I recently started using Desmos, a free graphing tool, to come up with curve equations for my C# scripts.
Occasionally it can be helpful to have the formula for a specific curve in order to have more control over the modulation or falloff of a value. For instance, I recently had to code a waypoint system for VR that has the player look at specific waypoints around them; depending on the distance of their gaze from the waypoint, it will scale up the waypoint size slightly to give them visual feedback.
The problem I was running into was that when the player was too close to the waypoint, this scaling range felt way too large, so depending on the distance to the waypoint, the gaze activation distance should change as well. In short, I needed to find a curve that would modulate the gazeActivationDistance in an ideal way. From there I was able to decide what the gazeActivationDistance should be at various distances from the waypoint, and using that I could plot a curve that generally fit what I wanted.
I knew at a distance of 1m from the waypoint the gazeActivationDistance should be 1.2m, and at a distance of 2m from the waypoint it should be 1.3m, and at a distance of 3m it should be 2.2m. Using desmos.com and Epic Pen (a great little tool!), I was able to first mark down the points I knew, and then formulate an equation through trial and error. Because I’m not a calculus expert, I find this workflow fairly effective in getting me the results I need. Starting with the basics — exponents make curved parabolas, dividing extends the length of the curve, and adding offsets it in the y axis, I was able to plug in the values I needed as you can see in the video below:


5 edition of The Psychology Of Number And Its Applications To Methods Of Teaching Arithmetic found in the catalog.
July 25, 2007
by Kessinger Publishing, LLC
Written in English
|The Physical Object|
|Number of Pages||326|
Brownell WA () Psychological considerations in the learning and teaching of arithmetic. In: Reeve WD (ed) Teaching of arithmetic: the tenth yearbook of the National Council of Teachers of Mathematics. Dewey J () The psychology of number and its applications to methods of teaching arithmetic. D. Steffe L.P. () A New Cited by: This book presents the applications of this newer dynamic psychology to the teaching of arithmetic. Its contents are substantially what have been included in a course of lectures on the psychology of the elementary school subjects given by the author for some years to students of elementary education at Teachers College.
Studying Mathematics and its Applications aims to bridge this gap by focusing on the essential skills needed by students, helping them to study more effectively and successfully. The book leads the student through tasks, demonstrating how to use examples and cope with symbols and encouraging them to use these tools to apply mathematics and. method of teachin g by th e teachers, b ased on diff erent methods of teaching, we selected th ree of them teachers A, B, and C. PEOPLE: International Journal of Social Sciences.
An in-depth look at real analysis and its applications-now expanded and revised. This new edition of the widely used analysis book continues to cover real analysis in greater detail and at a more advanced level than most books on the subject. Encompassing several subjects that underlie much of modern analysis, the book focuses on measure and integration theory, point set topology, and the. This book covers all of the key issues surrounding the effective teaching of maths- a key subject in its own right, and one that forms an important part of many other disciplines. The book includes contributions from a wide range of experts in the field, and has a broad and international perspective.4/5(1).
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The Psychology of Number and Its Applications to Methods of Teaching Arithmetic Kindle Edition by John Dewey (Author) Format: Kindle Edition.
See all 58 formats and editions Hide other formats and editions. Price New from Used from Author: John Dewey. The Psychology of Number and Its Applications to Methods of Teaching Arithmetic Paperback – January 1, by John Dewey (Author), James Alexander McLellan (Author) See all 59 formats and editions Hide other formats and editionsAuthor: John Dewey, James Alexander McLellan.
The Psychology of Number and Its Applications to Methods of Teaching Arithmetic: By JAMES A. MCLELLAN, A.M., LL.D., and JOHN DEWEY, Ph.D By Cited by: 2. Teaching of Number " is introduced. Some eighty pages are devoted to primary arithmetic, the remaining seventy having to do with the work of the grammar school.
After emphasizing the value of psychology the authors proceed to seek the psychological origin of number, and find that " Number arises. The psychology of number and its applications to methods of teaching arithmetic by McLellan, J. (James Alexander), ; Dewey, John, Pages: Title:: The psychology of number: and its applications to methods of teaching arithmetic / Author:: McLellan, J.
(James Alexander), Author. Skip to main content. Login. Library. Trauma Overview; Trauma Experts; Healing Trauma. Dewey, J. and McLellan, J. A.:The Psychology of Number and its Applications to Methods of Teaching Arithmetic, Appleton, New York. This anecdote, recounted by Richard Skemp, sets the scene for chapter 4, which discusses the relationship between intuitive and reflective intelligence.
Although the book is replete with anecdotes and common place analogies, its ideas on educational psychology are centred wholly on the learning and understanding of mathematics. On the Psychology of Teaching Mathematics.
Psychology of mathematics teachers is an important component in teachers' education and also in curriculum planning and the process of implementing Author: Arash Rastegar. The psychology of number: and its applications to methods of teaching arithmetic / By J. (James Alexander) McLellan and joint author.
John Dewey. Abstract. Series title also at head of psychology can do for the teacher -- The psychical nature of number -- The origin of number: dependence of number on.
The psychology of number and its applications to methods of teaching arithmetic; By Dewey, John, The psychology of number and its applications to methods of teaching arithmetic. (New York, D. Appleton & Co., ), also by J.
McLellan (page images at HathiTrust). This banner text can have markup. web; books; video; audio; software; images; Toggle navigation. The psychology of number and its applications to methods of teaching arithmetic.
[J A McLellan; John Dewey] -- "In presenting this book on the Psychology of Number it is believed that a special want is supplied. The Psychology of Number and its Applications to Methods of Teaching Arithmetic (PN) was written by Dewey and James A.
McLellan and first published in 1 PN receives little attention from Dewey scholars, philosophers of mathematics, and mathematics educators. The Psychology of Number and Its Applications to Methods of Teaching Arithmetic, Book by James Alexander McLellan (Hardcover) | Buy the Hardcover Book The Psychology of Number and Its Applications to Methods of Teaching Arithmetic by James Alexander McLellan atCanada's largest bookstore.
The Connexion of Number and Magnitude An Attempt to Explain the Fifth Book of Euclid by Augustus de Morgan Notes on Observations Being an Outline of the Methods Used for Determining, the Meaning and Value of Quantitative Observations and Experiments in Physics and Chemistry, and for Reducing the Results Obtained by Sydney Lupton.
The psychology of number and its applications to methods of teaching arithmetic. New York: D. Appleton and Co., [ Links ] EBY, Frederick. História da educação moderna: teoria, organização e prática educacionais. Porto Alegre: Globo, [ Links ].
The psychology of number and its applications to methods of teaching arithmetic / by James A. McLellan and John Dewey.
Psychology of number and its applications to methods of teaching arithmetic. New York, D. Appleton and Co., (OCoLC) Document Type: Book: All Authors / Contributors: J A McLellan; John Dewey.ADS Classic is now deprecated.
It will be completely retired in October This page will automatically redirect to the new ADS interface at that point.The Number Sense: How the Mind Creates Mathematics, by Stanislas Dehaene, Google Books. The Psychology of Number and its Applications to Methods of Teaching Arithmetic by James A.
McLellan; John Dewey, at How Math Can Be Applied To So Many Different Fields, Mathematics and Quantitative Reasoning web site, B. Harford.


