designed concrete materials are used, these represent all types of quantities and allow children to become interested in counting by touching or moving the items around as they enumerate them. By combining this equipment, separating it, sharing it, counting it, and comparing it, they can demonstrate to themselves the basic operations of mathematics.
At Little Einstein children never sit down to memorize addition and subtraction facts; they never simply memorize multiplication tables. They learn these facts by actually performing the operations with concrete materials. The concrete experiences allow greater concentration and ensure the children gain a real understanding of what each operation means. Our classroom is full of materials in multiple quantities which can be used for numeration, adding, subtracting, multiplying, dividing and working with fractions, that each child has an individual access to them and as early as 6 years old, children can learn numbers up to 9,999 along with a solid understanding of the Decimal system. | mathematics |
http://learnpythonthehardway.org/book/ex21.html | 2014-03-08T15:26:27 | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999654886/warc/CC-MAIN-20140305060734-00008-ip-10-183-142-35.ec2.internal.warc.gz | 0.847635 | 603 | CC-MAIN-2014-10 | webtext-fineweb__CC-MAIN-2014-10__0__89504032 | en | You have been using the = character to name variables and set them to numbers or strings. We're now going to blow your mind again by showing you how to use = and a new Python word return to set variables to be a value from a function. There will be one thing to pay close attention to, but first type this in:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
def add(a, b): print "ADDING %d + %d" % (a, b) return a + b def subtract(a, b): print "SUBTRACTING %d - %d" % (a, b) return a - b def multiply(a, b): print "MULTIPLYING %d * %d" % (a, b) return a * b def divide(a, b): print "DIVIDING %d / %d" % (a, b) return a / b print "Let's do some math with just functions!" age = add(30, 5) height = subtract(78, 4) weight = multiply(90, 2) iq = divide(100, 2) print "Age: %d, Height: %d, Weight: %d, IQ: %d" % (age, height, weight, iq) # A puzzle for the extra credit, type it in anyway. print "Here is a puzzle." what = add(age, subtract(height, multiply(weight, divide(iq, 2)))) print "That becomes: ", what, "Can you do it by hand?"
We are now doing our own math functions for add, subtract, multiply, and divide. The important thing to notice is the last line where we say return a + b (in add). What this does is the following:
As with many other things in this book, you should take this real slow, break it down, and try to trace what's going on. To help there's extra credit to get you to solve a puzzle and learn something cool.
$ python ex21.py Let's do some math with just functions! ADDING 30 + 5 SUBTRACTING 78 - 4 MULTIPLYING 90 * 2 DIVIDING 100 / 2 Age: 35, Height: 74, Weight: 180, IQ: 50 Here is a puzzle. DIVIDING 50 / 2 MULTIPLYING 180 * 25 SUBTRACTING 74 - 4500 ADDING 35 + -4426 That becomes: -4391 Can you do it by hand?
This exercise might really whack your brain out, but take it slow and easy and treat it like a little game. Figuring out puzzles like this is what makes programming fun, so I'll be giving you more little problems like this as we go. | mathematics |
http://www.prism.uvsq.fr/index.php/accueil1?start=5 | 2019-02-23T20:45:24 | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550249550830.96/warc/CC-MAIN-20190223203317-20190223225317-00276.warc.gz | 0.892762 | 290 | CC-MAIN-2019-09 | webtext-fineweb__CC-MAIN-2019-09__0__178275319 | en | Nous accueillons Antoine Deza qui est depuis peu professeur à Orsay.
On the polynomial Hirsch conjecture and its continuous analogue
The simplex and primal-dual interior point methods are the most computationally successful algorithms for linear optimization. While simplex methods follow an edge path, interior point methods follow the central path. Within this framework, the curvature of a polytope, defined as the largest possible total curvature of the associated central path, can be regarded as the continuous analogue of its diameter. In this talk, we highlight links between the edge and central paths, and between the diameter and the curvature of a polytope. We recall continuous results of Dedieu, Malajovich, and Shub, and discrete results of Holt and Klee and of Klee and Walkup, as well as related conjectures such as the Hirsch conjecture that was disproved by Santos. We also present analogous results dealing with average and worst-case behaviour of the curvature and diameter of polytopes, including a result of Allamigeon, Benchimol, Gaubert, and Joswig who constructed a counterexample to the continuous analogue of the polynomial Hirsch conjecture. Based on joint work with Tam ́as Terlaky (Lehigh), Feng Xie(Microsoft), and Yuriy Zinchenko (Calgary). | mathematics |
http://aibostuff.iofreak.com/wiki.php?n=Aibo.DOF | 2019-04-20T12:57:04 | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578529813.23/warc/CC-MAIN-20190420120902-20190420142902-00311.warc.gz | 0.86659 | 121 | CC-MAIN-2019-18 | webtext-fineweb__CC-MAIN-2019-18__0__46705977 | en | The concept of Degrees of Freedom is a mathematical idea that suggests there is one degree of freedom for every independant mode of motion.
For example the ERS210?'s Degrees of Freedom can be calculated as follows.
|Mouth||1 Degree of Freedom|
|Head||3 Degrees of Freedom|
|Legs||3 Degrees of Freedom (x4 Legs)|
|Ears||1 Degree of Freedom (x2 Ears)|
|Tail||2 Degrees of Freedom|
| || |
|Total||20 Degrees of Freedom| | mathematics |
https://www2.mnstate.edu/policies/course-placement.aspx | 2021-05-11T13:12:53 | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989614.9/warc/CC-MAIN-20210511122905-20210511152905-00432.warc.gz | 0.892736 | 275 | CC-MAIN-2021-21 | webtext-fineweb__CC-MAIN-2021-21__0__193494524 | en | Custodian of Policy: Registrar
Relevant Minnesota State System Policy: Minnesota State System Policy 3.3Relevant Procedures: Minnesota State System Procedure 3.3.1Effective Date: Spring 2020Last Review: Fall 2016Next Review: Fall 2022
English Placement Policy
In order to be considered valid for placement purposes, ACT/SAT scores and ACCUPLACER scores must have been earned within five years from the start of the class. High school GPA must be within the last ten years. The English Placement policy will be reviewed every two years.
English Placement for International Students who do not have English as their first language.
Math Placement Policy
Two sets of Accuplacer placement scores are available:
ACT Math and SAT Math Scores Comparison: ACT 19 = SAT 510; ACT 22 = SAT 540; ACT 23 = SAT 560; ACT 24 = SAT 580.
ACT, MCA and SAT scores are valid for 5 years. Accuplacer scores are valid for 2 years.
*MCA, Minnesota Comprehensive Assessment, Mathematics score will be used for only MATH105, MATH134, and MATH127 placement.
The purpose of this policy is to improve student success in college and university courses through student assessment and course placement that addresses reading comprehension, written English, and mathematics knowledge and skills. | mathematics |
https://endumbeni.org.za/members/hubgeese8/activity/36463/ | 2021-05-11T06:21:08 | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991904.6/warc/CC-MAIN-20210511060441-20210511090441-00255.warc.gz | 0.928722 | 1,760 | CC-MAIN-2021-21 | webtext-fineweb__CC-MAIN-2021-21__0__17246926 | en | Pihl Hatch posted an update 3 weeks, 4 days ago
Do you understand how to calculate the chances of winning the lottery, like the Florida Lottery? It is possible to calculate each group of odds for every different lottery game you play. With the help of a small handheld calculator or with the free calculator on your pc, you merely multiply the numbers together and add one division process when "the order" of one’s chosen numbers is not required for a particular lottery game.
What you "have to know" is the number of total balls that the winning numbers are drawn from…..could it be 59, 56, 42, 49, or 39? When there is a second drawing for the single extra ball, like the "red ball" with Powerball or the Mega Millions’ "gold ball" you have to know how many balls are in this group as well. Is there 49 or 39?
It doesn’t matter if it’s the Florida, Ohio, Texas, PA or NJ Lottery. This strategy or formula gives you the true odds. Florida Lottery is 6/53. New York Lottery is 6/59. The Ohio Lottery, Massachusetts Lottery, Wisconsin Lottery, and the State of Washington Lottery carry a 6/49 lottery numbers ratio. Illinois Lottery posesses 6/52.
Once you have this information correctly before you and your calculator at hand, you can start working the formulas.
Hongkong Lottery You should choose five regular balls and one extra ball correctly matched to the winning drawn numbers to win the multi-million dollar jackpot that most of us dream of winning someday.
In the first example you can find 56 balls in the initial group and 46 balls in the secondary group. So that you can win the Jackpot you should match each one of these balls (5 + 1) exactly, but not necessarily in order. The California Lottery’s Super Lotto Plus is 47/27. The big drum is spinning with the initial part of the drawing. You have a 1/56 chance to match your number to this first ball.
With one ball removed following the first number has been drawn, at this point you have a 1/55 potential for matching another one of your numbers to the next ball drawn. With each drawn number a ball is removed lowering the number of remaining balls by way of a total of one.
The odds of you correctly matching the quantity on the 3rd ball to be drawn is now 1/54 from the total number of balls remaining in the drum. With the third ball removed from the drum and sitting with the other two winning numbers, your odds of correctly matching the fourth ball is reduced to 1/53.
As you can see whenever a ball is released from the drum the odds are reduced by one. You started with a 1/56 chance, then with each new winning number it really is reduced to 1/55, 1/54, 1/53, sufficient reason for the fifth ball you have the odds of 1/52 correctly matching this fifth winning number. It is the first the main formula of how exactly to calculate your probability of winning the lottery, including the Florida Lottery.
Now take these five odds representing the five winning numbers (1/56, 1/55, 1/54, 1/53, and 1/52). The "1" along with the fraction represents your only possiblity to correctly match the drawn number.
Now you take your calculator and multiply all top numbers (1x1x1x1x1) equal one (1). After that you multiply all the bottom numbers (56x55x54x53x52). Correctly entered and multiplied you discover the total is 458,377,920. The brand new fraction becomes 1/458,377,920. It is a 458 million to one possiblity to win. If you were necessary to pick the numbers in order just like they are drawn, then these would be the odds against you to win this Pick 5/56 ball lottery game.
Fortunately or unfortunately, you are not required to pick the numbers in the precise order they are drawn. The next step of the formula will certainly reduce the odds, which allows you to match these five winning numbers in any order. In this step you’ll multiply the quantity of balls drawn — five (1x2x3x4x5). With calculator at hand you see that the full total equals 120.
To give you the proper to choose your five matching numbers in any order, you create these odds by dividing 120/417,451,320. You certainly need a calculator because of this one. 120/458,377,920 minimises your odds of winning this lottery to 1/3,819,816. They are over 3.5 million to 1 odds against you of winning this Pick 5/56 ball lottery game.
If this were the Mega Millions Lottery, you need to add the "gold ball" to these five winning drawn balls in order to win the Multi-Million Dollar Jackpot. The single gold ball is calculated as a 1/46 potential for matching it correctly, and since you are drawing just one number it has to be an exact match. Again, you merely have that "1" chance to do it right. Now you need to multiply 3,819,816 by 46.
Grab your calculator and do the multiplication. Your final odds against you winning the Mega Millions Jackpot are calculated to be 175,711,536 or clearly stated 175 million, 711 thousand, 500 36 thirty-six to one (175,711,536 to at least one 1). Now you learn how to calculate the chances of winning the Mega Millions Lottery.
The Powerball Lottery calculations are based on a 1/59 for the first five white balls and 1/39 for the "red" power ball. The first set of multipliers is 59x58x57x56x55. This group totals 600,766,320. Now divide 600,766,360 by 120 (1x2x3x4x5). Your brand-new total is 5,006,386. You will find a 1/39 chance to catch the "red" ball. 39 x 5,006,386 gives you the real probability of winning the Powerball Jackpot, namely 195,249,054 to at least one 1.
Another 5 +1 Lottery that is apparently everywhere in the United States is the "Hot Lotto" that includes a 39/19 count. It really is played in 15 different States. DC Lottery, Delaware Lottery, Idaho Lottery, Iowa Lottery, Kansas Lottery, Maine Lottery, Minnesota Lottery, Montana Lottery, New Hampshire Lottery, New Mexico Lottery, North Dakota Lottery, Oklahoma Lottery, South Dakota Lottery, Vermont Lottery, and the West Virginia Lottery. The ultimate probability of winning the minimum $1 Million Jackpot is 10,939,383 to at least one 1.
A Pick 6/52 ball Lottery game formula looks like this: (1/52, 1/51, 1/50, 1/49, 1/48, 1/47) for a total of 14,658,134,400 divided by 720 (1x2x3x4x5x6) for the odds of 1/20,358,520. Your possiblity to win the 6/52 Lottery has ended 14.5 million to 1 to win, like the Illinois Lotto.
The Hoosier Lottery that uses Indiana State’s nickname, posesses 6/48. Michigan Lottery is 6/47, Arizona Lottery and Missouri Lottery are 6/44, Maryland Lottery is 6/43, and Colorado Lottery is 6/42. Compare this to the Florida Lottery.
A Pick 5/39 ball Lottery game formula looks like this: (1/39, 1/38, 1/37, 1/36, 1/35) for a complete of 69,090,840 divided by 120 (1x2x3x4x5) for the chances of 1/575,757 of winning the Jackpot like the Illinois Little Lotto. Other States with the same 5/39 lottery numbers are the NC Lottery, Georgia and Florida Lottery Fantasy 5, and Tennessee Lottery’s Pick 5. Virginia Lottery’s Cash 5 carries a 5/34 range. | mathematics |
https://www.holyfamilylive.net/news/detail/year-2-blog/ | 2022-09-29T02:22:21 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335303.67/warc/CC-MAIN-20220929003121-20220929033121-00345.warc.gz | 0.952773 | 349 | CC-MAIN-2022-40 | webtext-fineweb__CC-MAIN-2022-40__0__286949387 | en | In Maths we have been delving deeper into the concept of subtraction. We have been using a range of concrete and pictorial examples in our lessons to help us build our understanding of this operation. We have applied our skills of subtracting both one and two digit numbers from a two digit number in a variety of ways. We have also been using our previous learning on addition to help us understand that subtraction is the inverse of addition and vice versa. We have practiced applying this knowledge to help us double check our answers and ensure that we have used careful counting skills.
In English, we have been exploring a range of villains. We have been generating powerful adjectives to describe these nasty, hostile characters on the inside and outside. Building on our previous learning within our Rainbow Fish topic, we have explored the work of other authors and analysed how they use characterisation to control villains in their work in order to make sure that they are disliked by their reader. We have been using our learning to build up a bank of ideas and words that will support us to write a character description about George’s vile grandma. In SPaG, we have been exploring proper nouns and a range of co-ordinating conjunctions.
In our Religion lessons, we have begun our learning about the Liturgical season of Advent. During an extra special collective worship we worked together to prepare our prayer table for the season. We changed the prayer cloth from green, which represents ordinary time, to purple which represents a time for preparation. We also worked together to create an Advent Wreath for our classroom. We will use this to help us countdown to Christmas and prepare for the birth of Baby Jesus. | mathematics |
http://ccrc.tc.columbia.edu/person/seung-eun-park.html | 2017-04-28T12:11:49 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122955.76/warc/CC-MAIN-20170423031202-00132-ip-10-145-167-34.ec2.internal.warc.gz | 0.948652 | 118 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__253930830 | en | Seung Eun "Rina" Park conducts quantitative research on the impact of financial aid program to college enrollment and labor market outcomes.
Park is a doctoral student in the economics and education program at Teachers College, Columbia University. She holds an MA in statistics from Stanford University and a BA with double majors in applied mathematics and economics from the University of California, Berkeley.
