There are at least two things that define a scientist. First, we do experiments based on our ideas / theories to explore and understand the things we see around us. An experiment is a rather contrived situation where we try and arrange things to be as constant as possible apart from one aspect that we carefully change. Then we usually look for a change in a value (a number) of one of measurable quantities. Second, we try to realistically understand these numbers generated by the experiment. The experiment is like a question and the result is an answer, perhaps hidden, in the generated numbers. Scientists like this sort of a puzzle.
This all sounds a bit technical but in reality these "numbers" are usually based on things we can measure that help us see things clearly, such as 1, 2, 3 of course, or perhaps ON, ON, OFF, or greater or less, perhaps a light or dark band in an optical experiment. In other words, numbers are something that help clarify whatever it may be that we are trying to observe. Without numbers the picture can be fuzzy, indistinct and capable of being misinterpreted. With numbers the image starts to sharpen. Maths allows us to express observations with great precision
Clear observation is at the heart of all this: to try to see what is really in front of us, rather than what we might think or hope is there. Using maths we can be very specific about what we see, and then start to spot patterns that would be difficult to perceive otherwise. You could say that maths is the science of patterns .
Maths - to an experimenter
At school I had reading and writing problems and so I tended to learn things by studying diagrams, pictures and playing with machines. For example I learnt electronics by "reading" 100s of diagrams and making 100s of circuits. Sometimes I would make what looked like a perfectly reasonable circuit but it just wouldn't work — this puzzled and bothered me. When I got to university we learnt about the theory — the maths — that was involved. Although I could often work things out by experimenting I found that making an effort to understand the maths often made it profoundly clearer. When I re-worked the rogue circuits with what I had learnt from the maths they worked!
It was a very direct way of seeing why maths is so powerful. It was really exciting - in fact it was wonderful. Experimenting with electronics was a bit like finding a treasure island full of exciting things. Later, learning the maths theory was suddenly like being given the map to this treasure island!
It was only when I learnt the maths theory that I really started to get a broader understanding of what I was doing when I was soldering all those components together.
Maths in research – C60, Buckminsterfullerene
In 1985 a fabulous 60 atom carbon molecule called C60, Buckminsterfullerene, or Buckyball, was discovered in tiny amounts. C60 has the same shape as a soccer ball, all-be-it 100 million times smaller. It was a serendipitous discovery which is now revolutionising nano-technology. In 1996 its discoverers were awarded the Nobel Prize for chemistry. My PhD work was on making test tube quantities of C60.
We used a technique called infrared (IR) spectroscopy to search for C60. Atoms in molecules vibrate due to their thermal energy; this is what heat is. Molecules can absorb Infrared (IR) energy because of some of these vibrations, these movements. In general each atom can vibrate in 3 dimensions so something with 60 atoms will have a maximum of 3 x 60 = 180 vibrations. Only certain groups of these atomic motions will physically have the correct motions to interact with the IR energy and so only these will contribute to the molecule absorbing in this part of the spectrum.
Group theory is a mathematical technique that allows all the different possible combinations of atom movements to be accounted for. When you apply group theory to a 60 atom carbon molecule with no basic shape or symmetry it comes out with about 176 absorptions. This would produce a very complex IR spectrum and so would be difficult to search for. If we apply the technique to a more symmetrical 'flat sheet' of 60 atoms it predicts 25 IR bands. When we apply the maths to the very symmetrical football shaped C60 it predicts just 4 IR absorptions . This crucial piece of information meant we could start a practical search — and using this we found it. Only maths can predict the 4 line absorption of C60!
Without that piece of reliable information it would have been like looking for a needle in a hay stack. Without this piece of maths the investigations would have probably got more complicated rather than more elegant
Maths in education - the shake-a-gen
In one of my Gifted and Talented workshops  the children make a simple electrical generator. It consists of an empty film can, a strong magnet, some wire and an LED light bulb [4, 5]. The children wind the wire around the can and connect the two ends to the LED light. The magnet is put inside the can when they shake it the magnet moves in an out of the coil converting the mechanical energy into electrical energy so lighting the LED light
The question is how many turns of wire do the children need to wind onto the can? The answer can be found by hours and hours of trial and error or in just a few seconds using maths. The voltage (V) produced is dependant on the Area of the coil (A), the strength and rate you can shake the magnet (B) and the number of turns of wire (N). In maths terms it's pretty simple: voltage = V = A x B x N or in terms of the number of turns N = V / (A x B).