The problem is this:
Both calculations give you the same result!
float a = Vector2.Angle(Vector2.up, new Vector2(5f, 2f)); //a = 68.19859
float b = Vector2.Angle(Vector2.up, new Vector2(-5f, 2f)); //b = 68.19859
So how can you get the angle of a vector between 0 and 360 degrees?
double radians = Mathf.Atan2((y2-y1), (x2-x1));
double degrees = radians * 180f / Mathf.PI;
if(degrees < 0) degrees += 360; // degrees are now between 0 and 360
float angle = (float) degrees; //cast to float if you need to
Just use the correct orientation for (x1, y1) and you’re good…


Mathematics, Algorithms and Proofs 2012
The conference bropught together people from the communities of formal proofs, constructive mathematics, computer algebra and real algebraic geometry (in a wide meaning). It is a continuation of previous meeting in Dagstuhl (2003 and 2005), Luminy (2004), Castro Urdiales (2006), Leiden (2007 and 2011), Trieste (2008), Monastir (2009) and Logroño (2010). The slogan on this 2012 edition in Konstanz (situated at Lake of Constance, Germany, not far from Zürich, Switzerland) was "MAP meets RAGEA and GEOLMI and presents FORMATH".
The European project FORMATH (Formalization of Mathematics) is an outgrowth of the previous MAP meetings and deals with computer verified development, of both proofs and algorithms, in group theory, algebraic topology, linear algebra and computational analysis. The French project GEOLMI (Geometry and Algebra of Linear Matrix Inequalities with Systems Control Applications) and the German project RAGEA (Real Algebraic Geometry and Emerging Applications) deal among others with positive polynomials, sums of squares, linear matrix inequalities, determinantal and semidefinite representations, noncommutative real algebraic geometry and system control applications.
The objective of the conference is to bridge the gap between conceptual (abstract) and computational (constructive) mathematics by providing a computational understanding of abstract mathematics. We are not only interested in correct algorithms however, but also in the mathematical clarity that these concrete presentations provide. In formal proof management systems like Coq there is an increasing interest to exploit certificates found by numerical solvers (e.g., sums of squares certificates for positivity found by semidefinite programming solvers). The theory behind these certificates was one highlight of this 2012 edition of MAP.


When I landed my first teaching job, I was excited beyond words. I become consumed when I am passionate about something, soaking up everything about the object of my passion. On one particular evening, I was reading the employee calendar when something caught my eye. In the bottom left corner of each calendar block were two numbers separated by a slash. For example, 3/2 or 6/12. I was unsuccessful in trying to figure out these numbers so I flipped to the front of the book. I found an explanation.
Numbers in the bottom left corner of each school-day block denote the instructional day. The school year is made up of nine instructional months and 20 days each, for a total of 180 instructional days. For instance, 4/17 on December 2 is the 17th instructional day of the fourth month of school.
After reading this paragraph, I surmised there had to be a way determine the day of school (1-180) using those two numbers. I played around with different equations. My husband and daughter tried when I enlisted their help, but they couldn’t figure out an equation that would work. I can’t remember how long it took me, but I figured it out that evening.
The equation is: (IM-1)20 + ID= Day of School. That is if you take the instructional month subtract 1 and multiply the difference by 20 and add the instructional day, it would yield the day of school. I eagerly shared it with my class that first year. Considering that my students were only 8 and 9 year olds, I knew it might be difficult for them to understand. I did have one student who grasped the equation to my surprise.
As years passed, I shared the equation with my class, albeit later in the year when I had taught more math concepts. I was met with glassy eyes. My explanation didn’t go over any better with teachers. At the beginning of this year, (my 5th year) I made a commitment to teach this equation at the beginning of the year and require that students figure out the day of school every day. My efforts have reaped much fruit. Every day, I write the IM and ID on the board. Students use these numbers to figure out the day of school. This is their morning work. I’ve also added the expectation that they take the day of school, subtract it from 180 days using the standard algorithm or using mental math. Then they have to write the days we have gone and the days we have left as two fractions of the whole. Lastly, they have to draw a graphic illustrating all this. The graphic is a 3 X 3 grid. The 9 squares stand for each of the 9 instructional months. As we reach 20 days, they shade in a box.
From this simple equation, I can teach much of 4th grade math content: Number & Operations, Fractions, Geometry, and Decimals. This equation that came out of curiosity is a fruitful and authentic math resource. I get so much, veritably, everything in 4th grade math, from one equation.


The odds of a bet is certainly a coefficient by which you will multiply your stake to know your gain, but it is also and above all the representation of something more important: a probability.
Understanding how to get odds from a probability or get the opposite, i.e. the odds of a odds, is probably one of the first steps to finding a value bet, i.e. a bet with a positive expectation of gain — as a reminder, playing values bet is the only way to win bets on the long term.
It should be noted that sports betting consists of evaluating the odds with a soccer betting guide or probability of an event (the victory of a football team or a tennis player for example). To translate this probability, bookmakers use odds to facilitate the use of bets.
A PROBABILITY: WHAT IS IT?
Risk is an integral part of our lives. For instance, what are my chances of not missing my train? What is the probability of rain tomorrow? The probability is measured on a scale from 0 (which means there is no chance for the event to happen) to 1 (which corresponds to the absolute certainty that an event occurs).
The face-to-face game is a simple and effective way of explaining probabilities. When throwing a coin, it will inevitably fall on the pile or face. This is a certain event with a probability of 1 (100% chance that the coin will fall on stack or face). Obviously, as a soccer bettor, you want to know the probability that your coin falls on your choice, for example, the pile side. You should make use of site for football predictions statistics to enhance your opportunity of winning your bets.
Probability = favorable results / all possible outcomes
As a bettor, you will like to know your chances of winning and therefore the chances that the coin falls on the stack (the favorable result). Thus, it is enough to divide the number of favorable results by the number of possible total results.
So here we get the probability = 1/2 = 0.5
In general, we express a percentage probability; by multiplying the probability of your event (here 0.5) by 100, we can say that there is a 50% chance that the coin falls on the stack and that our event is realized to win our bet.
Find the odds from the probability
The odds are the default format used by bookmakers, and you can find the odds from the probability with this simple equation:
Rating = 1 / probability of your chosen outcome
Thus, the odds of a coin falling on its face is one divided by the probability that it will occur, i.e., 0.5. The result is a decimal point of 2.0 (rating = 1 / 0.5 = 2)
Find the probability from the dimension
Now you can also take the odds and perform the inverse calculation to find the probability.
Probability = 1 / Rating
For example, if the bookmaker offers you a rating of 3 for a given event, then that means that he estimates the probability of the event to be 1/3 = 33%. If your personal analysis of the event tells you that the probability is actually higher, then you have found a value bet.
The rating allows you to know your gain
Calculating odds and probability opens doors for you to find a value bet, and it also allows you to know the gain of your bet. For our stack or flip example, the multiplication is simple:
Earnings = Bet Per Side
Thus, if you bet $10 on a bet with odds of 2.0, your win (bet included) will be $10 * 2 equals $20 (this includes your bet of $10 + gain of $10).
Understanding where the odds come from is an essential key to your evolution as a soccer bettor. Indeed, it allows you to translate the odds offered by the bookmaker into a probability. Your job is then to determine your own likelihood of the event. If your probability is higher than the bookmaker, then you have found a value bet. However, playing values bet is the only way to generate gains on sports bets in the long run.
Finding bet values yourself being a bit technical, you’ll have to do what is called tipster tracking. This means that you play the same football prediction for today and tomorrow as people who know how to find the right bets. By following their predictions, this allows you to generate gains over the long term. It’s a simpler way to play values bet.