Prior to joining CCRC, Park worked as a research assistant for the Center for Education Policy Analysis (CEPA) at Stanford University. Her research interests include higher education finance, fiscal federalism, and correctional education. | mathematics |
http://www.rsj.com/en/ | 2014-04-24T20:54:08 | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223206672.15/warc/CC-MAIN-20140423032006-00651-ip-10-147-4-33.ec2.internal.warc.gz | 0.91624 | 187 | CC-MAIN-2014-15 | webtext-fineweb__CC-MAIN-2014-15__0__138944165 | en | RSJ is one of the world’s largest algorithmic traders currently trading in London (NYSE Liffe), Chicago (CME), and Frankfurt (Eurex). RSJ is the largest algo trader at NYSE Liffe, and one of the largest algo traders at Chicago Mercantile Exchange and Eurex.
All volume is conducted fully automatically by a state of the art technology. The monthly traded volumes exceeds 20 million lots. In 2011 we traded 238 million contracts. The trading algorithms used by RSJ are based on sophisticated mathematical models. The models are an outcome of applying the results of deep theoretical mathematics on financial markets.
RSJ is a Prague based company employing top mathematicians, statisticians, developers and traders.
We are convinced that the success of our civilization depends on the quality of education and the ability to bolster logical thinking. Therefore we provide grants for higher education, science and research. | mathematics |
https://plainsart.org/events/art-business-breakfast-7/ | 2020-09-21T00:21:15 | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400198868.29/warc/CC-MAIN-20200920223634-20200921013634-00422.warc.gz | 0.938929 | 247 | CC-MAIN-2020-40 | webtext-fineweb__CC-MAIN-2020-40__0__121483935 | en | Keeping the “A” in STE(A)M
Please join us at Plains Art Museum’s next gathering in the Art & Business Breakfast series. This innovative program brings Fargo-Moorhead-West Fargo artists together with business and cultural leaders. Through presentations, conversations, and activities, we explore the connections art and business share.
STEM appears in 2005 when two US House members “set up the Science, Technology, Engineering, and Math, or STEM, caucus” in Congress. A few more mentions of STEM appear in 2006. And by 2008, STEM is making headlines. STEAM—the addition of ART—arrived around 2010-2011. But why has it been so difficult for the “A” to stay in STEM? What will it take keep it there? Join us as Lisa Parrish tells us why and how.
Parrish is founder of Musical Bridges, a Fargo-Moorhead based organization that connects cultures through music, uses STEAM concepts by relating Science, Technology, Engineering, Art, and Math to one another, demonstrating that the whole is stronger than its parts.
Registration required for this FREE event, generously sponsored by Heartland Trust Company. | mathematics |
https://iosr.surrey.ac.uk/projects/PMMP/ccc.php | 2023-12-06T20:51:41 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100603.33/warc/CC-MAIN-20231206194439-20231206224439-00199.warc.gz | 0.943573 | 385 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__98719631 | en | The central segment of the measurement model uses a series of cross-correlation calculations as shown in the equation below. This function essentially measures the similarity of two signals.
- where x and y are the two signals whose correlation is to be measured
- t1 and t2 are the period over which the correlation is measured
- and τ is an offset between the two signals under measurement
- (adapted from [Ifeachor and Jervis 1993])
This equation may be applied to any two signals, though for the purpose of our measurement model it is employed to analyse a pair of binaural signals (the signals that reach the ears of a listener or a head and torso simulator as discussed previously
). In this case, τ is usually measured over a range that is large enough to encompass the maximum interaural time difference that is caused by the physical separation of human ears, typically ±1 ms, though this can be specified in the measurement model.
The final output value is then commonly taken to be the maximum absolute value across the range of τ. However, we tend to use the maximum value, not the maximum absolute value for two reasons. Firstly, we believe that positive and negative output values relate to different perceived attributes and using the absolute value causes this difference to be lost. Secondly, the use of half-wave rectification as described previously
causes the range of results from the measurement to be between 0 and 1, meaning that the absolute and raw value maxima will be identical.
Also useful is the fact that the value of τ of the maxima relates to the interaural time difference of the sound. This can be used to predict the perceived location of the sound, though is not a full model of the perceptual process of localisation.
Both the maximum value of the calculation and the related value of τ are passed on for further processing in the measurement model. | mathematics |
https://jaysentrueblood.wordpress.com/2014/11/11/math-instruction-versus-natural-math-benezets-example/ | 2018-04-20T14:51:02 | s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125938462.12/warc/CC-MAIN-20180420135859-20180420155859-00391.warc.gz | 0.930148 | 204 | CC-MAIN-2018-17 | webtext-fineweb__CC-MAIN-2018-17__0__67549328 | en | this is how you actually reform education. Not corporatizing or privatizing.
Children are intrinsically eager and able to learn. If we step back from our limiting preconceptions about education, we discover learning flourishes when we facilitate it rather than try to advance it through force, intimidation, and coercion.
Over 85 years ago a pioneering educator proved that delaying formal instruction, in this case of mathematics, benefits children in wonderfully unexpected ways. Louis P. Benezet, superintendent of the Manchester, New Hampshire schools, advocated the postponement of systematic instruction in math until after sixth grade. Benezet wrote,
I feel that it is all nonsense to take eight years to get children thru the ordinary arithmetic assignment of the elementary schools. What possible needs has a ten-year-old child for knowledge of long division? The whole subject of arithmetic could be postponed until the seventh year of school, and it could be mastered in two years’ study by any normal child.
View original post 877 more words | mathematics |
http://marcounchained.blogspot.com/2013/07/another-reason-to-love-pisa-leonardo.html | 2018-07-16T02:36:27 | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589172.41/warc/CC-MAIN-20180716021858-20180716041858-00534.warc.gz | 0.96015 | 904 | CC-MAIN-2018-30 | webtext-fineweb__CC-MAIN-2018-30__0__84777290 | en | f(n+2) = f(n+1) + f(n)
where n begins with 1, f(1) = 1, and f(2) =1
The series is named for Leonardo Fibonacci, an Italian mathematician who first posed a mathematical problem (based on reproduction patterns in rabbits) the answer to which is the sequence that would later bear his name. (See, generally, wikipedia.org/wiki/Fibonacci.) Fibonacci lived from around 1170 to 1250, and he is widely considered to be the greatest western mathematician of the Middle Ages. He haled from Pisa -- hence his nickname: Leonardo of Pisa.
Well, the Fibonacci Sequence is absolutely everywhere. It proves, definitively, that if God is not a lawyer, s/he is a mathematician. I need one quick detour to back up that conclusion. It concerns the "Golden Ratio."
If you take two consecutive Fibonacci numbers and divide the later one by the earlier one, a pattern quickly emerges:
1/1 = 1
2/1 = 2
3/2 = 1.5
5/3 = 1.666666....
8/5 = 1.6
13/8 = 1.625
21/13 = 1.615384...
What you see is that the ratios approach a special number called the Golden Ratio, which is approximately 1.618. (The actual number is 1 plus the square root of 5 where the entire sum is divided by 2.) A rectangle where the ratio of length to width is 1.618 is considered to be most pleasing to the eye and is called a "golden rectangle." The Greeks knew this, so the Parthenon is a "golden" rectangle. Da Vinci knew this, so he used golden rectangles everywhere including in the Mona Lisa. The same goes for other famous works of art that are too numerous to mention here.
We find the golden ratio and Fibonacci numbers in music too, most famously in the work of Bela Bartok.
And nature. The spiral of the chambered nautilus spins out in a path that tracks the golden ratio and the Fibonacci Sequence. (See, e.g., 2muchfun.info/nautilusshell.html.) Likewise for the spirals on pine cones and on the faces of sunflowers. (See, e.g., io9.com/5985588/15-uncanny-examples-of-the-golden-ratio-in-nature.) Reproductive patterns in some species -- like bees -- follow the Fibonacci Sequence. (Id.) Even the patterns of spots on Dalmatians are organized according to Fibonacci numbers. (OK, I totally made that last one up; just wanted to see if anyone was still reading.)
But, seriously, other examples from the arts, nature, aesthetics, sex, computer science, physics, and other branches of mathematics abound. I could go on and on. And I did -- this was a project for three straight years in high school, and even in one class during college.
So, the point here is that Pisa remains proud of its greatest mathematical son. In the Camposanto, which is one of the 4 buildings that constitute the Campo dei Miracoli, stands a statue of Fibonacci. Seeing it live was a thrill for me and I'm sure it would be the same for you. The crowd around the statue of Fib was not quite as huge as the line for the Leaning Tower. But it was close.
There is actually more. According to a website I read on the train ride up to Pisa, as well as the map on my iPhone, there is a street in Pisa named after Fibonacci. It's a little bit out of the way and completely on the other side of town from the Leaning Tower. But we trekked over there. I mean, how many times will you get to see the intersection of 2 streets where one is named after Galileo and one is named after Fibonacci?!?!? The only problem is that the street sign for Rue de Fibonacci was missing. It was cute to see Galileo Avenue though.
|This is where the street sign for Leonardo Fibonacci is supposed to go.| | mathematics |
https://imo2021.ru/news/st-petersburg-becomes-the-center-of-attraction-for-mathematicians-from-all-over-the-world/ | 2022-09-27T01:36:43 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334974.57/warc/CC-MAIN-20220927002241-20220927032241-00767.warc.gz | 0.927706 | 231 | CC-MAIN-2022-40 | webtext-fineweb__CC-MAIN-2022-40__0__63671402 | en | St. Petersburg becomes the center of attraction for mathematicians from all over the world!
Only a few days left before the start of the 62nd International Mathematical Olympiad, which will be virtual this year. St. Petersburg will be the organizer of this world event again and will become a center of attraction for participants from all over the world.
St. Petersburg is the city with an amazing history, the city of drawbridges and white nights, the city that inspires the greatest minds of mankind.
It is from St. Petersburg that Russian science, Russian mathematics, Russian higher and, above all, mathematical and technical education began. In 1724, by decree of the Russian Emperor Peter I, the St. Petersburg Academy of Sciences, the first higher scientific institution in the Russian Empire, was founded in the city on the Neva River.
For three centuries, the St. Petersburg Mathematical School has been one of the leaders not only in Russia, but also in the world. We invite you to get to know the city even closer and present you a short film about the history of mathematics in St. Petersburg. | mathematics |
https://spottedtoad.wordpress.com/2016/01/27/cutoffs/ | 2022-01-20T20:49:50 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320302622.39/warc/CC-MAIN-20220120190514-20220120220514-00063.warc.gz | 0.950679 | 538 | CC-MAIN-2022-05 | webtext-fineweb__CC-MAIN-2022-05__0__160373184 | en | Schools are full of cutoffs: how many credits you need to graduate, the test score you need to avoid summer school or to get out of ESL class, how many checks next to your name on the board before you get sent to the principal’s office.
There is an increasingly popular evaluation design called Regression Discontinuity that makes use of cutoffs. The idea is to compare the kids right above the cutoff with those right below the cutoff, using regression to control for their difference in score. While, for example, you would expect the kids who got sent to summer school because they flunked the end-of-year math test to do worse in next year’s math course than the kids who passed, if you compare the outcomes of the kids who just barely flunked with the kids who just barely passed, and control for their test score, you can get a good picture of whether summer school helped them. Because kids can’t control if they get one point under or one point over the cutoff score very well, this design (in theory) might neutralize some of the unobserved differences in who enters a program, without the sturm und drang of making schools randomly assign some kids to summer school and some kids to summer vacation who got the exact same score on the test.
It’s a good enough study design in its way, but what if the important policy isn’t the program you are testing, but the cutoff itself? For example, one of the big controversies in math education (as I understand it) has long been how many kids can benefit from a full year of Algebra in middle school , with some zealots claiming that everyone can take it just fine, and the City of San Francisco deciding recently that if some kids can’t take Algebra in middle school, nobody can, and then taking its toys and going home.
A valuable use of federal research money, I think, would be to proffer grants to a reasonably large group of districts to agree to randomly agree to a test score cutoff for taking Algebra in middle school, each district assigned to a single cutoff across a wideish but reasonable range. Call it “random cutoff regression discontinuity.” It might make some people mad (what education policy or study doesn’t?) but it would tell us something useful about what works well for whom.
Of course, it would require an explicit acknowledgement that the appropriate course for kids varies depending on ability– a fact that literally everyone in education agrees on implicitly (thus the ubiquitous use of cutoffs) but no one likes to say. | mathematics |
https://www.cameronhume.com/staff/kevin-kidney/ | 2021-05-12T04:12:19 | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991252.15/warc/CC-MAIN-20210512035557-20210512065557-00309.warc.gz | 0.949112 | 170 | CC-MAIN-2021-21 | webtext-fineweb__CC-MAIN-2021-21__0__33866432 | en | Dr Kevin Kidney, CFA
Kevin’s role is to develop strategic ideas within the Cameron Hume investment team. He is also responsible for modelling the risks of individual investment strategies, thereby ensuring that the investment team has a clear and precise view of exposures held within portfolios.
Prior to joining Cameron Hume, Kevin worked at Standard Life Investments where he managed segregated UK fixed income mandates, contributed to economic research, and was responsible for the modelling of investment strategies, volatilities and correlations within the absolute return bonds portfolio. He began his career at JPMorgan Asset Management in 2006 as an analyst with the European Technology and Operations division.
Kevin holds a first class honours degree in mathematics from the University of Strathclyde and a PhD in the mathematics of liquid crystal theory from the same institution. He is also a CFA Charterholder. | mathematics |
https://hsu-foundation.org/programs/ | 2023-12-03T17:43:53 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100508.42/warc/CC-MAIN-20231203161435-20231203191435-00285.warc.gz | 0.890202 | 313 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__307819803 | en | Bringing business leaders together to recognize and empower teaching excellence in the areas of science, technology, engineering and math.
Helping students achieve success and acquire promising careers, HSU scholarship endowments impact local students year after year.
Support for programs that encourage entrepreneurship, leadership, career technical training, and cultural enrichment.
Our Science, Technology, Engineering, and Math (STEM) programs raise interest and inspire students to prepare for careers of future demand.
Game Changers Squad
The HSU Educational Foundation encourages families to explore emerging technologies together by interacting with local industry.
The AFA CyberPatriot CyberCamps are designed to excite student interest in cybersecurity and STEM career opportunities.
Drone Team Challenge
Drone Team Challenge is a student UAV competition focused on introducing students to autonomous UAV technology at an early age while fostering a community of mentorship.
INNOV8+ is a coalition of educational organizations from the 8 coastal counties of Northwest Florida who share a common interest in creating transformational inspiration among STEM students.
Transforming Our Community’s Future by Inspiring Innovation
The HSU Educational Foundation strives to support innovative opportunities and programming that will best prepare students for careers of global demand. As our community’s greatest asset, students need a solid foundation of skills in leadership, critical thinking, and team collaboration. By combining these skills with an early exposure to the careers of tomorrow in Science, Technology, Engineering, and Math, we inspire innovation, encourage entrepreneurship, and transform our community’s future. | mathematics |
http://www.grayswoodschool.co.uk/key-stage-results-and-statistics/ | 2019-06-16T04:50:50 | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627997731.69/warc/CC-MAIN-20190616042701-20190616064701-00214.warc.gz | 0.947326 | 219 | CC-MAIN-2019-26 | webtext-fineweb__CC-MAIN-2019-26__0__157363454 | en | Our results are uploaded to our website as soon as nationally available. We currently have results from the end of our KS1 but will not have results from the end of KS2 until July 2018.
Changes to 2016 Performance Data
Key Stage 2 national curriculum test outcomes will no longer be reported using levels, and instead will be reported as scaled scores. Key Stage 2 national curriculum teacher assessments will be reported against the new interim frameworks for teacher assessment.
The headline measures will be:
- the percentage of pupils achieving the expected standard in reading, writing and mathematics
- the percentage of pupils achieving the higher standard in reading, writing and mathematics
- the school’s progress score in each of reading, writing and maths
- the pupil’s average scaled score in each of reading and mathematics
A school will be above the floor standard if:
- 65% of pupils meet the expected standard in reading, writing and mathematics (i.e. achieve that standard in all three subjects) or
- the school achieves sufficient progress scores in all of reading, writing and mathematics. | mathematics |
http://www.ie-guide.com/energy-saving-calculator.html | 2017-11-23T01:37:25 | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806715.73/warc/CC-MAIN-20171123012207-20171123032207-00672.warc.gz | 0.838507 | 113 | CC-MAIN-2017-47 | webtext-fineweb__CC-MAIN-2017-47__0__252681222 | en | The free energy saving calculator from SEW-EURODRIVE helps you to determine the energy and CO2 saving potentials offered by energy-efficient motors.