Using some basic data the children can use the equation to work out the number of turns they need to wind around the can which comes out at 1000 turns. Before I give them the magnets I ask them "what if you miscounted by say 10 turns so that you actually have 990 or 1010 turns on the coil. What difference will this make?"
The answers I get back are very revealing. Those who found the maths quite easy tend to realise that missing 10 turns is only a small amount of the total (only 1%) and usually feel confident that it probably won't make much difference to the LED brightness. Those who didn't have the maths skills however tend to be a bit lost - they don't quite know what to think
Without the maths the children would probably give up trying to get the LED to light as 100 to 200 turns simply do not generate enough electricity to get the LED to glow. The maths lets us leapfrog over guesses taking us directly into a region where success is likely.
Why maths is so important
In the process of trying to make science appeal to a wider audience it can often be presented with much of maths removed. There may be some justification for this in the early stages of education. The problem is that this may actually be the best time to learn these maths skills to set them up for later. School children may well be getting a broad outline of science but by restricting the maths it may make it harder for them to learn how to estimate properly and to know what information is reliable.
Maths is not necessarily appropriate to every aspect of life. In a complex world however, it can simplify things and help you decide if a piece of information is reliable or not. Reliable information is something very, very precious to humanity.
While putting this article together I wrote to colleagues in various different scientific fields for their thoughts and comments about maths:
Prof. Slobodan Danko Bosanac, Physist
Mathematics is an excellent slave but a very bad master … someone once said that statistics is not for enlightenment but should be thought as a support … like a lamppost is to a drunken man.
Prof. Norman Billingham, Chemist
The best thing I can say is that in 40+ years of working as a researcher in physical chemistry I've never met anyone who didn't wish that he knew more maths.
Neill Jones, Computer Programmer
Numeracy and an understanding of statistics has been of benefit when it comes to understanding when politicians are bending the truth. An understanding of probabilities has been useful in assessing risks … and knowing that betting on the lottery is a pound badly spent.
Chris P., school boy experimenter (dyslexic)
I find maths very impotent [important] in my exsperaments and i do like maths. I find math exspesarly useful in my mecanical tv exsperaments as you need to get the right timeing betwine the input vidio signal and the speed of the disc. math is also important when i am disianing [designing] my new exsperaments and when im doing tecnical drawing it is inportant as if it is one mill off the hole exsperament can be rewend [ruined].
Dr Bernd Eggen, Climate Scientists, Met Office UK
Mathematics and statistics underpin all areas of climate science and help make the results robust. The mathematical formulae that describe the interactions of the atmosphere with other components of the Earth's climate system are the basis for climate models - typically these equations are very complex and require supercomputers to solve them. Statistics plays a crucially important role in attribution & analysis of climate change, to separate the signal from [other factors and] noise.
Dr Simon Outram, Epidemiology Scientist
Mathematics are well beyond me, but statistics provide an excellent starting point for the scientific investigation of the distribution of diseases across the world's populations. However, they are also the source of a considerable temptation - confusing and equating statistical association with biomedical causation
Sir Harry Kroto, Chemist, Nobel Prize 1996
If one wants to understand English Culture, say the deeper creative aspects from Shakespeare to Pinter it stands to reason that one really needs to learn English. Analogously, if one really wants to understand the deeper cultural meanings of the Sciences the beautiful relationships that underpin the workings of Nature and the Physical World - Physics in particular whose language is Mathematics - one really does have to learn Mathematics. To those who say that one should be able to explain Science without Mathematics I respond: "Do you think we use mathematics to make life harder for ourselves? No we use it because it is the only way to understand it - It's not my fault, there really is no other way!
Russel Taylor, Engineering teacher in a USA College
"America's current (recession) problems are a direct result of not knowing enough maths!"
 Mathematics, Keith Devlin, Sci. Am. Lib, 1997. ISBN 0 716760223
 The CSC web site: www.creative-science.org.uk
 J P Hare Phd Thesis, Sussex University 1993, also see CSC web site URL above
 The shake-a-gen J. P. Hare, IOP press, Journal of Physics Education, September 2002, p.436-439.
 for short educational science movies please see the : Vega Trust web site
home | diary | whats on | CSC summary | latest news