Prof Dr Ibrahim Mohamed
Ibrahim Mohamed received the BSc degree in Mathematics from University of Bristol, UK, MSc in Biometrics from Reading University, UK, in 1994, and a PhD degree in Statistics from Universiti Teknologi Mara in 2005. He is currently a Professor with the Institute of Mathematical Sciences, Universiti Malaya (UM).
His research interests include ...
imohamed [at] um.edu.my
+603 7967 4329


You're reading an old version of this documentation. If you want up-to-date information, please have a look at 0.10.1.
- librosa.segment.path_enhance(R, n, *, window='hann', max_ratio=2.0, min_ratio=None, n_filters=7, zero_mean=False, clip=True, **kwargs)
Multi-angle path enhancement for self- and cross-similarity matrices.
This function convolves multiple diagonal smoothing filters with a self-similarity (or recurrence) matrix R, and aggregates the result by an element-wise maximum.
Technically, the output is a matrix R_smooth such that:
R_smooth[i, j] = max_theta (R * filter_theta)[i, j]
where * denotes 2-dimensional convolution, and
filter_thetais a smoothing filter at orientation theta.
This is intended to provide coherent temporal smoothing of self-similarity matrices when there are changes in tempo.
Smoothing filters are generated at evenly spaced orientations between min_ratio and max_ratio.
This function is inspired by the multi-angle path enhancement of , but differs by modeling tempo differences in the space of similarity matrices rather than re-sampling the underlying features prior to generating the self-similarity matrix.
if using recurrence_matrix to construct the input similarity matrix, be sure to include the main diagonal by setting
self=True. Otherwise, the diagonal will be suppressed, and this is likely to produce discontinuities which will pollute the smoothing filter response.
The self- or cross-similarity matrix to be smoothed. Note: sparse inputs are not supported.
If the recurrence matrix is multi-dimensional, e.g. shape=(c, n, n), then enhancement is conducted independently for each leading channel.
- nint > 0
The length of the smoothing filter
- windowwindow specification
The type of smoothing filter to use. See filters.get_window for more information on window specification formats.
- max_ratiofloat > 0
The maximum tempo ratio to support
- min_ratiofloat > 0
The minimum tempo ratio to support. If not provided, it will default to
- n_filtersint >= 1
The number of different smoothing filters to use, evenly spaced between
min_ratio = 1/max_ratio(the default), using an odd number of filters will ensure that the main diagonal (ratio=1) is included.
By default, the smoothing filters are non-negative and sum to one (i.e. are averaging filters).
zero_mean=True, then the smoothing filters are made to sum to zero by subtracting a constant value from the non-diagonal coordinates of the filter. This is primarily useful for suppressing blocks while enhancing diagonals.
If True, the smoothed similarity matrix will be thresholded at 0, and will not contain negative entries.
- **kwargsadditional keyword arguments
Additional arguments to pass to
- R_smoothnp.ndarray, shape=R.shape
The smoothed self- or cross-similarity matrix
Use a 51-frame diagonal smoothing filter to enhance paths in a recurrence matrix
>>> y, sr = librosa.load(librosa.ex('nutcracker')) >>> hop_length = 2048 >>> chroma = librosa.feature.chroma_cqt(y=y, sr=sr, hop_length=hop_length) >>> chroma_stack = librosa.feature.stack_memory(chroma, n_steps=10, delay=3) >>> rec = librosa.segment.recurrence_matrix(chroma_stack, mode='affinity', self=True) >>> rec_smooth = librosa.segment.path_enhance(rec, 51, window='hann', n_filters=7)
Plot the recurrence matrix before and after smoothing
>>> import matplotlib.pyplot as plt >>> fig, ax = plt.subplots(ncols=2, sharex=True, sharey=True) >>> img = librosa.display.specshow(rec, x_axis='s', y_axis='s', ... hop_length=hop_length, ax=ax) >>> ax.set(title='Unfiltered recurrence') >>> imgpe = librosa.display.specshow(rec_smooth, x_axis='s', y_axis='s', ... hop_length=hop_length, ax=ax) >>> ax.set(title='Multi-angle enhanced recurrence') >>> ax.label_outer() >>> fig.colorbar(img, ax=ax, orientation='horizontal') >>> fig.colorbar(imgpe, ax=ax, orientation='horizontal')


York University mathematics instructors have introduced an open educational resource called WeBWorK, which allows math students to practice their skills with an unlimited number of problems and receive instant feedback. YorkU is piloting the program with over 700 Linear Algebra students. YorkU Assistant Professor Andrew McEachern additionally paired the platform with Discord so that students could ask questions and quickly receive answers. McEachern said that so far, his students have been reporting much less anxiety about their homework. “In my opinion, if even one student benefits, it’s worth it,” said McEachern.


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Published June 15, 2006
by W. H. Freeman .
Written in English
|The Physical Object|
Newly retitled The Practice of Statistics for Business and Economics to reflect the true scope of its coverage, this new third edition of the text is its most accomplish yet--a conceptually rich, mathematically accessible survey of basic statistical methods in a business/economics context that emphasizes working with data and mastering statistical reasoning/5(22). The Practice of Business Statistics offers a welcome innovation by allowing students to make data-informed, real-world business decisions almost from day one. By discussing data production and interpretation early in the book data analysis can then be used throughout the course/5. The Practice of Statistics for Business and Economics on *FREE* shipping on qualifying offers. The Practice of Statistics for Business and Economics/5(11). Business Statistics in Practice, Eighth Edition provides a modern, practical and unique framework for teaching an introductory course in Business Statistics. The textbook employs realistic examples, continuing case studies and a business improvement theme to teach the by:
Business Statistics and Analytics in Practice 9th Edition by Bruce Bowerman (Author), Anne M. Drougas (Author), William M. Duckworth (Author), Amy G. Froelich (Author), Ruth M. Hummel (Author), Kyle B. Moninger (Author), Patrick J. Schur (Author) & 4 more4/4(1). fields of economics, business, psychology, education, biology, law, computer science, police science, and early childhood development require at least one course in statistics. Included in this chapter are the basic ideas and words of probability and statistics. You will soon understand that statistics and probability work together. You will. This book covers the following topics: An Introduction To Business Statistics, Dispersion And Skewness, Correlation Analysis, Regression Analysis, Index Numbers, Analysis Of Time Series, Probability Theory, Probability Distributions, Sampling And Sampling Methods, Sampling Distributions, Statistical Estimation, Testing Of Hypotheses, Non-parametric Tests, Statistical Quality Control, Indian Statistics. Many students are using our Free Statistics Lab Manual\rwhich loads into most spreadsheets.\rIt is really a Quick way to learn.\rIt is a stand alone but was designed to use with our free\rQuick Notes Statistics textbooks.\rThis textbook free pd\.
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This site is an unofficial dump for a load of useful maths stuff. I designed it for KGV people, but its not a service that the college provides, it's just... me. For reference, we follow the AQA Mathematics Specification (6360)
A lot of the things here are PDF files. If you find out that you can't open them, try downloading a new version of Adobe Reader.
- Mr. Coggon's Sheets: Revision sheets on lots of C1 and C2 topics.
- AQA 2006 Core papers. Now made legacy by AQA, but teachers still use them, so I held onto them. I sure hope this is legal!
- Misc file dump.
More to come when it's needed, I suppose.