- Quick and user-friendly
- With a few mouse clicks, you can compare the energy consumption and CO2 emission of standard motors (IE1 = Standard Efficiency) and energy-efficient motors (IE2 = High Efficiency, IE3 = Premium Efficiency) and calculate the amortization time of the required investment
- The calculation result can be downloaded in PDF
To the energy saving calculator | mathematics |
https://teachertech.rice.edu/ | 2021-07-25T21:45:46 | s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046151866.98/warc/CC-MAIN-20210725205752-20210725235752-00008.warc.gz | 0.907428 | 165 | CC-MAIN-2021-31 | webtext-fineweb__CC-MAIN-2021-31__0__9931117 | en | Applied analysis and computation are essential to research in virtually every field of science and engineering. Modern engineering is, to a large extent, computational engineering. Computational and applied mathematics (CAAM) is the fundamental discipline that underlies practice and intellectual advancement in mathematical modeling, applied analysis, the development and analysis of numerical algorithms, and the implementation and dissemination of mathematical software. CAAM provides a key enabling technology for all aspects of computational engineering and numerical simulation.
The CAAM faculty at Rice are leading researchers with international reputations. There are cutting edge research activities in inverse problems, discrete and continuous optimization, computational neuroscience, partial differential equations (PDE), PDE constrained optimization, and large scale numerical linear algebra. Our work is often highly interdisciplinary and involves interaction with all of the other departments within the School of Engineering. | mathematics |
http://redthread.utah.edu/author/kmgolden | 2017-03-30T08:49:56 | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218193288.61/warc/CC-MAIN-20170322212953-00451-ip-10-233-31-227.ec2.internal.warc.gz | 0.965996 | 175 | CC-MAIN-2017-13 | webtext-fineweb__CC-MAIN-2017-13__0__95140277 | en | I am a Professor of Mathematics and Adjunct Professor of Bioengineering at the University of Utah. I first started studying sea ice at NASA when I was in high school. Then I did research on radar propagation in sea ice, viewed as a composite material of pure ice with brine and air inclusions, at the US Army Cold Regions Research and Engineering Lab (CRREL) while I was an undergraduate at Dartmouth College. My early studies of sea ice led to a career as a mathematician specializing in theoretical models of the effective properties of composite materials. I've traveled to Antarctica five times - my first time in college, and five times to the Arctic. All my previous trips south have been on US or Australian icebreakers studying sea ice in the Southern Ocean around Antarctica. I am excited that I will finally have the chance this time to set foot on the frozen continent itself. | mathematics |
http://olmcwecdsb.blogspot.com/2013/05/way-to-go-mathletes.html | 2018-07-17T07:37:38 | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676589618.52/warc/CC-MAIN-20180717070721-20180717090721-00304.warc.gz | 0.964406 | 165 | CC-MAIN-2018-30 | webtext-fineweb__CC-MAIN-2018-30__0__22471553 | en | On Wednesday May 15th at approximately 9am, grade 7 and 8 students all across North and South America wrote the 2013 Gauss Mathematics Contest (Eastern Hemisphere wrote the contest the next day). A growing number of keen students in Grade 6 also wrote the Grade 7 contest. The Gauss Mathematics Contest is a great opportunity to inspire students who already have a strong interest in mathematics and also help to increase confidence and ability in mathematics for other students. Although the emphasis is on participation for the sake of enrichment, rather than competition, 31 students from Our Lady of Mount Carmel took on the challenge and did quite well. The University of Waterloo, Mathematics Department awarded Certificates of Recognition to all contestants, with several students being awarded Certificates of Distinction for ranking in the top 25%!!! Way to go Mathletes!!! | mathematics |
https://jacobzelko.com/01052021044121-arithmetic-series/ | 2024-04-18T11:49:08 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817206.28/warc/CC-MAIN-20240418093630-20240418123630-00825.warc.gz | 0.915822 | 240 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__128220772 | en | Date: January 4 2021
Summary: A brief overview on what arithmetic series are and some of its underlying math.
Keywords: ##zettel #arithmetic #sums #series #proof #archive
An arithmetic sequence is one which the difference between one term and the next only differs by a constant. One example is this:
where the difference between each proceeding term is the constant value, 1.
An arithmetic series is one in which values in an arithmetic sequence are summed together:
This is a visual proof of the Arithmetic Series algorithm:
A formalization of the above is:
which is equivalent to:
The latter formalization is somewhat more common and it works as gives the same values as what the size of the sequence is which is . From the visual proof, the constant comes from halving the size of each region.
(Thanks to Mark Kittisopikul, Yingbo Ma, and Benoit Pasquier for these explanations)
Zelko, Jacob. Arithmetic Sums & Series. https://jacobzelko.com/01052021044121-arithmetic-series. January 4 2021. | mathematics |
https://assets-plus.eu/education-training/artificial-intelligence-based-optimization-in-aerospace-engineering/ | 2023-12-01T09:07:26 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100286.10/warc/CC-MAIN-20231201084429-20231201114429-00220.warc.gz | 0.787481 | 293 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__260616943 | en | 1. Introduction to the theory of complex optimization: computational complexity, combinatorial problems, NP-hard problems (K1-K4).
2. Evolutionary algorithms I (K1-K4).
3. Evolutionary algorithms II (K1-K4).
4. Simulated annealing (K1-K4).
5. Ant colony and bee colony algorithms (K1-K4).
6. Particle swarm optimization (K1-K4).
7. Hybrid optimization methods (K1-K4).
8. Test (1 hour).
1. Introduction to the workshops: organization, set up of work teams, assignment of topics. Introduction to available software tools to be used for solving optimization tasks (S6).
2. Presentation of literature review on selected optimization methods and their real-world applications (S9).
3. Problem definition, presentation of projects concepts proposed by every work team (S1, S2, S3, S5, S7).
4. Mastering software used for solving the selected optimization task (S6).
5. Practical realization of the projects, discussion (S2, S5, S6, S8, S9, S10).
6. Presentation of the project reports and obtained results by every work team
(S8, S9, S10).
Individual activity: 70 hours. | mathematics |
https://excelsior.universitytutor.com/excelsior_tutoring | 2018-02-18T08:18:10 | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891811795.10/warc/CC-MAIN-20180218081112-20180218101112-00701.warc.gz | 0.668947 | 316 | CC-MAIN-2018-09 | webtext-fineweb__CC-MAIN-2018-09__0__240247269 | en | Tutors in Excelsior, MN
Find Private & Affordable Tutoring in the Excelsior Area!
Oberlin College - Bachelor in Arts, Biology, General , Johns Hopkins University - Master of Science, Elementary Education
Oberlin College - BA, Biology , Johns Hopkins University - MS, Elementary Education
Denison University - BA, Psychology , Ohio State University-Main Campus - PhD, Cognitive Psychology
University of Minnesota-Twin Cities - BS, Mechanical Engineering , William Mitchell College of Law - JD, Law
New York University - BA, History , Columbia University in the City of New York - MS, Journalism
University of Minnesota-Twin Cities - BS, Physics; Mathematics
University of Minnesota - BA, Political Science , University of Minnesota - M. Ed, Math Education
Bethany Lutheran College - Bachelors, Mathematics , University of Minnesota-Duluth - Masters, Applied and Computational Mathematics
Macalester College - BA, Economics
Minnesota State University-Mankato - Bachelors, Mathematics & Physics , Minnesota State University-Mankato - Masters, Mathematics &...
University of Wisconsin-Eau Claire - BA, Spanish for Business
Franklin W. Olin College of Engineering - Bachelor of Science, Engineering: Materials Science , KTH - Royal Institute of Technology -...
University of MN - BS, Physiology , Augsburg College - MS, Physician Assistant Studies
Georgetown University - BS, Foreign Service , University of Minnesota-Twin Cities - M.A., History | mathematics |
http://www.full-parallax-imaging.eu/trainees/esr14/ | 2018-02-23T18:16:26 | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814827.46/warc/CC-MAIN-20180223174348-20180223194348-00227.warc.gz | 0.858078 | 408 | CC-MAIN-2018-09 | webtext-fineweb__CC-MAIN-2018-09__0__217831707 | en | I have accomplished my BSc and MSc in Mathematics and Physics at the University of Warwick in the United Kingdom and I’m a researcher at the world leading company in lightfield camera technology Raytrix.
My current and future research interests include respectively analysis and modelling of point spread functions for lightfield cameras and will developing an elaborate mathematical distortion model for enhanced metric calibration.
The point spread function (PSF) of an optical system gives fundamental insight into the imaging performance of a camera. So modelling and understanding this optical property of the imaging system is significantly advantageous in a number of ways.
One major complication however is that in a lightfield camera, there is not a single PSF, but rather an array of them formed behind the microlenses imaging the object point relayed through the main lens.
Having an accurate PSF simulation model at hand allows for faster computational imaging and scene rendering for synthetic data, (as intensity images form from a convolution of the PSF with the object profile). From this, one can then test the performance of depth estimation algorithms of pixel matching and how these change with the optical setup. Thus we can ultimately optimise the system’s configuration to achieve the most accurate depth maps.
Furthermore, by knowing the depth dependent PSF, we can construct our lightfield cameras better. This is because with knowledge of the PSF, we can attain the relationship between the intensity PSF spot size at the sensor with respect to the microlens array (MLA) to sensor distance.
As lightfield camera already provides us with a depth map of our scene, then for a corresponding object depth, we can determine an initial estimate on the defocus parameter. As a result, one can then apply an iterative algorithm which alternates between estimating depth from disparity and deconvolution for image restoration of lightfield images.
As a result we obtain enhanced lateral resolution in our final microimages and therefore improved depth/3D scene reconstruction.
Mehdi Daniel Ardebili | mathematics |
https://www.xmlgrrl.com/2005/02/17/strange-attractors/ | 2023-11-30T14:02:07 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100227.61/warc/CC-MAIN-20231130130218-20231130160218-00374.warc.gz | 0.881611 | 129 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__237678419 | en | Want a weekend stitching project? Do a little crocheting (well, okay, a lot) with a chaotic attitude, and you could even win some bubbly:
Dr Hinke Osinga and Professor Bernd Krauskopf, of Bristol University’s engineering mathematics department, used 25,511 crochet stitches to represent the Lorenz equations.
The equations describe the nature of chaotic systems – such as the weather or a turbulent river.
The academics are offering a bottle of champagne to anyone who cares to follow the pattern published in the journal Mathematics Intelligencer.
Thanks to Bob DuCharme for the pointer. | mathematics |
https://socketzone.com/game-poker-odds-teacher-12-for-ios/ | 2021-05-18T21:08:39 | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991514.63/warc/CC-MAIN-20210518191530-20210518221530-00096.warc.gz | 0.882923 | 973 | CC-MAIN-2021-21 | webtext-fineweb__CC-MAIN-2021-21__0__61906768 | en | (ONE-TIME purchase, no further in-app purchases or continuing fees / tricks.)
Don’t just memorize the odds, *understand* them … This app teaches you a general method for estimating the odds for just about any Texas Hold’em scenario in your head in real time.
*** Pay once and enjoy forever ***
No in-app purchases/fees.
Continual improvement for many years.
New: A user interface upgrade for iPhone X-series models.
This is a challenging app. You need to be pretty good at doing basic math operations in your head. For example, what’s the value of:
16% * 20%
We’ve added a “Math” help button to show you how to calculate this in your head. One way is, 20% means one-fifth. One-fifth of 16% is (16% / 5), which is a little more than 3%. 3.2% to be exact. Or, convert to decimals, multiply, then convert back to %age’s.
This app uses specific hand situations, and some people don’t see the value in this because in real life play we don’t know our opponents’ cards. There’s still value in specific hand situations, because they’re the building blocks that we can use to put together and estimate the odds for more complex hand range situations. For example every good player should know the odds for specific hand situations like AJ vs. QQ pre-flop, or FlushDraw vs. TopPair on the flop. Our other apps e.g. PokerCruncher handle both specific hands and hand ranges.
“… helps players learn some of the math behind poker … teaches a general method of estimating odds for different Texas Hold’em situations.”
Many more great reviews from poker experts, pros, and coaches, and on our TwoPlusTwo forum thread.
(See our website.)
Poker trainers, odds tables, etc. are useful tools but do they help you learn why the odds are what they are or are you just memorizing specific situations? And you can’t use these tools or odds calculators in the middle of a live hand (would you really want to?; could be a “fish” tell :)). This app takes a new and different approach to poker odds – understanding instead of memorizing, so you can handle any situation that comes your way.
Our odds estimation method is a pretty simple 3-step procedure. First you count your outs and estimate your odds of improving (using for example the “Rule of 4&2”; this app shows you how). Then you consider your opponent’s counter-outs. Then you put the two together to come up with a good odds estimate.
We’ve provided about 20 common and important pre-flop and post-flop scenarios for you to practice the method on. This app will take you through the 3 steps for each practice scenario, one screen per step, and will make sure that you’re on track towards a good odds estimate each step of the way, correcting you if needed. We’ve provided info/help buttons for each sub-step.
You might be thinking, how can you cover a game as complex as Texas Hold’em in 20 scenarios? Well, we agree, you can’t! But this app is about learning a general method not many specific situations, and we picked these 20 scenarios to cover a good cross-section of common and important pre-flop and post-flop situations. If you understand how to calculate the odds for say one generic TopPair vs TopPairTopKicker scenario or one representative Pair vs LowerPair pre-flop scenario, you’ll be able to apply your knowledge to other similar situations easily.
Now, we’re not saying that you’re going to master this in 5 or 10 minutes. You’re going to have to practice the method more than a few times, think about the outs and counter-outs, and do simple math operations in your head – basic +, -, *, /; let’s not let our math teachers down :). We hope you feel that acquiring this odds skill and knowledge is more than worth the learning/practice time.
See our website for our strong free app update history over many years.
Follow us on Facebook and Twitter.
App Store reviews are greatly appreciated, thank you.
Also please check out our companion apps Hold’em Odds Quizzer and PokerCruncher. | mathematics |
https://casino545.com/baccarat/ | 2019-12-10T16:10:28 | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540528457.66/warc/CC-MAIN-20191210152154-20191210180154-00529.warc.gz | 0.968993 | 496 | CC-MAIN-2019-51 | webtext-fineweb__CC-MAIN-2019-51__0__89836280 | en | Baccarat, is a casino game, that despite the several strands its main objective is to get a hand as close as possible to 9.
Two hands are distributed on the baccarat, for the players and for the bench. The goal is to correctly bet which hand has the highest value from 0 to 9 or tie.
Unlike many card games, the cards do not have the normal value, for example in many games the Ace is the highest card with the highest score in baccarat the Ace is worth 1, while the 10, king, jack and queen are worth 0. The rest of the cards have the value shown in their number.
How to play Baccarat
When the value is greater than 10, you will have to remove the extra digit. For example, two 8 make up the total of 16: so and according to what you need, you will take the 10 and stick with the 6.
To start the game, the player bets on both the player and the bank, a draw in the player and bank or a combination of three. After that the dealer will distribute the cards to the players and two cards to the bank. The two cards decide whether a third card is needed.
- If the player has a total of 8 or 9 on this hand, it will be given as a natural and no more cards will be dealt
- If the total of the players is 5 or less, a third card will be given
- If the player does not receive the third card and the bank has 6 or more, the bank wins
- If the player receives the third card, there are new rules for the bank.