Math WorldMath Magician
-You get to choose the rule to use and add as fast as you can!Number Line
-Add numbers by seeing how they "bounce" on a number line.Sum Sense
-This is a STOP THE CLOCK game! Arrange the numbers to make the addition sentence true.Addition Grid
-Drag the number to the chart to show all the ways to make that sum.Ten Frame
-Use a ten frame to add numbers, subtract, and compare numbers.Math Lines (make a ten)
-Shoot the ball at a number that makes a ten.Save the Whale (make a ten)
-Can you save the whale? You'll need to find all the ways to make 10.Adding 9
-To add 9, add 10 first then subtract 1...so easy!Adding Ten
-Add 10 to the number shown and fire at the submarine!Doubles
-Choose the correct number that doubles the one shown.Dart Board Doubles
-Can you aim for the right doubles fact?Number Balance
-Add clips to the balance on each side. You must make each side equal the same in order to balance the scale.
What TIME is it?!
-Help the viper eat the correct word (is or are) to match the nouns. Complete levels and advance stages!Pronoun Clubhouse
-Build the clubhouse of your choice by typing the correct pronoun to take place of the nouns.


Mtel math essay
High school (09) math mtel practice test this document is a printable version of the massachusetts tests for educator licensure (mtel ) mathematics(09) online practice test. Mtel test review information to help mtel test takers review and prepare for the mtel exam massachusetts teacher certification testing help. Is your general curriculum mtel exam nearing explore everything you need to know about the test in this article open the page get prepared to begin your teaching career the second section of the general curriculum test is the mathematics subtest. Pass the mtel we'll show you classes to help you pass guaranteed by passthemtelcom general curriculum math class is cancelled because of the by passthemtelcom by passthemtelcom about us who's behind this chuck zucco founder. Mtel math 03: prepare for the new general curriculum subtest [mary desouza] on amazoncom free shipping on qualifying offers this book will prepare you for the new mathematics subtest of the mtel general curriculum (03) exam it has over 50 lessons.
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Mtel math essay
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Sarah started her career at EY where she spent 10 years in the audit team after graduating with a first-class honours degree in mathematics and statistics from Newcastle University.
Sarah joined px Group from Able UK, the wind energy and marine decommissioning company, where she was Finance Director. Prior to that, Sarah held senior financial roles in other well-known North East businesses – including Banks Group and Cameron’s Brewery.
Sarah brings over 15 years’ worth of financial experience to px Group and leads px Group’s finance team. Sarah has responsibility for the financial health of the business and its sites.
copyright © px group 2020. all rights reserved


- Posted by Admin
- On July 26, 2016
It is Doctor Tom here and today I am going to talk to you about how not having a calculator in the science section is going to affect your science section result.
I got a question recently from one of our bootcamp members. In the science section, he was worried that he could not have a calculator.
The fact is it does not really change anything.
Even if you have a calculator, you will not use it anyway because if you did use it, it will just reassure yourself that you done the numbers right.
The way that ACER puts together the questions is in such a way that you don’t really need a calculator. There will be calculations. But, the numbers will be done in such a way that there are not huge decimal places.You will not be doing huge math.
It is not a maths test and you will not be tested on complicated math equations and calculations.
What ACER wants you to do is be able to do is use those numbers, calculations, and formulas to answer the questions with your reasoning ability.
The bottom line is you don’t need a calculator in the science section anyway so dont worry about it.
Keep going with your preparation and you will gonna do really well.
See you next time!


No School Monday, January 22
Students at Sibley Elementary in Albert Lea take part in “number talks.” It is a way for students to practice computing numbers in their heads and have conversations about why their answer does or does not make sense.
Like Albert Lea Schools on Facebook Follow Albert Lea Schools on Twitter
District Office: 211 Richway Drive, Albert Lea MN 56007, Phone: 507.379.4800, Fax: 507.379.4898
©2016 Albert Lea Area Schools.