It helps us in the collection, analysis and representation of data either by visualisation or by numbers into a general understandable format. The "Inferential staff " thus takes on the meaning of both scientific fantasy and practicable imagination. Definition: Inferential statistics is a technique used to draw conclusions and trends about a large population based on a sample taken from it. If you do choose to use one of these methods, keep in mind that This module explores inferential statistics, an invaluable tool that helps scientists uncover patterns and relationships in a dataset, make judgments about data, and apply observations about a smaller set of data to a much larger group. ; Inferential Statistics Pronunciation En savoir plus. You can measure the diameters of a representative random sample of nails. inferential définition, signification, ce qu'est inferential: 1. based on inference (= a guess or opinion that comes from the information that you have): 2…. These can be particularly potent when we are looking to gather data on something that can only be given to a very limited population, such as a new diabetes drug. Example inferential statistics. Determining the percentage of students at a university that like vanilla ice cream by sampling several classes in multiple departments. So, overall speaking, there are mainly two disadvantages or limitations of using inferential statistics. Inferential Statistics. It isn’t easy to get the weight of each woman. Learn more. Definition of inferential statistics in the Definitions.net dictionary. Enrich your vocabulary with the English Definition dictionary Holistic or eastern tradition analysis is less concerned with the component parts of a problem, mechanism or phenomenon but instead how this system operates as a whole, including its surrounding environment. De très nombreux exemples de phrases traduites contenant "inferential statistics" – Dictionnaire français-anglais et moteur de recherche de traductions françaises. Generally, we divide statistics into two main branches which are Descriptive Statistics and Inferential Statistics. Inferential statistics are valuable when examination of each member of an entire population is not convenient or possible. Chapter 13: Inferential Statistics Recall that Matthias Mehl and his colleagues, in their study of sex differences in talkativeness, found that the women in their sample spoke a mean of 16,215 words per day and the men a mean of 15,669 words per day (Mehl, Vazire, Ramirez-Esparza, Slatcher, & Pennebaker, 2007) . Meaning of inferential statistics. How to use inferential in a sentence. inferential statistics definition in English dictionary, inferential statistics meaning, synonyms, see also 'inferentially',infernal',inertial',infernality'. Answer and Explanation: inferential definition: 1. based on inference (= a guess or opinion that comes from the information that you have): 2…. The examples regarding the 100 test scores was an analysis of a population. Statistical inference is meant to be “guessing” about something about the population. There are several techniques to analyze the statistical data and to make the conclusion of that particular data. When one says the population in statistics, it does not only imply the human population only. Statistics has a significant part in the field of data science. Inferential statistics definition. Inferential statistics definition: the theory , methods , and practice of forming judgments about the parameters of a... | Meaning, pronunciation, translations and examples A population can be either large or small, depending on what you’re analyzing. musicalhexagram.com L a "Portée in férentielle" assume ainsi le sens ta nt d'une fantaisie scientifique que d'une imagination praticable. For example, let’s say you need to know the average weight of all the women in a city with a population of million people. The second place that inferential statistics is useful is in hypothesis tests. including Inferential Statistics and Hypothesis Testing. Inferential statistics, unlike descriptive statistics, is the attempt to apply the conclusions that have been obtained from one experimental study to more general populations. Inferential Statistics • Inferential statistics help researchers test hypotheses and answer research questions, and derive meaning from the results 8. To get a clear view of the term inferential statistics, one needs to seek the understanding of the term population in statistics first. Définition inferential statistics dans le dictionnaire anglais de définitions de Reverso, synonymes, voir aussi 'inferentially',infernal',inertial',infernality', expressions, conjugaison, exemples Meaning/Definition: Descriptive Statistics is the branch of statistics that describes the population. In this post, we will discuss the inferential statistics in detail that includes the definition of inference, types of it, solutions, and examples of it. Inferential statistics allows you to make predictions (“inferences”) from that data. So we CANNOT REJECT the null hypothesis, meaning that the difference or relationship we have hypothesised about is not statistically significant. Above we explore descriptive analysis and it helps with a great amount of summarizing data. Inferential statistical tests are more powerful than the descriptive statistical tests like measures of central tendency (mean, mode, median) or measures of dispersion (range, standard deviation). This means inferential statistics tries to answer questions about populations and samples that have not been tested in the given experiment. With inferential statistics, you take data from samples and make generalizations about a population. Inferential statistics definition at Dictionary.com, a free online dictionary with pronunciation, synonyms and translation. Inferential Statistics: Inferential Statistics makes inferences and predictions about extensive data by considering a sample data from the original data. Inferential Statistics Definition – The Limitations. Inferential definition is - relating to, involving, or resembling inference. Nature of Work: Descriptive statistics organizes, analyses, and presents data in a perfectly meaningful way for more investigation. For example, to measure the diameter of each nail that is manufactured in a mill is impractical. Rather, it means entire raw data for the analysis. Statistics Canada (StatsCan): Canada's government agency responsible for producing statistics for a wide range of purposes, including the country's … Look it up now! Descriptive statistics allow you to describe a data set, while inferential... Estimating population parameters from sample statistics. Starting from a hypothesis about a population for which we want to draw conclusions, the inferential statistics uses the sample data and gives a statement about the validity of the hypothesis for the given data. What does inferential statistics mean? Depending on the question you want to answer about a population, you may decide to use one or more of the following methods: hypothesis tests, confidence intervals, and regression analysis. It uses probability to reach conclusions. Sampling Error: variability among samples due to chance vs population Or true differences? My skills are in algebra, geometry, analysis, descriptive statistics, inferential statistics, probabilities. Inferential statistics definition. A population is a group of data that has all of the information that you’re interested in using. This is where inferential statistics start playing. Information and translations of inferential statistics in the most comprehensive dictionary definitions resource on the web. Inferential statistical processes usually always begin with the calculation of descriptive statistics, but they are more dynamic and can be much more informative. The process of “inferring” insights from a sample data is called “Inferential Statistics.” Inferential Statistics Definition. Since inferential statistics experts already possess selection skills, it is reasonable to study expert knowledge in an effort to discover the nature of these supporting factors. Many techniques have been developed to aid scientists in making sense of their data. There are two branches of statistics - descriptive and inferential statistics. The module explains the importance of random sampling to avoid bias. Definition of Inferential Statistics (noun) The branch of statistics that makes generalizations about a population using data from a sample.Example of Inferential Statistics. In fact, considerable knowledge was found to be an essential basis for expert skill in several domains (e.g. Hypothesis testing. In those situations, we use Inferential Statistics. When you are using inferential statistics, you need to understand not only the advantages of using it but you should also know its limitations. Inferential Statistics is the branch of statistics that concludes the entire population by studying a sample percentage of people in the population. To do this sample data from the population are used. Overview of Inferential Statistics. Descriptive statistics analyse the findings from a sample, but inferential statistics tell you how the sample’s results relate back to the target population from which the sample was drawn. Inferential definition: of, relating to, or derived from inference | Meaning, pronunciation, translations and examples An introduction to inferential statistics Descriptive versus inferential statistics. Inferential statistics make statements about a population. Mes compétences portent sur l'algèbre, la géométrie, l'analyse, les statistiques descriptive, statistiques inférentielles, les probabilités. Inferential statistics use samples to draw inferences about larger populations. Limitations of using inferential statistics makes inferences and predictions about extensive data considering... Scientifique que d'une imagination praticable using inferential statistics '' – Dictionnaire français-anglais et moteur de de. Tries to answer questions about populations and samples that have not been tested in the field data... To answer questions about populations and samples that have not been tested in the most comprehensive dictionary definitions on... Statistics '' – Dictionnaire français-anglais et moteur de recherche de traductions françaises dictionary techniques... Member of an entire population by studying a sample percentage of students at university! About a large population based on inference ( = a guess or opinion that comes from the original data you... Part in the population the branch of statistics - descriptive and inferential statistics you! Inferential staff `` thus takes on the meaning of both scientific fantasy practicable! Explore descriptive analysis and representation of data that has all of the term inferential in! Either by visualisation or by numbers into a general understandable format definition is - to., probabilities analysis of a population is not convenient or possible raw data for the.... Main branches which are descriptive statistics, one needs to seek the understanding the. The understanding of the information that you ’ re interested in using you have ): 2… to... To, involving, or resembling inference when examination of each member of an entire population is not statistically.! For more investigation statistics first sampling Error: variability among samples due to vs. Is not convenient or possible a technique used to draw conclusions and trends about a large based. Convenient or possible begin with the calculation of descriptive statistics organizes, analyses, and presents data in a meaningful! Valuable when examination of each woman and presents data in a mill is impractical taken from it contenant inferential... Are used exemples de phrases traduites contenant `` inferential statistics tries to answer about... Isn ’ t easy to get a clear view of the information that have. And to make predictions ( “ inferences ” ) from that data explore analysis! From it are in algebra, geometry, analysis, descriptive statistics allow you to describe data! And it helps with a great amount of summarizing data more informative hypothesised about is convenient... At a university that like vanilla ice cream by sampling several classes in multiple departments the branch statistics..., probabilities have not been tested in the given experiment the entire population by studying sample... Summarizing data with the English definition dictionary Many techniques have been inferential statistics meaning to scientists! Field of data either by visualisation or by numbers into a general understandable format statistical. Statistical data and to make predictions ( “ inferences ” ) from that data helps us in given! ( = a guess or opinion that comes from the information that you re... At a university that like vanilla ice cream by sampling several classes in multiple departments inferential! Or small, depending on what you ’ re analyzing involving, or inference. Significant part in the given experiment for the analysis or possible meaning that the difference or relationship have. True differences or possible tested in inferential statistics meaning field of data science sampling several classes in departments! Fantasy and practicable imagination test scores was an analysis of a representative random sample of nails and generalizations! Rather, it does not only imply the human population only statistics are valuable when examination of each member an... `` thus takes on the web several techniques to analyze the statistical data and to make conclusion... Guess or opinion that comes from the information that you have ): 2…, but they are dynamic. You take data from the population that describes the population scores was an analysis of a population either by or. When one says the population the analysis samples due to chance vs population or true differences le ta... Among samples due to chance vs population or true differences while inferential... Estimating population from... Or relationship we have hypothesised about is not statistically significant my skills are in algebra,,... Have not been tested in the collection, analysis, descriptive statistics is a group of either. By sampling several classes in multiple departments perfectly meaningful way for more investigation statistical data to!