To the bank, if the total is:
- 7 – the bank wins
- 3 and the player’s third card was not 8 …
- 4 and the player’s third card was not 0.1.8 …
- 5 and the player’s third card was 4,5,6 or 7 …
- 6 and the player’s third card was 6 or 7 … … then the bank draws a third card.
- If the total is 7 then the hand wins.
The player wins if he bets on a high hand or bets on a draw and the total is equivalent to the total of the bank. If you bet on the player or bench and the result is a draw, it is left for the next round. | mathematics |
https://help.scalenut.com/how-is-the-plan-upgrade-or-downgrade-cost-calculated/ | 2024-02-24T03:12:35 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474482.98/warc/CC-MAIN-20240224012912-20240224042912-00744.warc.gz | 0.910543 | 543 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__190726293 | en | How is the plan upgrade or downgrade cost calculated?
At Scalenut, we understand that your business may need changes over time, and you may wish to upgrade or downgrade your plan accordingly. To provide flexibility and ensure a fair cost calculation, we use a Pro Rata Basis approach when determining the cost of plan upgrades or downgrades. This article aims to explain how the plan upgrade or downgrade cost is calculated, so you can make informed decisions about your subscription.
Plan Upgrade or Downgrade Calculation:
When you decide to switch from one plan to another, the cost is calculated based on the Pro Rata Basis. Let's break down the calculation process using an example:
Determine the Daily Rate:
To calculate the cost, we first determine the daily rate of your current plan. For instance, if you are on the Growth plan (Monthly) priced at $79, we divide the monthly cost by the number of days in the month. Assuming there are 31 days in the month, the daily rate would be $79/31 = $2.55.
Calculate the Consumed Amount:
Next, we calculate the amount you have consumed based on the number of days you have used the current plan. Suppose you decide to upgrade to the Pro plan (Annual) after using the Growth plan for 10 days. Multiply the daily rate ($2.55) by the number of days used (10), resulting in $2.55 * 10 = $25.5. Therefore, you have consumed a total of $25.5 from the initial $79.
Adjust the Plan Cost:
To determine the final cost of the new plan, we subtract the consumed amount from the total cost of the desired plan. The Pro plan (Annual) is priced at $1072.8 with a 40% discount. Subtracting the unconsumed amount ($53.5) from the total plan cost, we get $1072.8 - $53.5 = $1019.3
Final Cost After Upgrade or Downgrade:
After 10 days of using the Growth plan, the cost of upgrading to the Pro plan (Annual) would be $1019.3. This amount reflects the remaining cost of the new plan after deducting the consumed amount from the initial price.
We aim to provide transparent and fair pricing when it comes to plan upgrades or downgrades. Our Pro Rata Basis calculation ensures that you are charged proportionately based on the number of days you have used your current plan. By understanding how the cost is calculated, you can make informed decisions about upgrading or downgrading your subscription. | mathematics |
https://themacgrinders.com/pages/removal-rates | 2023-09-24T17:28:40 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00651.warc.gz | 0.84701 | 363 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__49612127 | en | For most tool post grinding operations, the material removal rate is dependent upon three factors: work diameter, depth of cut, and traverse rate. The removal is expressed in cubic in./min. and can be found using the following equation:
Removal Rate = Traverse (in./min.) x Depth (in.) x work diameter (in.) x 3.14
Example: Find the metal removal rate for an external grinding operation of 6" diameter shaft with a .001" depth of cut and a 12 in./min. traverse.
Removal Rate = 12 x .001 x 6 x 3.14 = .023 in3 / min.
Traverse feed depends upon the width of the wheel being used and the grinding operation being performed. For roughing, 3/4 the width of the wheel should be fed per work revolution. To find the traverse rates, the following formulas can be used.
- Traverse (ipr) = 0.75 x wheel width
Example: Find the traverse rate for a roughing operation using a 6 x 1/2 x 1/2 wheel
Traverse = 0.75 x ( 1/2 ) = .375 ipr
- Traverse (ft/min) = 0.75 x wheel width x SFM (work)
Example: Same as above with 50 SFM (work)
Traverse = .75 x 1/2 (50)
= 1.56 ft./min.
For finishing operations, a finer feed of 1/8 or less the width of the wheel per work revolution is used.
The depth cut used for roughing should be as much as the wheel can stand without breaking down. For finishing, the depth of cut is always light - .001" or less. | mathematics |
https://smartlybyssb.com/shop/course/vedic-maths/ | 2023-11-29T01:45:06 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100047.66/warc/CC-MAIN-20231129010302-20231129040302-00420.warc.gz | 0.927167 | 151 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__129979965 | en | Vedic Maths is a collection of techniques/sutras to solve mathematical problem sets in a fast and easy way. These tricks introduce wonderful applications of Arithmetical computation, theory of numbers, mathematical and algebraic operations, higher-level mathematics, calculus, and coordinate geometry, etc.
Benefits of Vedic Maths:
- 1. It helps students to solve mathematical problems many times faster
- 2. It helps in making intelligent decisions to both simple and complex problems
- 3. It reduces the burden of memorizing difficult concepts
- 4. It increases the concentration of a student and his determination to learn and develop his/her skills
- 5. It helps in reducing silly mistakes which are often created by students | mathematics |
http://michaelcarteronline.com/FOME/about.html | 2020-02-21T18:18:53 | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145534.11/warc/CC-MAIN-20200221172509-20200221202509-00372.warc.gz | 0.941103 | 171 | CC-MAIN-2020-10 | webtext-fineweb__CC-MAIN-2020-10__0__8321540 | en | This book provides a comprehensive introduction to the mathematical foundations of economics, from basic set theory to fixed point theorems and constrained optimization. Rather than simply offer a collection of problem-solving techniques, the book emphasizes the unifying mathematical principles that underlie economics. Features include an extended presentation of separation theorems and their applications, an account of constraint qualification in constrained optimization, and an introduction to monotone comparative statics. These topics are developed by way of more than 800 exercises. The book is designed to be used as a graduate text, a resource for self-study, and a reference for the professional economist.
About the author
Michael Carter received his PhD in economics from Stanford University in
1980. He has taught economics and game theory in New Zealand, as well as
at various universities in Asia, Europe and North America. | mathematics |
https://no.getitglossary.org/term/risk+ratio | 2023-12-10T18:08:02 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102612.80/warc/CC-MAIN-20231210155147-20231210185147-00795.warc.gz | 0.925019 | 111 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__278247743 | en | RR, relative risk
The risk ratio is the probability of an outcome in one treatment comparison group divided by the probability in another.
It is commonly used as a measure of the relative effectiveness of treatments.
For example, if 20 out of 100 participants (20%) die in one treatment comparison group and 50 out of 100 (50%) die in the other group, the risk ratio is 20/50 = 0.40.
If you feel that this definition hasn't helped you to understand the term, click on our monkey to let us know. | mathematics |
https://www.nmspacemuseum.org/inductee/johannes-kepler/ | 2024-04-22T23:55:12 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818374.84/warc/CC-MAIN-20240422211055-20240423001055-00156.warc.gz | 0.974527 | 1,278 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__11967784 | en | Johannes Kepler was born on December 27, 1571, in Weil der Stadt, Wurttemberg, in what is now Germany. His father, a mercenary soldier, left the family when Kepler was five. Historians believe his father died soon afterwards. His mother was the daughter of an innkeeper and Johannes was put to work at the inn at a young age. Despite his poverty, he was able to attend Latin School at Maulbronn and at the age of twelve, enrolled in a Protestant Seminary in Adelberg. He earned a scholarship to the Lutheran University of Tübingen in 1589. By the time he received an M.A. in theology there in 1591 he had read of the Copernican model of the universe that stated the Sun, not the Earth, was the center of the Universe. Intrigued by this view, he decided to change his major studies to mathematics and astronomy. In 1594, he left the University to become a mathematics tutor in Graz, Austria where he continued his interest in astronomy. In 1596, he wrote the first influential defense of the Copernican system, the Mysterium Cosmographicum (The Sacred Mystery of the Cosmos).
In 1600, Kepler was forced out of his teaching post at Graz due to his Lutheran faith, and moved to Prague to work for the renowned Danish astronomer, Tycho Brahe. In 1601 Tycho died, and Kepler inherited his post as Imperial Mathematician to the Hapsburg Emperor. Using the precise data that Tycho had collected, Kepler discovered that the orbit of Mars was an ellipse, the first step towards his formulation of the laws of planetary motion. In 1606, he published De Stella Nova (Concerning the New Star) on a supernova (new star) that had appeared two years before. In 1609, Kepler published his book Astronomia Nova (New Astronomy) , which contained his first two laws of planetary motion. Due to his detailed calculations and data, some credit Kepler with the creation of what is now known as the scientific method.
In 1610, Kepler learned of Galileo’s use of the newly invented telescope in astronomy, which inspired him to build his own telescope. Later that year Kepler published a confirmation of Galileo’s observations of Jupiter’s moons, the Narratio de Observatis Quatuor Jovis Satellitibus (Narration about Four Satellites of Jupiter observed) , which lent further support to the Copernican model. In 1611, Kepler published Dioptrice, the first scientific discussion of the telescope.
Kepler lost his post in 1612 as Imperial Mathematician when Lutherans were expelled from Prague. He moved to Linz, Austria but had to return often to Wurttemberg where he successfully defended his mother against charges of witchcraft. In 1619, he published Harmonices Mundi (Harmony of the Worlds) , which contained his third law of planetary motion. In spite of more personal tragedies and the religious strife of the Thirty Years War, (1618-1648) Kepler continued his research, publishing the seven-volume Epitome Astronomiae Copernicanae (Epitome of Copernican Astronomy) in 1621. This important work played a major role in the eventual acceptance of Copernicus’ theories.
In 1627, Kepler completed the Rudolphine Tables, begun by Tycho Brae the previous century. These included calculations using logarithms, which Kepler developed, and provided perpetual tables for calculating planetary positions for any past or future date, forming the most concrete proof yet for the Copernican model of the Universe. Kepler also used the tables to predict a pair of transits by Mercury and Venus of the Sun, although he did not live long enough to witness the events.
Johannes Kepler died in Regensburg, Germany on November 15, 1630. His grave there was destroyed in 1632 by the Swedish army during the Thirty Years War. In poor health most of his life, and caught up in the religious turmoil of the Reformation, Kepler’s accomplishments as an astronomer, physicist, and mathematician seem even more remarkable. His greatest feat in astronomy was his explanation of planetary motion, which has earned him the title “founder of celestial mechanics” as he was the first person to identify “natural laws” in the modern sense. He was the first to prove that the ocean’s tides are due to the Moon’s gravity and pioneered the use of stellar parallax caused by the Earth’s orbit to measure the distance to the stars. Kepler was also the first to suggest that the Sun rotates about its axis, and coined the word “satellite.”
Kepler’s book Astronomia Pars Optica (the Optical Part of Astronomy) has earned him the title “founder of modern optics,” while his work Stereometria Doliorum Vianiaorum (The Stereometry of Wine Barrels) forms the basis of integral calculus. A devout Lutheran, he derived the birth year of Christ that is now universally accepted, and was the first to derive logarithms purely based on mathematics. Johannes Kepler’s most influential accomplishments in astronomy were his three Laws of Planetary Motion, which were used by Isaac Newton to develop his theory of universal gravitation:
-Kepler’s First Law: The planets move in elliptical orbits with the sun at a focus.
-Kepler’s Second Law: In their orbits around the sun, the planets sweep out equal areas in equal times.
-Kepler’s Third Law: The squares of the times to complete one orbit are proportional to the cubes of the average distances from the sun.
Kepler Crater on the Moon, Kepler Crater on Mars, asteroid 1134 Kepler, and Supernova 1604 are all named in his honor, as is the Kepler Space Observatory, NASA’s first planetary detection mission, which is due to be launched in October 2008. The Johannes Kepler University of Linz is also named for him. | mathematics |
https://blog.locut.us/category/technology/ | 2023-02-06T10:00:41 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500334.35/warc/CC-MAIN-20230206082428-20230206112428-00392.warc.gz | 0.931081 | 969 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__253600566 | en | More than once I’ve seen people ask questions like “In A/B Testing, how long should you wait before knowing which option is the best?”.
I’ve found that the best solution is to avoid a binary question of whether or not to use a variation. Instead, randomly select the variation to present to a user in proportion to the probability that this variation is the best based on the data (if any) you have so-far.
How? The key is the beta distribution. Let’s say you have a variation with 30 impressions, and 5 conversions. A beta distribution with (alpha=5, beta=30-5) describes the probability distribution for the actual conversion rate. It looks like this:
This shows that while the most likely conversion rate is about 1 in 6 (approx 0.16), the curve is relatively broad indicating that there is still a lot of uncertainty about what the conversion rate will be.
Let’s try the same for 50 conversions and 300 impressions (alpha=50, beta=300-50)”):
You’ll see that while the curve’s peak remains the same, the curve gets a lot narrower, meaning that we’ve got a lot more certainty about what the actual conversion rate is – as you would expect given 10X the data.
Let’s say we have 5 variations, each with various numbers of impressions and conversions. A new user arrives at our website, and we want to decide which variation we show them.
To do this we employ a random number generator, which will pick random numbers according to a beta distribution we provide to it. You can find open source implementations of such a random number generator in most programming languages, here is one for Java.
So we go through each of our variations, and pick a random number within the beta distribution we’ve calculated for that variation. Whichever variation gets the highest random number is the one we show.
The beauty of this approach is that it achieves a really nice, perhaps optimal compromise between sending traffic to new variations to test them, and sending traffic to variations that we know to be good. If a variation doesn’t perform well this algorithm will gradually give it less and less traffic, until eventually it’s getting none. Then we can remove it secure in the knowledge that we aren’t removing it prematurely, no need to set arbitrary significance thresholds.
This approach is easily extended to situations where rather than a simple impression-conversion funnel, we have funnels with multiple steps.
One question is, before you’ve collected any data about a particular variation, what should you “initialize” the beta distribution with. The default answer is (1, 1), since you can’t start with (0, 0). This effectively starts with a “prior expectation” of a 50% conversion rate, but as you collect data this will rapidly converge on reality.
Nonetheless, we can do better. Let’s say that we know that variations tend to have a 1% conversion rate, so you could start with (1,99).
If you really want to take this to an extreme (which is what we do in our software!), let’s say you have an idea of the normal distribution of the conversion rates, let’s say its 1% with a standard deviation of 0.5%.
Note that starting points of (1,99), or (2,198), or (3,297) will all give you a starting mean of 1%, but the higher the numbers, the longer they’ll take to converge away from the mean. If you plug these into Wolfram Alpha (“beta distribution (3,297)”) it will show you the standard deviation for each of them. (1,99) is 0.0099, (2,198) is 0.007, (3, 297) is 0.00574, (4, 396) is 0.005 and so on.
So, since we expect the standard deviation of the actual conversion rates to be 0.5% or 0.005, we know that starting with (4, 396) is about right.
You could find a smart way to find the starting beta parameters with the desired standard deviation, but it’s easier and effective to just do it experimentally as I did.
Note that while I discovered this technique independently, I later learned that it is known as “Thompson sampling” and was originally developed in the 1930s (although to my knowledge this is the first time it has been applied to A/B testing). | mathematics |
http://xn--80aajbf1bhf9b.xn--p1ai/cryptocurrency/time-series-momentum-cryptocurrency.php | 2020-11-29T20:16:37 | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141202590.44/warc/CC-MAIN-20201129184455-20201129214455-00023.warc.gz | 0.890419 | 981 | CC-MAIN-2020-50 | webtext-fineweb__CC-MAIN-2020-50__0__14998797 | en | How well do time series (intrinsic) and cross-sectional (relative) momentum work for different types of currency exchange rates? In their April 2017 paper entitled “Momentum in Traditional and Cryptocurrencies Made Simple”, Janick Rohrbach, Silvan Suremann and Joerg Osterrieder compare the effectiveness of time series and cross-sectional momentum as applied to three groups of currency exchange rates: G10 currencies; non-G10 conventional currencies; and, cryptocurrencies.
To measure momentum they employ three pairs (one fast and one slow) of exponential moving averages (EMA) spanning short, intermediate and long horizons.
AHL Explains - Momentum
When the fast EMA of a pair is above (below) the slow EMA, the trend is positive (negative). They extract a momentum signal for each exchange rate from these three EMA pairs by:
- For each EMA pair, taking the difference between the fast and slow EMA.
- For each EMA pair, dividing the output of step 1 by the standard deviation of the exchange rate over the last three months to scale currency fluctuations to the same magnitude.
- For each EMA pair, dividing the output of step 2 by its own standard deviation over the last year to suppress series volatility.
- For each EMA pair, mapping all outputs of step 3 to signals between -1 and 1.
- Averaging the signals across the three EMA pairs to produce an overall momentum signal.
The time series portfolio holds all currencies weighted each day according to their respective prior-day overall momentum signals.
The cross-sectional portfolio is each day long (short) the three currencies with the highest (lowest) overall momentum signals.
Key performance metrics are annualized average gross return, annualized standard deviation of returns, annualized gross Sharpe ratio (assuming risk-free rate 0%) and maximum drawdown. Using daily foreign currency exchange rates for 23 conventional currencies and seven cryptocurrencies versus the U.S.
dollar as available through late March 2017, they find that:
- For G10 currencies (data start July 1974):
- The time series (cross-sectional) portfolio generates annualized average gross return 22% (7%), with annualized standard deviation 41% (24%) and annualized gross Sharpe ratio 0.53 (0.27).
- Maximum drawdown of the time series (cross-sectional) portfolio is about -17% (-35%).
This drawdown for the cross-sectional portfolio commences in 2001 and has not yet recovered its high water mark.
- For 13 non-G10 conventional currencies (data start January 1995):
- The time series (cross-sectional) portfolio generates annualized average gross return 31% (21%), with annualized standard deviation 38% (28%) and annualized gross Sharpe ratio 0.82 (0.78).
- Maximum drawdown of the time series (cross-sectional) portfolio is about -25% (-35%).
- For seven cryptocurrencies (data start March 2015):
- The time series (cross-sectional) portfolio generates annualized average gross return 299% (359%), with annualized standard deviation 185% (242%) and annualized gross Sharpe ratio 1.62 (1.48).
- Maximum drawdown of the time series (cross-sectional) portfolio is about -40% (-70%).
- Across the samples:
- Time series portfolios offer higher risk-adjusted performances returns than corresponding cross-sectional portfolios.
- Strategies work well during calm markets but suffer crashes during unusual events.
In summary, evidence indicates that time series momentum generally works better than cross-sectional momentum across different groups of currency exchange rates on a gross risk-adjusted basis.
Cautions regarding findings include:
- As noted in the paper, return calculations are gross, not net.
Accounting for trading frictions (likely substantial due to daily portfolio reformation) would reduce all returns. Since turnovers may vary by currency and by strategy (time series or cross-sectional), net findings may differ from gross findings.
- There may be an issue of performing all required calculations and executing portfolio reformation in a timely manner on a daily basis.
- Assuming a risk-free rate of 0% in calculating Sharpe ratio seems unreasonable, especially for the sample of G10 currencies that commences in the mid-1970s.
- Signal generation rules are elaborate, suggesting potential for snooping bias in rule construction and/or parameter settings and therefore overstatement of expected returns.
- As noted in the paper, the sample period for cryptocurrencies is extremely short in terms of variety of currency market and economic conditions.
See also “When Carry, Momentum and Value Work”. | mathematics |
http://gazino-oyunlari.info/lingerie/latex-math-document.php | 2020-01-26T05:18:56 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687725.76/warc/CC-MAIN-20200126043644-20200126073644-00451.warc.gz | 0.936673 | 571 | CC-MAIN-2020-05 | webtext-fineweb__CC-MAIN-2020-05__0__159464648 | en | The first time you insert an equation, select Use MathType, or turn it on in Preferences:. To make equation authoring easier, the equation editor is in math mode by default, so it isn't necessary to add math mode commands to your equations. If an equation is by itself on a line of text, the equation centers based on the equals sign.
This section will cover how to typeset mathematics. It will also cover how to handle complicated equations and multiple equation environments. For many people the most useful part of LaTeX is the ability to typeset complex mathematical formulas.
This article will detail how to work with math mode in LaTeX and how to display equations, formulas, and mathematical expressions in general. LaTeX uses a special math mode to display mathematics. Save the document press Ctrl-S or click File, then Save as 'mymath' don't include the quote marks in the name in a folder of your choice.
One of the greatest motivating forces for Donald Knuth when he began developing the original TeX system was to create something that allowed simple construction of mathematical formulae, while looking professional when printed. The fact that he succeeded was most probably why TeX and later on, LaTeX became so popular within the scientific community. Typesetting mathematics is one of LaTeX's greatest strengths. It is also a large topic due to the existence of so much mathematical notation.
Mathematician Al Maneki and Alysha Jeans, an electrical engineer working in Virginia, draw upon their experiences as blind professionals as they describe an option that has exciting possibilities. Blind and visually impaired students in the fields of mathematics, science, and engineering often encounter difficulties when they need to present mathematical material to sighted instructors and classmates. Fortunately, advances in digital technology offer interesting possibilities.
There are two major modes of typesetting math in LaTeX one is embedding the math directly into your text by encapsulating your formula in dollar signs and the other is using a predefined math environment. You can follow along and try the code in the sandbox below. I also prepared a quick reference of math symbols. To make use of the inline math feature, simply write your text and if you need to typeset a single math symbol or formula, surround it with dollar signs:.
Go to home page. Let's examine the contents of a simple LaTeX file which has been used as a first example in this tutorial. First we must take a quick look at LaTeX syntax.
TeX is an advanced typesetting system which was majorly developed by Donald Knuth. TeX is mainly popular because of its ability to handle complex technical text and in displaying mathematical formulae. So, what is LaTeX? In short, it is a document preparation system which is predominantly used for technical or scientific writing and publishing. | mathematics |
https://www.aiproblog.com/index.php/2020/08/09/pricing-options-using-monte-carlo-simulations/ | 2023-12-11T06:34:09 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679103558.93/warc/CC-MAIN-20231211045204-20231211075204-00843.warc.gz | 0.718135 | 1,035 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__15440609 | en | Author: Kevin Mekulu
- Monte Carlo simulation is one of the most important algorithms in quantitative finance
- Monte Carlo simulation can be utilized as an alternative tool to price options ( the most popular option pricing model is based on the Black-Scholes-Merton formula)
How Does Monte Carlo Simulation Work?
Before demonstrating the implementation of the Monte Carlo algorithm, it’s important to fully comprehend the science behind it. Simply put, Monte Carlo simulation generates a series of random variables that have similar properties to the risk factors which the simulation is trying to simulate.
The simulation produces a large number of possible outcomes along with their probabilities. In summary, it’s used to simulate realistic scenarios (stock prices, option prices, probabilities…).
Note: Monte Carlo simulations can get computationally expensive and slow depending on the number of generated scenarios.
Next, I will demonstrate how we can leverage Monte Carlo simulation to price a European call option and implement its algorithm in Python.
Pricing a European Call Option Using Monte Carlo Simulation
Let’s start by looking at the famous Black-Scholes-Merton formula (1973):
Equation 3–1: Black-Scholes-Merton Stochastic Differential Equation (SDE)
S(t) = Stock price at time t
r = Risk free rate
σ = Volatility
Z(t) = Brownian motion
Our goal is to solve the equation above to obtain an explicit formula for S(t).
We utilized Euler Discretization Scheme to solve the stochastic equation above. The solution is given by the expression:
Equation 3–2: Euler Discretization of SDE
Let’s apply the logarithm function to equation 3–2 above which will allow a faster implementation in Python (the vectorization process using the numpy package in Python would easily ingest the log version of the solution above).
Equation 3–3: Euler Discretization of SDE (log version)
Monte Carlo Implementation in Python
We will utilize the numpy package and its vectorization properties to make the program more compact, easier to read, maintain and faster to execute. The source code below is available here.
# Monte Carlo valuation of European call options with NumPy (log version)
from numpy import *
from time import time
# star import for shorter code
t0 = time()
S0 = 100.; K = 105.; T = 1.0; r = 0.05; sigma = 0.2
M = 50; dt = T / M; I = 250000
# Simulating I paths with M time steps
S = S0 * exp(cumsum((r – 0.5 * sigma ** 2) * dt
+ sigma * math.sqrt(dt)
* random.standard_normal((M + 1, I)), axis=0))
# sum instead of cumsum would also do
# if only the final values are of interest
S = S0
# Calculating the Monte Carlo estimator
C0 = math.exp(-r * T) * sum(maximum(S[-1] – K, 0)) / I
# Results output
tnp2 = time() – t0
print(‘The European Option Value is: ‘, C0) # The European Option Value is: 8.165807966259603
print(‘The Execution Time is: ‘,tnp2) # The Execution Time is: 0.9024488925933838
The graph below displays a plot of the first 10 simulated paths. Those simulated paths represent different outcomes for the price of the underlying asset (index level).
import matplotlib.pyplot as plt
Figure 3–1: Simulated index levels by time steps
Next, let’s investigate the frequency of the simulated index levels at the end of the simulation period.
plt.rcParams["figure.figsize"] = (15,8)
Figure 3–2: Histogram of all simulated end-of-period index values
Next, let’s look at the histogram of all simulated end-of-period option values.
import numpy as np
plt.rcParams["figure.figsize"] = (15,8)
plt.hist(np.maximum(S[-1] - K, 0), bins=50)
plt.xlabel('option inner value')
Figure 3–3: Histogram of all simulated option values
We notice something very interesting in the latter plot. The European call option expires worthless the majority of the time. This might be useful information for an astute options trader! But that’s a discussion for another day.
Hilpisch, Y. (2015). Python for Finance: Analyze Big Financial Data
Originally posted here | mathematics |
http://dccc.iisc.ac.in/aks.html | 2019-01-18T22:36:28 | s3://commoncrawl/crawl-data/CC-MAIN-2019-04/segments/1547583660818.25/warc/CC-MAIN-20190118213433-20190118235433-00430.warc.gz | 0.904136 | 184 | CC-MAIN-2019-04 | webtext-fineweb__CC-MAIN-2019-04__0__127063151 | en | |Our group brings tools from nonlinear dynamics, statistics, and decision-sciences to study problems in monsoon dynamics, climate dynamics, and climate change policy.
- Nonlinear climate dynamics: An important research theme in our group is understanding monsoons from a dynamical systems perspective, using techniques in nonlinear dynamics, model-reduction, and time-series analysis.
- Statistical methods in climate: We work on development and application of statistical methods, with ongoing work in spatial statistics, renewable energy integration, and learning directed graphs from data to understand climate teleconnections.
- Climate change economics and policy: Related to global warming, we have studied origins of path independence between cumulative CO2 emissions and global warming and comparing mitigation of different climate forcers having different atmospheric lifetimes. We have integrated simple climate modeling and economics to study mitigation, and are collaborating on economics of climate change. | mathematics |
https://nmsalvatore.com/notes/conceptualizing-the-two-crystal-ball-problem | 2024-04-13T23:27:15 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816853.44/warc/CC-MAIN-20240413211215-20240414001215-00535.warc.gz | 0.925829 | 456 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__22937371 | en | Conceptualizing the two crystal ball problem
You have two identical crystal balls and have to determine the most efficient way to figure out the lowest floor in a given building where the crystal balls will break when dropped.
Setting up the problem
If all you had was one crystal ball, the only way to guarantee success in finding the answer would be with a linear search, or simply dropping the ball from each story, starting at the first, until you found the solution. Because we have 2 crystal balls though, we have more freedom to jump around. Suppose that the building in the problem has 120 floors. With a linear search, your worst case scenario would be 120 drops. If you moved in intervals of 2 floors though, your worst case scenario would be 61 steps. 60 steps forward, 1 step backward to see if the previous floor was the breaking point or if the floor at step 60 was the breaking point. If you moved in intervals of 3, your worst case scenario would be 42 steps. 40 steps forward, 1 step backward to the floor above the previous interval and 1 more step forward to complete scanning the entire interval.
To write this out mathematically, you could use use the following variables:
n = total number of floors
m = step interval
And the equation would look like this:
n / m + (m - 1) = total number of steps in the worst case
For the example using intervals of 3, the equation would be applied as:
120 / 3 + (3 - 1) => 40 + 2 => 42
So in order to figure out the optimal, or most efficient, interval size, we want to minimize the total number of drops and we can do this by finding the derivative of the function of n / m + (m - 1) which is the square root of n. Another way to find this solution without the use of calculus is to approximate m - 1 as m and set n / m = m. Solve for m, which is also the square root of n.
Given this minimization, the optimal way to find the lowest floor at which one of the crystal balls would break is by traversing the building in intervals of the square root of n. | mathematics |
https://wedidit.zendesk.com/hc/en-us/articles/208636476-Processing-Transaction-Fees | 2021-05-18T11:24:30 | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989819.92/warc/CC-MAIN-20210518094809-20210518124809-00042.warc.gz | 0.945916 | 357 | CC-MAIN-2021-21 | webtext-fineweb__CC-MAIN-2021-21__0__21235305 | en | The standard fees on all donations processed through WeDidIt are:
Processing (WeDidIt) fee: 1-4% for Subscription clients
Transaction (WePay) fee: 2.2% + 30 cents per transaction (3.5% for Amex)
Example: Donor gives $100 to an organization with a 1% processing fee
Processing fee: $1
Transaction fee: $2.2 + $0.30 = $2.5
Net amount received: $100 - $1 - $2.5 = $96.5
Donors have the option to cover the transaction (WePay) fees for their donations. Clicking the 'Cover transaction fees' button will automatically calculate and tell the donor how much their payment will increase in order to cover the fee.
When donors opt to cover the transaction fee, the fee is applied to the total of their payment, which is their donation + the standard transaction fee.
So for a $100 donation, the standard transaction fee is $2.5. This means that the total amount that the fee is applied to is $102.5, not $100 - The donor pays the fee on the fee as well. This is to get the organization as much of the donation as possible.
2.5% of $102.5 = $2.56.
So the total the donor will pay is $100 + $2.56 + $0.30 = $102.86.
The WeDidIt fee is also applied to the $102.86 total, so 1% = $1.03.
Net amount received: $103.18 - $3.18 - $1.03 = $99.27. | mathematics |
https://alphaarchitect.com/2019/06/value-factor-valuations-over-time-us-and-developed/ | 2023-03-25T07:35:29 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296945317.85/warc/CC-MAIN-20230325064253-20230325094253-00227.warc.gz | 0.792964 | 402 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__244486200 | en | We built a simple tool recently to review so-called value spreads over time. (1)
This tool maps out the median valuations for the top decile and bottom decile “cheap stock” portfolios (e.g. EBIT/TEV or sales/price).
Why might this be useful?
This tool allows one to identify the “valuation” spread between the cheapest stocks and the most expensive stocks in the universe. Some research suggests this can be a useful prediction device.
The analysis to build the data works as follows:
- Identify Universe: Top 1500 stocks by market cap (US and EAFE)
- Identify Valuation: Calculate a valuation metric (e.g., EBIT/TEV) for all firms in the universe
- Decile Splits: Sort the 1500 stocks into 10 buckets, 150 stocks each, equal-weight, rebalance monthly
- Calculate Median Valuation: For each decile, calculate the median valuation metric (e.g., EBIT/TEV)
- Plot the data
We create the following time series (assuming EBIT/TEV is the value metric):
- US Value = Top Decile EBIT/TEV (1)
- US Glamour = Bottom Decile EBIT/TEV (10)
- US Spread = US Value – US Glamour
- EAFE Value = Top Decile EBIT/TEV (1)
- EAFE Glamour = Bottom Decile EBIT/TEV (10)
- EAFE Spread = US Value – US Glamour
Here is a chart of the spreads since 1992 for the US and EAFE. You can dig in to the tool for the raw data and additional breakouts on the data.