This document of FIN 419 Week 3 Individual Assignment Assignments from the Readings shows the solutions to the following problems:
Chapter 2: Problem 2.1
Briefly discuss the form and informational content of each of these statements.
Chapter 2: Problem 2.2
Chapter 4: Problem 4.23
Chapter 4: Problem 4.32
a. How large must the single deposit today into an account paying 8% annual interest be to provide for full coverage of the anticipated budget shortfalls?
b. What effect would an increase in your earnings rate have on the amount calculated in part a? Explain.
Chapter 4: Problem 4.46
a. Calculate the annual, end-of-year loan payment.
b. Prepare a loan amortization schedule showing the interest and principal breakdown of each of the three loan payments.
c. Explain why the interest portion of each payment declines with the passage of time.
Chapter 4: Problem 4.48
a. Assuming that Tim accepts the dealer’s offer, what will his monthly (end- of month) payment amount be?
b. Use a financial calculator or Equation 4.15a (found in footnote 9) to help you figure out what Tim’s monthly payment would be if the dealer were willing to finance the balance of the car price at a 9% annual rate.
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Compute the design according to unequal weighting.
a numeric vector with weights
The function will return the the kish factor
The factor is computed acording to 'Weighting for Unequal P_i', Leslie Kish, Journal of Official Statistics, Vol. 8. No. 2, 1992 $$ deff = \sqrt n \sum_j w_j^2 / (\sum_j w_j)^2$$
#>  1#>  1.273886


Colours, Patterns and Numbers
LEGO DUPLO bricks are a great, simple tool to learn about the world around us. In small groups your class will investigate colours, patterns and numbers with DUPLO. Designed for young minds and small hands, this programme also includes plenty of independent creative play in our DUPLO and LEGO pits.
Age range: 3-5 years old (up to Year 1)
Session Length: Rotations of 20-30 minutes facilitated learning and 30-40 minutes creative play
Price: $4.50 per child per hour (Minimum $60 per hour) + GST
Capacity: Up to 32 children
- - Colours, numbers and shapes work together to make patterns
- - Patterns can be useful for communicating
- Tactile play provides opportunities to learn about strength, size, shape and colour.
Your class will split into small groups (typically 8-10) to spend time investigating colours, patterns and numbers with LEGO DUPLO blocks at Imagination Station. The session finishes with independent play in our DUPLO and LEGO play area - great for creativity, spatial awareness and fine motor skill development.
We are learning to:
- - Count up to 10
- - Name colours
- - Recognise patterns
- - Name patterns
- - Distinguish the concepts of 'more' and 'less'
Te Whāriki Links:
Exploration | Mana Aotūroa
- Playing, imagining, inventing and experimenting | te whakaaro me te tūhurahura i te pūtaiao
- Using a range of strategies for reasoning and problem solving | te hīraurau hopanga
- Making sense of their worlds by generating and refining working theories | te rangahau me te mātauranga
- Communication | Mana Reo
- - Recognising mathematical symbols and concepts and using them with enjoyment, meaning and purpose | he kōrero pāngarau
- - Expressing their feelings and ideas using a wide range of materials and modes | he kōrero auaha
New Zealand Curriculum Links:
- Students consider how colours, numbers and shapes can work together or independently to make patterns.
- Using language, symbols and text:
- Students use language to describe the colour, shape, and size of bricks and the patterns they make from DUPLO.
- Managing Self:
- During independent play, students manage their own behaviour appropriately for the environment.
- Relating to Others:
- Students will work together to describe and create patterns.
- Participating and contributing:
- In a group setting, students are encouraged to help the team describe and create patterns.
More resources are coming soon, but in the meantime why not check out our free worksheets?


I need to create a file that allows me to calculate the throughput of the network and check with the values of the graph TCPStream. How can I export the graph data TCPStream.
I have calculated the throughput considering the following formula:
throughput = packet length / (time of arrival of the packet - time of arrival of the previous packet). Using this formula I have found differents values from the graph of TCPStream
Example: Considering the values below: Observe that the packets are filtered by: ip.addr == 10.136.1.12 and ip.addr == 10.250.40.10 and tcp.port == 102
throughput = 66 * 8 / ( 0.030623 - 0.012479) = 29100.5291 bits/sec
Please, what is wrong with this way to calculate the throughput
asked 23 Dec '12, 05:38
edited 06 Mar '14, 18:06


By Michael Huber
The monograph presents the 1st complete dialogue of flag-transitive Steiner designs. it is a primary a part of the examine of hugely symmetric combinatorial configurations on the interface of numerous mathematical disciplines, like finite or prevalence geometry, staff thought, combinatorics, coding thought, and cryptography. In a sufficiently self-contained and unified demeanour the class of all flag-transitive Steiner designs is gifted. This contemporary end result settles attention-grabbing and difficult questions which have been item of analysis for greater than forty years. Its facts combines tools from finite team idea, prevalence geometry, combinatorics, and quantity thought. The e-book encompasses a extensive advent to the subject, besides many illustrative examples. additionally, a census of a few of the main normal effects on hugely symmetric Steiner designs is given in a survey bankruptcy. The monograph is addressed to graduate scholars in arithmetic and laptop technology in addition to proven researchers in layout idea, finite or prevalence geometry, coding idea, cryptography, algebraic combinatorics, and extra usually, discrete arithmetic.
Read or Download Flag-transitive Steiner Designs (Frontiers in Mathematics) PDF
Best combinatorics books
The layout of this booklet is exclusive in that it combines positive factors of a conventional textual content with these of an issue booklet. the cloth is gifted via a sequence of difficulties, approximately 250 in all, with connecting textual content; this can be supplemented by way of one other 250 difficulties compatible for homework task. the issues are established with a purpose to introduce recommendations in a logical order, and in a thought-provoking means.
Extra info for Flag-transitive Steiner Designs (Frontiers in Mathematics)
Z Therefore, Φ∗d−1 (2) ≤ z = d. As Φ∗d−1 (2) = 1 has already been considered, we may suppose that Φ∗d−1 (2) = d. 5 (b) yields d ≤ 19. The small number of cases can easily be checked by hand as above. Again, it turns out that only k = 4 can occur. Let us suppose now that k is not a power of 2. We distinguish two cases according to whether or not some non-trivial translation preserves a block B ∈ B. Let TB = 1. Then B is a disjoint union of aﬃne subspaces Xi of AG(d, 2), i ≥ 1 (namely the point-orbits Xi of TB contained in B).
As clearly rank(D) ≤ s, the claim is established. 24 Chapter 4. Highly Symmetric Steiner Designs Tactical decompositions may be applied to get inside the orbit structures of groups of automorphisms of incidence structures. 11. Let D = (X, B, I) be an incidence structure with incidence matrix A of rank |X| over R and G ≤ Aut(D) a group of automorphisms of D. Then, the number of orbits of G on the block set B is at least as large as the number of orbits of G on the point set X. Proof. It can easily be seen that the point and the block orbits of G form a tactical decomposition of A.
5. Let d > 3, and let us assume that G containing P SL(d, q) as simple normal subgroup operates on the projective space P G(d − 1, q) and that for all g ∈ G with |M g ∩ M | ≥ 3 we have M g = M , where M is any set of points of P G(d − 1, q) of cardinality k with 3 ≤ k ≤ |H| and H a hyperplane of P G(d − 1, q). Then, for |M ∩ H| ≥ 3, we have M ∩ H = M . Proof. For k = 3 the assertion is trivial. So, we assume that 3 < k ≤ |H| = q q−1−1 . The set of all translations T (H) form an Abelian group which operates regularly on the points of P G(d − 1, q) \ H by a theorem of Baer, but trivially on H as the central collineations ﬁx each point of H.


Division is often the last of the basic arithmetic operations that students learn. Of course, when students first start to do divisions, they will begin with very simple problems such as dividing 4 by 2, dividing 6 by 3, or dividing 8 by 4. The next stage is to learn how to divide multi-digit numbers by a single digit one, and only after mastering this can students advance to long division (dividing one multi-digit number by another). Good and patient teaching is of course essential for students to progress, but by itself it is not enough: students also need plenty of practice at performing divisions แทงบอลออนไลน์.
It would probably be fair to say that in days gone by, some math teachers were not too concerned about finding fun and interesting classroom activities for their students – as long as students practiced their sums, the teacher would be satisfied. Teaching methods have fortunately moved on since those days. Today’s teachers know that students who are engaged with their class tend to learn better, and hence interesting classroom activities and educational games are becoming increasingly popular. One such educational game that has become increasingly popular in recent years, is bingo.
It turns out that bingo is ideally suited for use in math class: it’s adaptable to a wide variety of classroom situations and styles of play, it’s incredibly easy for students to play (but still enjoyable), and most importantly given the financial constraints that teachers often face work under, it doesn’t require expensive materials or resources. The mechanics of the game in educational versions of bingo are basically the same as in normal bingo, but there is one key difference: instead of using bingo cards containing numbers, items relating to the topic of the lesson are used instead. So, obviously in a math class, math problems such as long divisions would be used. Students are then required to write in the answers to these questions, rather than simply marking items off their cards.
So what if you’re a teacher, and you’d like to try bingo out with your students? Well obviously you’ll need some suitable printed bingo cards – but where do you get them? Actually it’s very easy – you can print them yourself using your computer: download some bingo card creator software, and it’s a snap to print as many bingo cards as you want, on any subject at all.


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Quantum Attacks on Knapsack Cryptosystems
Quantum computers exploit qunatum parallelism and interference to outperform many classical algorithms and solve previously difficult number theory problems, making them the next major weapon in cryptanalysts' attempts to crack current classical encryption schemes. When a practical quantum computer is eventually produced, which cryptosystems will remain secure? We examine cryptosystems based on the knapsack, or subset-sum, problem in number theory. The problem can be stated as: Given a set B of integers, what subset (if any) sums to the integer S? We focus on H. W. Lenstra's Powerline system of encryption, which can be reduced to a Chor-Rivest knapsack cryptosystem by a solution of the discrete logarithm problem. Exploiting the strengths of quantum computing, we will write a quantum algorithm designed to solve the Powerline system more quickly than possible with current classical methods of attack. Although a full-scale quantum computer does not yet exist, we will test the efficiency of our algorithms by modeling quantum attacks on the Powerline system using a small-scale classical simulation. Our algorithms will demonstrate quantum computing's application to cryptography and help in the search for a post-quantum-computing method of securing information.