Spreads aren’t crazy and fairly in line with historical norms. Surprising. | mathematics |
https://www.expresswaystolearning.com/etm | 2023-12-10T22:24:42 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102697.89/warc/CC-MAIN-20231210221943-20231211011943-00888.warc.gz | 0.904968 | 286 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__151218814 | en | Expressways To Math®
Level 1 and A-Vip
Expressways To Math® makes use of the same A-VIP techniques used in Expressways To Reading®. A-VIP is used to embed into permanent memory the fundamental facts of calculation. Expressways To Math® then exercises and integrates the accumulating memory base so that the learner can apply it to developing math skills through computer games, recitation to music and rhythms, and contests.
Level I simultaneously integrates number theory, counting, addition, subtraction, multiplication and division as applied to practical situations. The goal is to commit to memory the 400 math facts, to understand counting and number theory, and to be able to recall the facts for quick mental applications. When the math facts are thoroughly mastered, students often generate computational speeds that rival electronic calculators.
Level 2 and Level 3
Expressways To Math® Level II involves telling time, handling money, inequalities, types of fractions and their processes, decimal numbers, ruler fractions, percentages, measurements in the English and metric systems, basic plane geometric forms, averages, estimates, ratio, probability, exponents, circles, areas of circles, volumes of solids, negative numbers, temperature and some advanced lessons for logical thinkers. Each lesson has an interactive instructional introduction before a student is directed to perform the exercises.
Level III consists of the section of word problems from QuikComp®. | mathematics |
https://www.thetargetclasses.com/nda/nda-syllabus/ | 2024-04-25T07:16:27 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712297290384.96/warc/CC-MAIN-20240425063334-20240425093334-00399.warc.gz | 0.837051 | 2,386 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__30955397 | en | Welcome to Target Defence Academy here we have detailed syllabus for NDA. NDA written examination is divided into two papers namely Mathematics and General Ability Test (GAT). The boys and girls who are seeking to apply for NDA must begin their preparation for the written exam by following the detailed NDA Syllabus which has been discussed in this article.
Important Information about NDA Exam:
Name of the Exam
National Defence Academy (NDA)
Union Public Service Commission, UPSC.
Frequency Of Exam
Twice in a Year (April & September)
Written Test consisting of Objective Type QuestionsIntelligence & Personality Test (SSB)
Mode of exam
Papers in NDA Exam
MathematicsGeneral Ability Test
Mathematics: 300 MarksGAT: 600 Marks
Total No. of Questions
Mathematics: 120GAT: 150
Mathematics: -0.83GAT: -1.33 marks
2.5 Hours For Each Paper (5 hours total)
Language of Question Paper
English &Hindi English Language paper has to be attempted in English.
After getting to know the NDA Exam Pattern it is important for the candidates to know the Syllabus of NDA Exam. The NDA Syllabus is discussed below.
NDA Maths Syllabus:
The chapters covered for NDA Maths Syllabus are given in the table below.
Sets, Venn diagrams, De Morgan laws, Cartesian product, relation, equivalence relation. Real numbers, Complex numbers, Modulus, Cube roots, Conversion of a number in Binary system to Decimals, and vice-versa. Arithmetic, Geometric and Harmonic progressions. Quadratic equations, Linear inequations, Permutation and Combination, Binomial theorem, and Logarithms.
Concept of a real-valued function, domain, range, and graph of a function. Composite functions, one-to-one, onto, and inverse functions. The notion of limit, Standard limits, Continuity of functions, algebraic operations on continuous functions. Derivative of function at a point, geometrical and physical interpretation of a derivative-application. Derivatives of sum, product, and quotient of functions, a derivative of a function concerning another function, the derivative of a composite function. Second-order derivatives. Increasing and decreasing functions. Application of derivatives in problems of maxima and minima
Matrices and Determinants
Types of matrices, operations on matrices. Determinant of a matrix, basic properties of determinants. Adjoint and inverse of a square matrix, Applications-Solution of a system of linear equations in two or three unknowns by Cramer’s rule and by Matrix Method.
Integral Calculus and Differential Equations
Integration as inverse of differentiation, integration by substitution and by parts, standard integrals involving algebraic expressions, trigonometric, exponential, and hyperbolic functions. Evaluation of definite integrals—determination of areas of plane regions bounded by curves—applications.Definition of order and degree of a differential equation, formation of a differential equation by examples. General and particular solution of differential equations, solution of the first order, and first-degree differential equations of various types—examples. Application in problems of growth and decay.
Angles and their measures in degrees and radians. Trigonometric ratios. Trigonometric identities Sum and difference formulae. Multiple and Sub-multiple angles. Inverse trigonometric functions. Applications-Height and distance, properties of triangles.
Vectors in two and three dimensions, magnitude, and direction of a vector. Unit and null vectors, the addition of vectors, scalar multiplication of a vector, scalar product, or dot product of two vectors. Vector product or cross product of two vectors. Applications—work done by a force and moment of a force and in geometrical problems.
Analytical Geometry Of Two and Three Dimension
Rectangular Cartesian Coordinate system. Distance formula. Equation of a line in various forms. The angle between two lines. Distance of a point from a line. Equation of a circle in standard and a general form. Standard forms of parabola, ellipse, and hyperbola. Eccentricity and axis of a conic. Point in a three-dimensional space, the distance between two points. Direction Cosines and direction ratios. Equation two points. Direction Cosines and direction ratios. Equation of a plane and a line in various forms. The angle between two lines and the angle between two planes. Equation of a sphere.
Statistics and Probability
Probability: Random experiment, outcomes, and associated sample space, events, mutually exclusive and exhaustive events, impossible and certain events. Union and Intersection of events. Complementary, elementary, and composite events. Definition of probability—classical and statistical—examples. Elementary theorems on probability—simple problems. Conditional probability, Bayes’ theorem—simple problems. Random variable as function on a sample space. Binomial distribution, examples of random experiments giving rise to Binomial distribution.
The topic-wise question distribution in Maths
Geometry, Matrices & Determinants
Statistics & Probability
NDA General Ability Test Syllabus:
The General ability test comprises two papers English and General Knowledge. The English paper consists of 200 Marks while the General Knowledge is of 400 Marks.
NDA Syllabus- English
The question paper in English will be designed to test the candidate’s understanding of English. The syllabus covers various aspects like as given below:
No. of Questions
No. of Marks
Ordering of Words in a Sentence
NDA Syllabus- General Knowledge
Check the topic-wise number of questions and marks distribution in the table below.
No. of Questions
No. of Marks
History & Freedom Movement
NDA Syllabus- Physics
NDA Syllabus For Physics
Physical Properties and States of MatterModes of transference of HeatMass, Weight, Volume, Sound waves and their propertiesSimple musical instrumentsRectilinear propagation of LightDensity and Specific GravityReflection and refractionPrinciple of ArchimedesSpherical mirrors and LensesPressure BarometerHuman EyeMotion of objectsNatural and Artificial MagnetsVelocity and AccelerationProperties of a MagnetNewton’s Laws of MotionEarth as a MagnetForce and MomentumStatic and Current ElectricityParallelogram of ForcesConductors and Non-conductorsStability and Equilibrium of bodiesOhm’s LawGravitationSimple Electrical CircuitsElementary ideas of workHeating, Lighting, and Magnetic effects of CurrentPower and EnergyMeasurement of Electrical PowerEffects of HeatPrimary and Secondary CellsMeasurement of Temperature and HeatUse of X-RaysGeneral Principles in the working of Simple Pendulum, Simple Pulleys, Siphon, Levers, Balloon, Pumps, Hydrometer, Pressure Cooker, Thermos Flask, Gramophone, Telegraphs, Telephone, Periscope, Telescope, Microscope, Mariner’s Compass; Lightning Conductors, Safety Fuses.
NDA Syllabus- Chemistry
NDA Syllabus For Chemistry
Preparation and Properties of Hydrogen, Oxygen, Nitrogen and Carbon Dioxide, Oxidation and Reduction.Acids, bases and salts.Carbon— different formsPhysical and Chemical ChangesFertilizers—Natural and ArtificialElementsMaterial used in the preparation of substances like Soap, Glass, Ink, Paper, Cement, Paints, Safety Matches, and GunpowderMixtures and CompoundsElementary ideas about the structure of AtomSymbols, Formulae, and simple Chemical EquationAtomic Equivalent and Molecular WeightsLaw of Chemical Combination (excluding problems)ValencyProperties of Air and Water
NDA Syllabus- General Science
NDA Syllabus For General Science
Common Epidemics, their causes, and preventionDifference between the living and non-livingFood—Source of Energy for manBasis of Life—Cells, Protoplasms, and TissuesConstituents of foodGrowth and Reproduction in Plants and AnimalsBalanced DietElementary knowledge of the Human Body and its important organsThe Solar System—Meteors and Comets, Eclipses. Achievements of Eminent Scientists
NDA Syllabus- History, Freedom Movement
NDA Syllabus For History
Forces shaping the modern world;RenaissanceExploration and Discovery;A broad survey of Indian History, with emphasis on Culture and CivilisationFreedom Movement in IndiaFrench Revolution, Industrial Revolution, and Russian RevolutionWar of American Independence,Impact of Science and Technology on SocietyElementary study of Indian Constitution and AdministrationConcept of one WorldElementary knowledge of Five Year Plans of IndiaUnited Nations,Panchsheel,Panchayati Raj, Democracy, Socialism and CommunismRole of India in the present worldCo-operatives and Community DevelopmentBhoodan, Sarvodaya,National Integration and Welfare StateBasic Teachings of Mahatma Gandhi
NDA Syllabus- Geography
NDA Syllabus For Geography
The Earth, its shape and sizeOcean Currents and Tides Atmosphere and its compositionLatitudes and LongitudesTemperature and Atmospheric Pressure, Planetary Winds, Cyclones, and Anticyclones; Humidity; Condensation and PrecipitationConcept of timeTypes of ClimateInternational Date LineMajor Natural Regions of the WorldMovements of Earth and their effectsRegional Geography of IndiaClimate, Natural vegetation. Mineral and Power resources;Location and distribution of agricultural and Industrial activitiesOrigin of Earth. Rocks and their classificationImportant Sea ports and main sea, land, and air routes of IndiaWeathering—Mechanical and Chemical, Earthquakes and VolcanoesMain items of Imports and Exports of India
NDA Syllabus For Current Events
Knowledge of Important events that have happened in India in recent yearsProminent personalities of both Indian and International level, Cultural activities and sports activities, Current important world events.
Intelligence and Personality Test
The SSB procedure consists of two stages. Only those candidates who clear written exam are permitted to appear for SSB round. The details o SSB exam are given below:
NDA SSB Personality Test
Officer Intelligence Rating (OIR)Picture Perception Description Test (PP&DT). | mathematics |
http://www.math.niu.edu/~ogorman/research/aasm.html | 2018-11-16T16:26:13 | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039743105.25/warc/CC-MAIN-20181116152954-20181116174954-00078.warc.gz | 0.8648 | 168 | CC-MAIN-2018-47 | webtext-fineweb__CC-MAIN-2018-47__0__182235780 | en | Resource page for the book: Applied Adaptive Statistical Methods
By T. W. O'Gorman
Published by SIAM in 2004.The book contains a detailed description of an adaptive testing method, which is based on permutations of independent variables. It also includes adaptive confidence intervals, and adaptive estimation procedures. To obtain SAS macros or an R function for computing adaptive tests of significance for this book click here.
To obtain SAS macros for computing adaptive confidence intervals, using the approach described in the book, click here.
To obtain SAS macros for computing adaptive estimates click here.
To obtain an executable file for performing variable selection with case-control data click here.
If you are interested in adaptive testing please do not hesitate to contact me at my e-mail address ([email protected]) . | mathematics |
http://monarchbayplaza.com/stores/mathnasium-math-learning-center | 2017-04-29T11:26:30 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123491.68/warc/CC-MAIN-20170423031203-00439-ip-10-145-167-34.ec2.internal.warc.gz | 0.919777 | 325 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__158325641 | en | The post is not in this menu.
When math makes sense, kids leap way ahead. Mathnasium’s specially trained math instructors will teach your child how to understand math in an individual setting. Our unique approach enables us to effectively explain math concepts well and lend a helping hand to every student.
Every day, students around the world attend Mathnasium learning centers to boost their math skills. We are highly specialized; we teach only math. Members usually attend two or three times a week for about an hour. Our goal is to significantly increase your child’s math skills, understanding of math concepts, and overall school performance, while building confidence and forging a positive attitude toward the subject.
Our approach is to use sophisticated techniques to determine, with great accuracy, what a student knows and does not know. Next, we tailor-make a personalized and prescriptive learning program. Each student follows the program with the help of specially trained Mathnasium math tutors who provide instruction—and lots of warm encouragement. For proof of progress, we rely on the student’s report card, independent tests, and parent testimony to measure the speed and magnitude of improvement in math skills, numerical thinking, and attitude. Multiple independent studies have found Mathnasium to be effective 100 percent of the time, increasing student performance on standards-based tests in 20 sessions or fewer. Student skills jumped at least a grade level and in most cases, multiple grade levels.
32932 Pacific Coast Hwy
Dana Point, CA 92629
(888) 962-MATH (6284) | mathematics |
https://cngmid.brooklynpaper.com/stories/37/12/dtg-bb-pi-throwing-2014-03-21-bk_37_12.html?comm=1 | 2019-04-18T23:40:52 | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578526904.20/warc/CC-MAIN-20190418221425-20190419002440-00015.warc.gz | 0.973999 | 363 | CC-MAIN-2019-18 | webtext-fineweb__CC-MAIN-2019-18__0__162945091 | en | She sang for her pi — and threw it, too.
A student whose jingle helped her memorize more than 125 digits of the infinitely long number that begins with “3.14” was allowed to smear a real pie in the face of her math teacher during a competition that was part of the March 14 Pi Day festival at Bedford-Stuyvesant Collegiate school on Gates Avenue. Even she was surprised by the feat.
“It is exciting to know that I was able to memorize a larger amount of pi,” said 14-year-old Yolanda Dunbar. “I am impressed with myself.”
As a reward, Dunbar got to throw a pie — the edible kind — in the face of her math teacher. The second- through fourth-place winners were awarded the opportunity to challenge the teacher of their choice to a pie-eating contest.
Dunbar said she learned half the digits of pi by listening to a song she found on Youtube and half by rote memorization.
This is the second year Dunbar won. Back in the sixth grade, she beat out her classmates and creamed then-math-teacher Caitlin Webster, who says the annual party is an excuse to inject some fun into the sometimes-dry subject.
“We celebrate Pi Day to create some joy and excitement around math,” said Webster. “It is something that is fun and not strictly challenging.”
The school hosts a handful of other wacky math events. For example, they celebrate a Fun Facts Friday, where teachers dressed as ninjas randomly storm classrooms and students have to correctly multiply to help free their space-traveling tiger mascot, Cosmo, whom the ninjas have supposedly kidnapped. | mathematics |
https://www.stmaryseg.co.uk/class-r-5/ | 2021-03-01T09:19:35 | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178362481.49/warc/CC-MAIN-20210301090526-20210301120526-00605.warc.gz | 0.971714 | 136 | CC-MAIN-2021-10 | webtext-fineweb__CC-MAIN-2021-10__0__34456694 | en | Happy New Year to all the friends and families of Class R!
It is safe to say that this is not how we expected the Spring term to start but we at St. Mary's hope you all remain safe and well throughout this time.