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Mathematics Class – 9th Test Series for both Urdu Medium and English Medium Students have been uploaded. Mathematics Class – 9th, test series have been prepared according to the pattern and new syllabus of all Punjab Boards of Intermediate and Secondary Education. The test series include Chapter Wise Tests, Quarter Book Tests, Half Book Tests and Full Book Tests
Click here: – Pakistan Studies Class 9th Test Series (Chapter Wise)
We have prepared this test series for the students to self evaluate by taking these tests. School, Colleges, and Academies can also take advantage of this Mathematics – Class 9th test series by viewing online or by downloading without any cost. This Mathematics – Class 9th test series is free of cost for all the viewers i.e. students and teachers. The individuals (students) can take advantage so they can self evaluates their progress.
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BAAB-UL-ILM Notes is a milestone of BAAB-UL-ILM Academy of Science and Commerce . We are trying to provide quality notes free of cost and without any restriction. Our ambition is to help students and teachers by providing quality notes, tests and possible help. So، the students can prepare according to their paper scheme. They can maximum and excellent grades. Teachers can also get benefits to teach and help their students by using these notes and tests.
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My daughters are geniuses. I know, every mom says that about their kids, but I’m telling you the truth. My girls are going to be a doctor and a scientist, so yes, I’m already saving for their college years! While they do have a natural affinity for science and math, I want to make sure I’m doing my part to encourage them, so I came up with these six simple phrases to encourage girls to love science & math!
Encouraging Girls to Love Science & Math with Six Simple Phrases
#1. Girls can be whatever they want to be!
In a society where everyone things science and math is reserved for boys; girls need reminded of this. Remind your girl often that it’s okay to love science and that she can be whatever she wants to be.
#2. Science and math are so cool!
Not everyone loves science and math, so if you have a daughter that is into this, encourage her. Make sure she knows that science and math are cool and it’s okay to love them.
#3. You can land a cool job in the science and math industry.
Engineering, scientist, lawyer, teacher—there are so many awesome jobs in the science and math industry. Make sure you tell your girls about these jobs. Let them know that their love for science can turn into a lifelong career.
#4. Girls do science and math.
I’m not sure who keeps telling girls that they can’t do something, but they need to stop. Girls can do science and math. With the right confidence, girls can do anything they put their mind to. Girls listen to the voice inside of the head. You need to be that positive voice inside of their head telling them they can totally do science and math.
#5. Tell them who inspires you!
Girls need inspirational people and role models to help them in life. Find scientist and mathematicians that are women. Also, share with your girls who inspires you! Help them find inspiration through positive role models. It’s not about just telling them they are awesome; it’s about giving them the tools and the power to be awesome.
#6. Science and math can change the world.
Girls can behind world change. Encourage girls to love science and math by letting them know they are world changers. Think about what science and math has done for the world. When you encourage them to love science and math, you are creating world changers!
I love knowing that I’m doing my part in encouraging my girl’s love of science and math with these simple phrases. Take some time today to use your favorite phrase to encourage your daughter! You should also be sure to pin this with the image below to come back for later!


I guess rather than depicting space and celestial beings, I chose something to base my painting on that is encompassing of everything, the Golden Ratio is everywhere, from architecture, the galaxy, nature, and art.
The famous Golden Ratio has captivated mathematicians, artists, designers, and scientists for centuries. Also related to the Fibonacci sequence, its ubiquity and astounding functionality in nature suggests its importance as a fundamental characteristic of the Universe.
The Golden ratio was used to achieve balance and beauty in many Renaissance paintings and sculptures. Da Vinci himself used the Golden ratio to define all of the proportions in his Last Supper, including the dimensions of the table and the proportions of the walls and backgrounds. The Golden ratio also appears in da Vinci's Vitruvian Man and the Mona Lisa. Other artists who employed the Golden ratio include Michelangelo, Raphael, Rembrandt, Seurat, and Salvador Dali.
In my painting, I chose to create a still life in the dutch golden age tradition. The nautilus shell presents one of the finest natural examples of a logarithmic spiral, although it does not exactly match the golden ratio like a golden spiral, it's the idea I wanted to get across instead. The golden ratio exists in calla lilies and roses which I chose to feature.
The piece is available at Modern Eden, please follow the link or contact the gallery for more information.
acrylic on gesso board, 2014
8 x 8 inches, 20.3 x 20.3 cm


Today'll be a quick post about what all the different numbers on the gears mean.
Most gears have two sets of numbers and non-circular gears have three sets.
The biggest number is the tooth count of the gear. This is a measure of the circumference and is helpful to know when making design choices. Most gears also list the prime factors of the tooth count. Prime factors help predict how many lobes/petals/points a design will have. In the picture above the tooth count of the gear is 135 and the prime factors are 3^3*5 (3*3*3*5). Some small gears have the tooth count as their only number due to space constraints. Prime factors will still be listed where the number is engraved beside the ring. Some gears have a prime number of teeth and therefor don't have any factors to list.
The numbers on the non-circular gears will be written as 'big number / small number' ( 120/24 for example). These numbers tell you about the different parts of the non-circular gears. These gears are constructed from arc-segments of different sized circular gears. A triangular gear that was 120/24 means that the flat 'sides' are made from part of a 120 tooth gear and the corners are made from part of an 24tooth gear. This is important to know because the resulting triangle gear will not work properly in a ring that is smaller than 120 teeth and the triangle ring will only work with gears that have fewer than 24 teeth (bigger ones will get stuck in the corners).
There is also hoops which have an inside and outside tooth count.
In the picture above the outside of the hoop has 210 teeth and the inside has 180 teeth. The prime factors of each are listed beside. On some hoops the tooth counts will be listed separated by a slash (210/180) due to limited space.
Additional note: Pen hole numbering
Pen holes come in 4 sizes: small, medium, large, and extra small. Small pen holes are on every gear and have a diameter of 3 mm, medium pen holes are on most gears and have a diameter of 6 mm, large pen holes are on some gears and have a diameter of 9 mm, and extra small pen holes are rarely seen on very specific gears and have a diameter of 1 mm. Each line of pen holes is numbered starting at 1 at the edge of the gear and counting up until the line ends. Lines of the same size are marked with A, then B, and so on. Line A starts closer to the edge of the gear than line B. The distance between A1, B1, and A2 are the same; this allows placing more equally spaced pen holes on the gear than one line could hold.
Non-circular gears also have 'side' and 'corner' pen holes to distinguish between.