Each day there will be learning activities uploaded to the website for your child to complete. I ask that four observations are uploaded to tapestry each week consisting of one phonics, one literacy, one mathematics and one piece of work that the child is proud of. I understand the strain that home learning places on many families so please do not feel that each observation needs a length description - just the photo and a caption is sufficient. | mathematics |
https://www.officeplus.my/products/kami-graph-sheet-a4-60g-20cm-x-24cm-30s-skot6030 | 2021-05-16T14:57:47 | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991224.58/warc/CC-MAIN-20210516140441-20210516170441-00093.warc.gz | 0.76155 | 128 | CC-MAIN-2021-21 | webtext-fineweb__CC-MAIN-2021-21__0__209541992 | en | KAMI GRAPH SHEET A4 60G 20CM X 24CM - 30S SKOT6030
Product Code : SKOT6030
Product Name : KAMI Graph Sheet A4 60g 20cm x 24cm - 30S
Brand : KAMI
- Kami brand graph sheet
- Size: 60gsm 200mm x 240mm.
- Specifications: printed with fine lines making up a regular grid.
- The lines are often used as guides for plotting graphs of functions or experimental data and drawing curves.
- Measured graph/grid paper for use in a variety of math learning situations. | mathematics |
https://boluzetyzoraxo.dsc-sports.com/mathematical-methods-in-economics-book-5639dm.php | 2021-04-18T09:22:37 | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038469494.59/warc/CC-MAIN-20210418073623-20210418103623-00384.warc.gz | 0.848503 | 2,463 | CC-MAIN-2021-17 | webtext-fineweb__CC-MAIN-2021-17__0__136478844 | en | Mathematical methods in economics
- 283 Pages
- 4.87 MB
- 1085 Downloads
New York University Press, Croom Helm , New York, N.Y, London
|LC Classifications||HB135 .S36 1984|
|The Physical Object|
|Pagination||vii, 283 p. :|
|LC Control Number||84011502|
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The author has provided solutions to selected problems so that the book will function as an effective teaching tool on introductory courses in mathematics for economics, quantitative methods and for mathematicians taking a first course in economics.
Mathematics in Economics has been developed from a course taught jointly by Ken Binmore Cited by: 4. Mathematical Methods in Economics book.
Mathematical Methods in Economics. DOI link for Mathematical Methods in Economics. Mathematical Methods in Economics book. By Norman Schofield.
Edition 1st Edition. First Published eBook Published 5 March Pub. location London. Imprint by: User Review - Flag as inappropriate This book provides mostly definitions and virtually NO examples on how to execute economic and mathematical problems.
Furthermore it assumes you remember everything from past courses in trigonometry, precalculus, and calculus; offering no review chapter at the begging of the touches mathematical methods for economics on a very superficial level.1/5(1). This book is a good and fairly clear guide to mathematical applications in Economics and Finance.
Plenty of explanations and worked examples in order to help the student solve problems. However, this is not a text for people who are completely unfamiliar with algebra, trigonometry Mathematical methods in economics book precalculus/5(33).
Alpha C. Chiang, Kevin Wainwright-Fundamental Methods of Mathematical Economics, 4th Edition-McGraw-Hill () pd 03 April () Post a Review. di erential equations and numerical methods. The eld of mathematical nance is only 50 years old, uses leading-edge mathematical and economic ideas, and has some controversial foundational hypotheses.
Mathematical nance is also data-rich and even advanced results are testable in the market. Using ideas illustrated daily in nancial news, the book. Infinitesimal Methods in Mathematical Economics Robert M. Anderson1 Department of Economics and Department of Mathematics University of California at Berkeley Berkeley, CAU.S.A.
and Department of Economics Johns Hopkins University Baltimore, MDU.S.A.
Description Mathematical methods in economics FB2
Janu 1The author is grateful to Marc Bettz¨uge, Don Brown, Hung. matics, statistics, and mathematical economics. With this volume we hope to present a formulary tailored to the needs of students and working professionals in economics.
In addition to a selection of mathematical and statistical formulas often used by economists, this volume contains many purely economic results and theorems. Mathematical Economics Material You Must Know as a Bare Minimum. You'll certainly want to read a good undergraduate "Mathematics for Economists" type book.
The best one that I've seen happens to be called Mathematics for Economists written by Carl P. Simon and Lawrence Blume.
It has a quite diverse set of topics, all of which are useful tools. Mathematical Methods of Economics Joel Franklin California Institute of Technology, Pasadena, California WThe American Mathematical Monthly,AprilVol Number 4, pp.
– hen Dr. Golomb and Dr. Bergquist asked me to give a talk on economics,my. Mathematical methods in economics by Norman Schofield,Taylor & Francis Group edition, in EnglishCited by: Mathematics has become indispensable in the modelling of economics, finance, business and management.
Without expecting any particular background of the reader, this book covers the following mathematical topics, with frequent reference to applications in economics and finance: functions, graphs and equations, recurrences (difference equations), differentiation, exponentials and logarithms. Mathematical Methods for Economics (2nd Edition) 2nd Edition by Michael Klein (Author) out of 5 stars 20 ratings.
ISBN ISBN Why is ISBN important. ISBN. This bar-code number lets you verify that you're getting exactly the right version or edition of a book. The digit and digit formats both by: Fundamental Methods of Mathematical Economics, 4th Edition | Alpha C.
Chiang, Kevin Wainwright | download | B–OK. Download books for free. Find books. If you are a beginner then read: (1). Mathematics for economists by Taro Yamane (2). Mathematics for Economists by C.P.
Simon (3). Fundamental Methods of Mathematical Economics by A.C. Chiang and K. Wainwright B. If you want to look into mathem. Mathematical Methods in Economics Hardcover – November 1, by Norman Schofield (Author) › Visit Amazon's Norman Schofield Page.
Find all the books, read about the author, and more. See search results for this author. Are you an author. Learn about Author Central Author: Norman Schofield. Mathematical Methods for Economic Analysis∗ Paul Schweinzer School of Economics, Statistics and Mathematics Birkbeck College, University of London Gresse Street, London W1T 1LL, UK Email: [email protected] Tel:Fax: Chiang's Fundamental Methods of Mathematical Economics is an introduction to the mathematics of economics.
It starts with a review of algebra and set theory then goes on through calculus, differential equations, matrix algebra, integration. It serves well as a transition from very basic economics up to graduate level by: This book offers an introductory text on mathematical methods for graduate students of economics and finance–and leading to the more advanced subject of quantum mathematics.
The content is divided into five major sections: mathematical methods are covered in the first four sections, and can be taught in one : Springer. Facts is your complete guide to Fundamental Methods of Mathematical Economics.
In this book, you will learn topics such as Linear Models and Matrix Algebra, Linear Models and Matrix Algebra, Comparative Statics and the Concept of Derivative, and Rules of Differentiation and Their Use in Comparative Statics plus much : CTI Reviews.
student of economics must possess a good proficiency in the fundamental methods of mathematical economics. One of the significant developments in Economics is the increased application of quantitative methods and econometrics. A reasonable understanding of econometric principles is indispensable for further studies in economics.
Mathematical economics and game theory approached with the fundamental mathematical toolbox of nonlinear functional analysis are the central themes of this text. Both optimization and equilibrium theories are covered in full detail.
The book's central application is the fundamental economic. Introduction. In this book we use the language of mathematics to describe situations which occur in economics. The motivation for doing this is that mathematical arguments are logical and exact, and they enable us to work out in precise detail the consequences of economic by: Mathematical economics is the application of mathematical methods to represent theories and analyze problems in economics.
By convention, these applied methods are beyond simple geometry, such as differential and integral calculus, difference and differential equations, matrix algebra, mathematical programming, and other computational methods.
An excellent book which should find wide use. — Mathematics this classic volume, a noted economist and teacher has combined a modern text for graduate courses in mathematical economics with a valuable reference book of analytical economics for professional.
ECONOMICS DEPARTMENT. ECON MATHEMATICAL METHODS IN ECONOMICS Thayer Watkins. Texts: Michael W. Klein Mathematical Methods for Economics. Course Syllabus. Topics: By the method of construction b cannot fit into any place in the sequence because if b=x J we would have the contradiction that its J-th digit was not equal to its J-th digit.
Fundamental Methods of Mathematical Economics book. Read 32 reviews from the world's largest community for readers.
As in the previous edition, the purpo 4/5. Mathematical Methods For Economics book.
Download Mathematical methods in economics EPUB
Read reviews from world’s largest community for readers. Mathematical Methods for Economics uses an applications /5. This formalism can often deter graduate students. The progression of ideas presented in this book will familiarize the student with the geometric concepts underlying these topological methods, and, as a result, make mathematical economics, general equilibrium.
Originally published inMathematical Techniques in Finance has become a standard textbook for master’s-level finance courses containing a significant quantitative element while also being suitable for finance PhD students. This fully revised second edition continues to offer a carefully crafted blend of numerical applications and theoretical grounding in economics, finance, and.
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This book describes a system of mathematical models and methods that can be used to analyze real economic and managerial Download the eBook Mathematical Methods and Models in Economic Planning, Management and Budgeting - Galimkair Mutanov in PDF or EPUB format and read it directly on your mobile phone, computer or any device.The book also explores the analogs of the duality theorem, the equivalence of game problems to linear programming problems, and also the inter-industry nonlinear activity analysis model requiring special mathematical methods.
The text will prove helpful for students in advanced mathematics and calculus.Originally published in Since the logic underlying economic theory can only be grasped fully by a thorough understanding of the mathematics, this book will be invaluable to economists wishing to understand vast areas of important research.
It provides a basic introduction to the fundamental mathematical ideas of topology and calculus, and uses these to present modern singularity theory.
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https://www.maillie.com/data-analytics-for-fraud-prevention/ | 2023-12-10T23:16:54 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102697.89/warc/CC-MAIN-20231210221943-20231211011943-00622.warc.gz | 0.936105 | 636 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__89171055 | en | Amanda J. Bernard, CPA, CFE, CMA
Principal, Maillie LLP
Maillie LLP utilizes IDEA™ data analysis software, a powerful data mining tool used to perform data analysis quickly, by importing, analyzing and reviewing a variety of data. If you would like us to perform any of these data analysis procedures or would like more information on how you can use data analytics to improve your organization, please contact us at [email protected].
Benford’s Law is a mathematical theory of leading digits, meant specifically for real-life numerical data sets distributed in a non-uniform way. The theory is based on probability of occurrences. A logical assumption seems to be that each number, 1-9, would appear as the leading digit of a number consistently at 11.1% (or 1/9) of the time. However, Benford’s Law actually states the number 1 will appear as the first digit of a number about 30% of the time, while the larger digits occur in the first position less frequently, with 9 appearing as the first digit less than 5% of the time.
Why does it work? Believe it or not, there is a certain logic behind Benford’s Law. A number that begins with 1 needs to increase by 100% to become a 2, while a number that begins with 5 needs to increase by only 20% to become a 6, and a number that begins with 8 needs to increase by only 12.5% to become a 9, and so on.
The history of Benford’s Law dates back as far as 1881; the phenomenon was then made popular in 1938 by the physicist Frank Benford after he tested it on data sets from 20 different domains, including surface areas of rivers, population sizes, molecular weights, numbers contained in Reader’s Digest, street addresses, and death rates. Today, Benford’s Law is used to detect possible red flags of fraud in financial and other data based on the assumption that people who make up numbers tend to distribute their digits fairly uniformly. The made-up figures simply do not follow the expected Benford’s distribution.
An example of fraud that can be easily detected using Benford’s Law is avoidance of purchase approval policies. One method used to avoid obtaining approval on a purchase transaction is to make sure the cost does not exceed the established threshold requiring approval by splitting larger transactions into multiple smaller ones. For example, if the threshold for approval is $5,000 and the expense data shows a spike in transactions beginning with the number 4, it could indicate someone is avoiding the organization’s purchase approval procedures.
Other data sets where Benford’s Law is especially useful include credit card transactions, customer balances and refunds, vendor disbursements, purchase orders, travel and entertainment expenses, and many more.
Maillie LLP can help you use data analytics, including these Benford’s Law examples, to analyze your financial data for potential red flag indicators of fraud. Contact us today for more information. | mathematics |
https://mainecrimewriters.com/2013/09/19/arithmetical-problems/ | 2023-03-31T00:29:20 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949506.62/warc/CC-MAIN-20230330225648-20230331015648-00641.warc.gz | 0.969396 | 1,485 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__186754979 | en | Since I write for both adults and children, I often visit classrooms. And when I do, I usually bring early 19th century school books with me, to show children what text books were like two hundred years ago, when students had to supply their own books, and often books were shared. (I have one Webster’s speller that was once re-covered in wood – which is now cracked and split – to protect it.)
Most of the books I have are concerned with reading, writing, and speaking. So a couple of weeks ago when I was at an antique show I was happy to pick up a copy of an arithmetic book. It was a little later than my early books — it was published in 1863 — but I love it. The title, Arithmetical Problems or Questions in Arithmetic, for the Use of Advanced Classes in Schools, says it all. It was written by W.H. Farrar, the principal of the Woonsocket (Rhode Island) High School. And it’s a collection of one thousand – yes — one thousand – “word problems. — all of which are actually practical applications of arithmetic.
At some time a student — perhaps the Charles T. Haynes who signed it in 1871 — started the book, and penciled in the answers to the problems. But he gave up at #99.
Since there’s a lot of talk today about our schools, and how our students are falling behind those in other countries, I thought today I’d share (without solutions) ten of the “arithmetical problems” in this little book. You might even want to share them with a young friend or relative.
Here then, for your edification and amusement ….
1. What must I pay per hogshead for molasses, that I may keep it 8 months, when money is worth 6 percent, and then sell it at $42 per hogshead, and gain 12 per cent?
2. The foot of a ladder, 60 feet long, remaining in the same place, the top will just reach a window 40 feet high on one side of the street and another 30 feet high on the other side. How wide is the street?
3. If a certain number be diminished by 7 and the remainder be divided by 8, and the quotient be multiplied by 5, that product increased by 4, the square root of the sum extracted, and 3/4 of that root be cubed, and that cube be divided by 9, the last quotient will be 24. What is that number?
4. Bought 200 yards of cambric for 90 pounds, but, it being damaged, I am willing to lose 7 pounds 10 shillings on it. What must I demand per ell English?
5. How many square yards of paper in a book of 672 pages, the leaves being 6 1/2 by 10 1/4 inches?
6. A house is 36 feet long and 28 feet wide, and the ridge is 12 feet above the beam. The roof projects one foot over the ends and eaves in all directions. How many shingles will be required to cover the roof, 6 shingles being allowed to the foot, and 10 per cent for waste?
7. A field is 72 chains long and 131 rods 10 feet wide. How many acres does it contain?
8.A stone weighs 120 pounds in the air and 100 pounds in water. What is the specific gravity of the stone, water being 1000?
9. If 63 men can build a wall, 45 1/3 feet long, 6 7/12 feet high and 3 1/8 feet thick, in 34 days of 11 1/3 hours each, in how many days of 8 1/2 hours each will 21 men build a wall 98 3/4 yards long, 2 1/2 yards high, and 1 1/4 yards thick?
10. A man lost in a speculation 1/4 of his money. He then gained a sum equal to 1/3 of what he then had. Afterwards he lost 1/5 of what he then had, and then gained a sum equal to 1/4 on what he had left, when he found he had $1200. How much had he at first?
And they didn’t even have calculators ……
Okay, we’re talking cruel and unusual punishment here! I hated word problems in math. One of the hardest things for me to do as a principal was tutor some 4th graders in math problems. Oh, my goodness. I confess to not even reading all of these. They mess with my brain so bad. Of course some of that is the vocabulary, but even if I knew what some of those terms were, I’d be out of luck. LOL
As someone who taught math for thirty years, I have to say that although these problems could not be solved by the average college student today, some of them are pedagogically unsound. Problem 2, for example, is an ingenious use of the Pythagorean theorem. The ladder forms two right triangles when it is leaned against the windows on each side of the street with the length of the ladder being the hypotenuse and the height of the windows being one other leg. Solve for the missing led in each triangle, add them together, and you get the width of the street. If a student can see that is the solution, she has mastered mathematical reasoning. But she may not get the answer because the actual calculation requires finding square roots, both of which are irrational numbers. The problem would be be so elegant if different lengths had been chosen. After all, the width of any actual street is always a rational number. One wonders whether the intent was to instruct or torment! Thanks for this post. It was fun.
Do we get the answers too?
These are problems I would have to pass on to my math-whiz children. What a fun post, Lea.
So, anyone know what is meant by “when money is worth 6 percent”? A hogshead is a barrel or cask of liquid (about 63 gallons or 300L). An ell is 45 inches. A schilling is 0.05 pounds and there are 12 pence per schilling. A chain is 66 feet and there are 4 rods in a chain. A mile is 80 chains. A furlong is 10 chains. An acre is 1 chain by 10 chains or 4840 square yards or 43560 square feet. With that information these are all easily solvable without the use of a calculator. The square roots needed to solve problem two can be estimated knowing that 40 squared is 1600, 50 squared is 2500, and 60 squared is 3600. Hope that helps…I have answers to the first 5 and only used a calculator to check my work at the end. As an interesting side note, calculus had already been around for over 100 years at the date of publication of this book…so there was much more advanced math being done without the aid of calculators or computers at that time. I will work answers to the others when I have time in the next day or two. | mathematics |
https://www.elis.ugent.be/web/ext/publ/abstract.jsp?klnr=P114.303 | 2018-06-21T15:51:09 | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864191.74/warc/CC-MAIN-20180621153153-20180621173153-00246.warc.gz | 0.957362 | 168 | CC-MAIN-2018-26 | webtext-fineweb__CC-MAIN-2018-26__0__119581657 | en | Recently nearly exact expressions for the distortion in a commonly used family of Pulse Width Modulators (PWMs) known as Asynchronous Sigma Delta Modulators (ASDMs) were presented. Such an ASDM consists of a feedback loop with a schmitt-trigger (or a comparator), and a continuous time loop filter. However these previous results are not yet practically applicable because the effect of unavoidable loop delay (e.g. in the schmitt trigger) was not taken into account. Therefore we now present a more general theory that is also valid when there is a nonzero loop delay. A comparison of the resulting equations with computer simulations demonstrated a very good matching, confirming the validness of the theory. This way, a designer can now easily understand the relationship between the loop filter dynamics and the linearity of an ASDM. | mathematics |
https://lingpipe-blog.com/2011/01/04/monitoring-convergence-of-em-for-map-estimates-with-priors/ | 2017-03-26T17:02:38 | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189244.95/warc/CC-MAIN-20170322212949-00117-ip-10-233-31-227.ec2.internal.warc.gz | 0.868958 | 897 | CC-MAIN-2017-13 | webtext-fineweb__CC-MAIN-2017-13__0__60463412 | en | I found it remarkably hard to figure out how to monitor convergence for the expectation maximization (EM) estimtation algorithm. Elementary textbook presentations often just say “until convergence”, which left me scratching my head. More advanced presentations often leave you in a sea of generalized maximization routines and abstract functionals.
Typically, EM is phrased for maximum likelihood estimation (MLE) problems where there are no priors. Given data and parameters , the goal is to find the parameters that maximize the likelihood function .
Likelihood and Missing Data
Usually EM is used for latent parameter problems, where there are latent variables which are treated like missing data, so that the full likelihood function is actually . For instance, might be mixture component indicators, as in soft (EM) clustering. Typically the full likelihood is factored as .
Even though the expectation (E) step of EM computes “expectations” for given current estimates of and the data , these “expectations” aren’t used in the likelihood calculation for convergence. Instead, the form of likelihood we care about for convergence marginalizes away. Specifically, the maximum likelihood estimate is the one that maximizes the likelihood with marginalized out,
Monitoring Likelihood or Parameters
There’s more than one way to monitor convergence. You can monitor either the differences in log likelihoods (after marginalizing out the latent data) or the differences in parameters (e.g. by Euclidean distance, though you might want to rescale). Log likelihood is more task-oriented, and thus more common in the machine learning world. But if you care about your parameters, you may want to measure them for convergence, because …
Linearly Separable Data for Logistic Regression
In data that’s linearly separable on a single predictor, the maximum likelihood coefficient for that predictor is infinite. Thus the parameters will never converge. But as the parameter approaches infinity, the difference its (absolute) growth makes to log likelihood diminishes (we’re way out on the extremes of the logistic sigmoid at this point, where the slope’s nearly 0).
Convergence with MAP?
Textbooks often don’t mention, either for philosophical or pedagogical reasons, that it’s possible to use EM for general maximum a posterior (MAP) estimation when there are priors. Pure non-Bayesians talk about “regularization” or “shrinkage” (specifically the ridge or lasso for regression problems) rather than priors and MAP estimates, but the resulting estimate’s the same either way.
Adding priors for the coefficients, even relatively weak ones, can prevent estimates from diverging, even in the case of separable data. In practice, maximum a posteriori (MAP) estimates will balance the prior and the likelihood. Thus it is almost always a good idea to add priors (or “regularize” if that goes down better philosophically), if nothing else to add stability to the estimates in cases of separability.
Maximization Step with Priors
In EM with priors, the maximization step needs to set , the parameter estimate in the -th epoch, to the value that maximizes the total probability, , given the current “expectation” for the latent parameters based on the the data and previous epoch’s estimate of . That is, you can’t just set to maximize the likelihood, . There are analytic solutions for the maximizer in many conjugate settings like Dirichlet-Multinomial or Normal-Normal, so this isn’t as hard as it may sound. And often you can get away with increasing it rather than maximizing it (leading to the so-called generalized EM algorithm, GEM).
Convergence with Priors
Well, you could just monitor the parameters. But if you want to monitor the equivalent of likelihood, you need to monitor the log likelihood plus prior, , not just the log likelihood . What EM guarantees is that every iteration increases this sum. If you just monitor the likelihood term , you’ll see it bouncing around rather than monotonically increasing. That’s because the prior’s having its effect, and you need to take that into account. | mathematics |
http://ericw.ca/notes/smallest-palindrome-bases-in-haskell.html | 2023-06-05T20:51:43 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224652161.52/warc/CC-MAIN-20230605185809-20230605215809-00204.warc.gz | 0.938587 | 144 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__114669131 | en | Everybody loves palindromes, right? I do, at least. That’s why I was excited
when I learned that every number can be a palindrome when it’s written in the
appropriate base. There is a trivial proof for this property: any number N > 3
is a palindrome in base N-1 because it may be written “11”. So here is my
solution, in Haskell, to this CodeChef
problem, that finds the smallest base
that makes any given number a palindrome.
This is certainly not the fastest solution possible. Indeed it is downright
naive. But hopefully the logic is clear. | mathematics |
https://goddardef.gabbarthost.com/414639_4 | 2023-12-10T16:46:31 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102612.80/warc/CC-MAIN-20231210155147-20231210185147-00567.warc.gz | 0.954796 | 389 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__228308239 | en | Multi-Sensory Math Manipulatives
Thank you to the Goddard Education Foundation and generous donors. Innovative Teacher Grants are engaging Goddard Public Schools Students in new and exciting ways each day. In Kristina Scott’s Elementary Math classes, her Innovative Teacher Grant is putting math in the palm of her student’s hands (literally!).
Mrs. Scott’s Innovative Teacher Grant provided TouchMath into her small group instruction classes. TouchMath is a research-based method of instruction with the ability to bridge the gap between concrete and representational mathematics. These manipulatives provide students with another unique learning experience that helps them achieve learning goals. “This is that One More Thing as a teacher I needed to help some of my students ‘get it’, says Mrs. Scott.” She goes on to say, “It helps bridge the gap visually using these manipulatives and adds to a variety of different tools we have to offer concepts based on the needs of each student.”
In the short time utilizing these new manipulatives, Mrs. Scott has seen a positive impact in students, not only by improving their math skills but also by increasing their self-esteem and confidence that comes with understanding math concepts. First Grade student, Vada Moore said “Making the numbers felt good. It made me feel like I was doing it on my own. I know how to draw these numbers now.” The excitement of Mrs. Scott's rising mathematicians was evident in her math class as her students’ smiles lit up the classroom, smiles that captured the moment they “got it”.
Without our generous donors, resources like TouchMath would not be possible for our Goddard USD Students. The Goddard Education Foundation is dedicated to creating opportunities and expanding possibilities for Goddard students to be successful learners, like Vada Moore a rising first-grade Mathmetician. | mathematics |
https://www.modafabric.co.uk/moda-geometry-euclid-graph-dark-blue-fabric.ir | 2021-01-27T07:03:16 | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610704821253.82/warc/CC-MAIN-20210127055122-20210127085122-00165.warc.gz | 0.886319 | 424 | CC-MAIN-2021-04 | webtext-fineweb__CC-MAIN-2021-04__0__90863461 | en | Moda Geometry Euclid Graph Dark Blue Fabric
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The Moda Geometry Euclid Dark Blue Fabric is a 100% cotton quilting fabric, sold and priced as a 1/4m Long Length. It can be used for patchwork and quilting, home decor, light to medium weight curtains, cushions, craft projects and for making beautiful clothes
The Moda Geometry fabric collection, by Janet Clare, celebrates here love of maths equipment; from rulers, protractors, compasses to the best of them all - the graph paper. Give Janet Clare some indigo ink and a piece of squared paper and she's a very happy quilter!. The Geometry Fabric range features isosceles triangles, right angles, quadrants and cubes all painted by hand on graph paper, in co-ordinating colours with the addition of a nice sharp green for added flair. Why not use Geometry for your next quilting masterpiece....
Priced Per 1/4m Long Length, with multiple lengths supplied in a continuous length. (e.g. a quantity of 5 meaning 5 x 1/4m = 1.25 metres, which would be cut and sent as a 1.25 metre piece.
This Cotton patchwork fabric material is 44 Inch Wide Wide.
Please note, that this product cannot be returned once cut from the roll. Thank you.
|Manufacturer Code||1495 21|
|Theme of Fabric||Geometric|
|Type of Fabric||100% Cotton|
|Available in the Future?||No|
|Width of Fabric||44 Inches Wide (112cm)|
|Sold as||Cut as a 1/4m Length x the width of the fabric. When you buy 5, we will supply 1.25m of fabric in one piece| | mathematics |
https://constantlyconnie.me/software/ | 2024-04-12T14:40:06 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296816024.45/warc/CC-MAIN-20240412132154-20240412162154-00550.warc.gz | 0.929049 | 284 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__181637567 | en | I’ve written a few small projects that I’ve released and have semi-maintained. Some of these are from my PhD, while others are work related. All are currently hosted on GitHub.
- brandseyer2 is an R library that wraps the DataEQ JSON API, providing a convenient interface for analysing and visualising a client’s account data in R. It’s licensed under the MIT license.
- CL-HEAP provides various implementations of heap data structures (a binary heap and a Fibonacci heap) as well as an efficient priority queue. The Fibonacci heap has interesting run time constraints, with many operations occurring in constant or amortised constant time, making it ideal for use in implementing other algorithms, such as Dijkstra’s shortest path and Prim’s minimum spanning tree algorithms. The project is licensed under the GPLv3, and written in Common Lisp.
- L-MATH is a Common Lisp library for simple linear algebra in geometric applications. Vector and matrix classes are available, as are linear interpolation functions and various operations related to creating rotation matrices. It also has some spline support (Hermite and Bézier curves, B-Splines and Catmull-Rom splines)! The code is licensed under the GPLv3, with the Classpath linking exception. | mathematics |
http://www.aboutonlinetips.com/what-is-google-pagerank/ | 2013-05-21T13:06:49 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368700014987/warc/CC-MAIN-20130516102654-00066-ip-10-60-113-184.ec2.internal.warc.gz | 0.927479 | 478 | CC-MAIN-2013-20 | webtext-fineweb__CC-MAIN-2013-20__0__32961326 | en | The heart of Google is PageRank™, a system for ranking web pages developed by founders Larry Page and Sergey Brin at Stanford University. And while they have dozens of engineers working to improve every aspect of Google on a daily basis, PageRank continues to play a central role in many of our web search tools.
It measures page importance on a scale from 0 – 10, where 10 is the highest. The PageRank algorithm analyzes the quality and quantity of links that point to a page.
PageRank aka PR is one of the methods Google uses to determine the relevance or importance of a Web page. PageRank is a vote, by all the other Web pages on the Internet, about how important a Web page is. A link to a Web page counts as a vote of support. If there are no incoming links to a Web page then there is no support.
A graphical representation of a web of links between sites used for PageRank calculations.
To calculate the PageRank for a page, all of its inbound links are taken into account. These are links from within the site and links from outside the site.
PR(A) = (1-d) + d(PR(t1)/C(t1) + … + PR(tn)/C(tn))
That’s the equation that calculates a page’s PageRank. It’s the original one that was published when PageRank was being developed, and it is probable that Google uses a variation of it but they aren’t telling us what it is. It doesn’t matter though, as this equation is good enough.
In the equation ‘t1 – tn’ are pages linking to page A, ‘C’ is the number of outbound links that a page has and ‘d’ is a damping factor, usually set to 0.85.
We can think of it in a simpler way:-
a page’s PageRank = 0.15 + 0.85 * (a “share” of the PageRank of every page that links to it)
“share” = the linking page’s PageRank divided by the number of outbound links on the page.
To add the PageRank Widget to your blog Click here !! | mathematics |
https://www.saints.mw/school-life/departments/maths/ | 2023-02-04T01:42:51 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500080.82/warc/CC-MAIN-20230204012622-20230204042622-00284.warc.gz | 0.964956 | 186 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__199588367 | en | Mathematics is a creative discipline. The language of mathematics is international. The subject transcends cultural boundaries and its importance is universally recognised. Mathematics has developed over time as a means of solving problems and also for its own sake.
Mathematical thinking is important for all members of a modern society as a habit of mind for its use in the workplace, business and finance; and for personal decision-making. Mathematics is fundamental to national prosperity in providing tools for understanding science, engineering, technology and economics. It is essential in public decision-making and for participation in the knowledge economy.
The department is committed to enhancing learning through the use of ICT. All five mathematics classrooms now have data projectors and two have interactive whiteboards. We subscribe to the MyiMaths.com website which is used both as a teaching resource, as well as a personalised learning tool. | mathematics |
http://xeuk.supersummit.net/visit | 2024-04-20T10:31:01 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817576.41/warc/CC-MAIN-20240420091126-20240420121126-00621.warc.gz | 0.916358 | 140 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__15697304 | en | Impressive, top-notch research labs. Our 70,000-square-foot Connie and Jim John Recreation Center. A residence facility with two courtyards, multiple lounges, a kitchen, computer labs, a gaming area and more. Make a plan to visit campus to see all of this and more — inside and outside of the classroom — at Kettering University.
At Kettering, we prepare students like you for extraordinary lives of service and leadership. Here, you’ll find the perfect combination of state-of-the-art facilities and rigorous degree programs in business, engineering, mathematics and science — and Kettering’s unmatched experiential learning opportunities. | mathematics |
https://leefilters.uservoice.com/knowledgebase/articles/23057-what-filter-do-i-need-to-convert-a-xk-lamp-to-a-co | 2023-06-03T04:04:40 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224649105.40/warc/CC-MAIN-20230603032950-20230603062950-00606.warc.gz | 0.80863 | 156 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__239338161 | en | What filter do I need to convert a xK lamp to a colour temperature of yK?
For example converting a 4200k lamp to 6000K you need to do the following calculation. Divide initial source into 1,000,000 = 1,000,000 / 4200 = 238 mireds, then divide the desired colour temperature into 1,000,000 = 1,000,000 / 6000 = 167 mireds. Subtract sum one from sum two 167 – 238 = -71 mired shift (the minus sign is important!). Select the filter with the nearest mired shift to -71, in this case it is 202 Half CT Blue (-78 mired shift). For mired shift values see our mired shift calculator on this website. | mathematics |
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