Last editedJul 20212 min read
When you make an investment, how quickly will it double in size? While growth rates are impossible to predict with 100% accuracy, there are several measurements to help. One handy estimation tool is the rule of 70. We’ll reveal how to calculate doubling time using the rule of 70 below.
What is the rule of 70?
The rule of 70 offers a way to figure out the doubling time of an investment. In other words, it shows you how many years it will take for your initial deposit to double in size. You’ll need to know the specific rate of return in order to use the rule of 70 or doubling time formula. Although it won’t give you precise results, calculating doubling time is useful for general estimation purposes.
This calculation is also used to compare different investments. If each investment has its own rate of return, you can use the rule of 70 to figure out which one will double your money more quickly.
When to use the rule of 70
The doubling time rule can be applied to most investments. It’s frequently used when comparing mutual funds or growth rates for investment portfolios. Because it looks at long-term value, it’s often applied to retirement portfolios. Investors want to know that their investment will yield high enough returns within a specific timeframe. By looking at the doubling rate, they can decide whether to diversify their portfolio to increase its growth rate.
The reason why the rule of 70 is popular in finance is because it offers a simple way to manage complicated exponential growth. It breaks down growth formulas into a simple equation using the number 70 alongside the rate of return. This concept is also used to measure the doubling time of a country’s gross domestic product (GDP), which is helpful in comparing growth between different economies.
How to calculate doubling time?
You can calculate the doubling time of investments using a simple equation. However, to get started you’ll first need to know the investment’s annual rate of growth. You’ll then divide 70 by this growth rate according to the doubling time formula. Here’s what it looks like written out as an equation.
Doubling time formula:
Doubling Time = 70 / Annual Growth Rate
The result shows you the time, in years, it will take for your investment to double. For example, if your mutual fund is growing at an annual rate of 5%, you would divide 70 by 5 to see that it would take approximately 14 years for it to double.
Rule of 70 vs. rule of 72
The rule of 70 isn’t the only doubling time rule out there. You might also see reference to the rule of 72, as well as the rule of 69. These equations are nearly identical, but they simply use different dividends to come to slightly different results. The rule of 72 leads to longer doubling times, making it a slightly more conservative estimate.
Rule of 70 and compound interest
One important factor that should be considered when determining an investment’s future growth is compound interest. This is interest calculated over time on an initial or principal amount. Rather than staying static, the interest also includes accumulated interest from previous periods. The higher the number of periods, the higher the value of compound interest. This will impact the time it takes to double your money, so should be looked at alongside the rule of 70.
The bottom line
Not all investments will double in exactly the amount of time shown through this simple math equation. However, if you want a quick estimate of how long it will take to double your initial investment, the rule of 70 can be of some service. It’s particularly helpful if you need to compare multiple investments, providing useful insight.
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Write equations in slope intercept form
Writing equations in slope-intercept form pre-algebra 11-3 write each equation in slope-intercept form, and then find the slope and y-intercept a 2x + y = 3. How to write equations in slope intercept form when given slope and one (x,y) pair. Equations that are written in slope intercept form are the easiest to graph and easiest to write given the proper information all you need to know is the slope (rate.
A thorough understanding of how to use the slope and one or two points to write the equation of line in slope intercept form. This algebra lesson gives an overview of equations of lines and shows how to graph a line using the slope-intercept (y-intercept) form of a line. Tutorial 26: equations of lines write a linear equation in the slope/intercept form we want to write it in the slope/intercept form, which. Graphing equations in slope intercept form learning objective(s) give the slope intercept form of a linear equation and define its parts. Write the equation of the line for this graph to write an equation in slope-intercept form, we need the slope and the y-intercept just like it says in the name. The slope intercept form is basically y= mx + b (m is the slope of the line u r drawing and b is the y-intercept or the point on the y axis through which.
General form of equation of a line it has the advantage of working well with vertical lines, which the slope-intercept form and point-slope form do not. Writing linear equations date_____ period____ write the slope-intercept form of the equation of each line 1 write the point-slope form of the equation of the. Math by myself or math with someone activity e greany ©wwwthedailycafecom writing equations in slope-intercept form concept graph equations.
How to write equations in slope-intercept form, graph lines using a table of values, standard form of a linear equation, intermediate algebra. Practice for slope, y-intertcept, and writing equations write the slope-intercept form of the equation of each line given the slope and y-intercept 1. Unit 4 l-1 math 8 2014-2015 aim: to re-write linear equations in y = mx + b form (8ee6) rewriting equations in slope-intercept form the equation of a line.
Writing linear equations using graphs students learn to write the equation of a line in slope-intercept form using the graph of the line in some problems, the graph.
Writing linear equations using charts students learn to write the equation of a line in slope-intercept form using a table of ordered pairs the first step is to. Write the equation of the line:given two points write the slope-intercept form of the equation of the line algebra 1 - write the equation of the line given two. How to use the slope intercept form (in algebra) slope intercept of slope-intercept form you should write y = mx + b and for graphing equations.
Section 41 writing equations in slope-intercept form 177 using points to write equations write an equation of each line that passes through the given points. Explore slope-intercept form of a line connect the slope and y-intercept to the equation of the line challenge yourself in the line game. Rewriting linear equations in slope-intercept form jefferson davis learning center, sandra peterson rewrite each equation in slope-intercept form and state the slope. Write equations in slope intercept form when given various information learn with flashcards, games, and more — for free. A summary of slope-intercept form in 's writing equations learn exactly what happened in this chapter, scene, or section of writing equations and what it means.


Pima County Jted Cosmetology is a school servicing grades 11 to 12 and is located in the district of "Pima County JTED" in Casas Adobes, AZ. There are a total of 0 students and n/a teachers at Pima County Jted Cosmetology, for a student to teacher ratio of n/a. There are a total of 0 free lunch students and 0 reduced lunch students.
Pima County Jted Cosmetology has an average proficiency test score (in mathematics and languages) of n/a, which is equal to the Arizona average.
|Taking some courses||n/a|
|Taking some courses (not tests)||n/a|
|Passing some courses||n/a|
|Passing no courses||n/a|
Advanced placement (AP) is a program that offers high school students the ability to take college level courses and exams. These programs were created to be at the same level of most first year university courses. If the students were successful in the AP programs, they could potentially receive advanced placement, credit or exemptions when they go on to university. At Pima County Jted Cosmetology, there are a total of n/a students enrolled in advanced placement courses, with n/a taking some courses.
The proficiency in math and languages tables represent the percentage of students that scored at or above the proficiency level on their standardized state assessment tests. Although these tests are standardized within each state, the tests may vary from state to state. Comparing the results of one state to another may not always be an accurate or fair comparison.
At AreaVibes, we believe that education is the key to our children’s future. To show our support and to contribute to the nation’s future generation of students, we are offering educational scholarship awards.Learn more about the scholarship
|Hispanic or Latino||n/a||n/a||43.8%||23.6%|
|American Indian and Alaskan||n/a||n/a||4.9%||1.2%|
|Pcjted - Central Campus||50%||0.1||Casas Adobes, AZ|
|Carden Of Tucson||40%||0.7||Flowing Wells, AZ|
|Sonoran Science Academy - Tucson||54%||0.7||Casas Adobes, AZ|
|Lifelong Learning Academy||30%||0.8||Casas Adobes, AZ|
|Laguna Elementary School||30%||1.0||Flowing Wells, AZ|
|Mountain Rose Academy||55%||1.1||Casas Adobes, AZ|
|Robert Richardson Elementary School||48%||1.4||Casas Adobes, AZ|
|Lulu Walker School||39%||1.7||Casas Adobes, AZ|
|Marion Donaldson Elementary School||40%||1.7||Casas Adobes, AZ|
|Amphi Academy At Donaldson||50%||1.7||Casas Adobes, AZ|
|Flowing Wells Junior High School||30%||1.9||Flowing Wells, AZ|
|Centennial Elementary School||35%||1.9||Flowing Wells, AZ|
|Population density (sq mi)||512||57||91|
|Married (15yrs & older)||74%||53%||55%|
|Completed 8th grade||93.4%||83.7%||84.3%|
|Completed high school||93.3%||82.2%||83.0%|
|Completed some college||81.1%||62.0%||59.4%|
|Completed associate degree||58.2%||36.5%||38.5%|
|Completed professional degree||7.9%||2.9%||3.3%|