STEM fields continue to lack representation of minorities and the problem is rooted in the underfunding of STEM programs in low-income communities that are predominantly Black and Hispanic. To have a sustainable STEM program, schools need equipment that are often expensive and unattainable. Due to lack of funding, minority students fall behind in admissions for STEM-related programs and majors. Increasing minority representation in STEM fields, requires an increase in exposure to STEM for minority students starting as early as possible. But before we discuss increasing exposure, we need to first understand the meaning of S.T.E.M and its underlying importance.
What Exactly is STEM?
STEM stands for Science, Technology, Engineering and Mathematics.
STEM careers are important to foster innovation and innovation affords us with new products and services that ensures society’s sustainability and continued development. Due to the rate of our technological and scientific advancement, STEM fields and careers are becoming increasingly important. Technology is pervasive in our lives and to maintain and improve that technology requires progression in research, innovation and development through STEM education and jobs.
According to the Bureau of Labour Statistics, STEM jobs are projected to grow by 10.8% between 2016 and 2026 compared to the 7.4% of regular jobs. As it stands, 69% of STEM jobs are held by Caucasians, only 9% by African-Americans and 7% by Hispanics.
To increase minority representation in STEM fields, there needs to be an emphasis on STEM programs and their importance in low-income communities for minorities.
Why are STEM Programs Important?
According to the Smithsonian Science Education Center, “78% of high school graduates don't meet benchmark readiness for one or more college courses in Mathematics or Science.”
High schools in low-income communities struggle to get funding for STEM programs and this leads to their inability to offer students exposure to STEM-related concepts and subjects. Subsequently, students aren't afforded the opportunity to develop STEM-related capabilities needed to prepare them for college-level coursework in STEM majors.
STEM programs in schools and communities give students the chance to develop and maintain an interest in STEM fields and careers. STEM education allows students to increase their awareness of the importance of careers in Science, Technology, Engineering and Math in our ever-changing technological world and opens the doors for students to pursue higher education in the relative STEM majors.
An exposure to STEM concepts and education also allows students to increase their self-efficacy and self-confidence in pursuing a higher education and career in STEM fields.
The Dorson Community Foundation offers STEM programming as a part of its new Dorson Scholars Program. This initiative is meant to broaden the eyes of our students to the scope of STEM careers and to address the underrepresentation of African-Americans and Hispanics in STEM fields and the lack of mentors and role models for STEM-interested students.


Break-Even Point, What is it? How do I calculate it?
Break even point is an important calculation for any business plan and it is the point at which you have sold enough to pay for all the Direct Costs (in other words all the products, materials, widgets, or whatever that you had to buy in order to sell) and also paid for all the Overheads (including your salary/wages or Drawings) for the full year.
It may be expressed in terms of
Value - How much you had to sell in £'s - or $'s to break-even
Time - How long it takes you to reach break-even point in weeks or months
Quantity - How many sales you had to make to reach break-even
You can also calculate how many sales, or items, you have to sell on average per week to reach break-even by the end of the trading year.
Although there are many formulae that can be used to calculate break-even, one of the simplest ways and easiest for the Bank manager (or any other funder) to understand is by Graph.
Imagine that you have calculated all of your Overheads, produced a Sales Forecast and know what the Direct Costs are associated with that Sales Forecast and have come out with the following figures
Direct Costs £5000
Then to construct the graph make the £ line equal to the total Sales Value (£25,000) and the time line equal to 12 months (for a years break-even calculation)
The next step is to draw a line at £10.000 to represent overheads and a line at £15,000 to represent Direct Costs (remember Direct Costs are added to Overheads because you need to pay both to reach your Sales Forecast.
The next step is to draw a line at £25,000 to represent the Forecast Sales
On day 1 of your business you have made no Sales and on day 365 you will have reached £25,000, therefore draw a line between these 2 points
Similarly on day 1 you will not have incurred any Direct Costs and so the only thing to pay is Overheads. On day 365 you will have bough £5.000 Direct Costs so draw a line between these two points.
Guess what? Where the two lines cross is your break-even point ( on this example at £12,500 of Sales sometime in the middle of June). If you know how much you are going to sell each item for then you can work out how many items you need to sell to reach £12,500 Sales and that is Break-Even
The major advantage of this system is that you can see, at a glance, where the best areas to work are to improve break-even. For instance a 10% reduction in Direct Costs will give the same improvement as a 5% saving in Overheads or a 4% (approx) increase in price - so you may be better off putting up your price a little rather than battling with suppliers for a discount.


Job market paper
In this paper, we develop new methods for analyzing high-dimensional tensor datasets. A tensor factor model describes a high-dimensional dataset as a sum of a low-rank component and an idiosyncratic noise, generalizing traditional factor models for panel data. We propose an estimation algorithm, called tensor principal component analysis (TPCA), which generalizes the traditional PCA applicable to panel data. The algorithm involves unfolding the tensor into a sequence of matrices along different dimensions and applying PCA to the unfolded matrices. We provide theoretical results on the consistency and asymptotic distribution for the TPCA estimator of loadings and factors. We also introduce a novel test for the number of factors in a tensor factor model. The TPCA and the test feature good performance in Monte Carlo experiments and are applied to sorted portfolios.


Do you know you can calculate the total energy requirements of your home? you can use the data to budget or use the system we are going to teach you to control your consumption. With this method, you will know which equipment is consuming most of the energy and how much Ikeja electric is charging you per hour to put them on.
Most household equipment has a wattage label (See the picture below). The wattage is the maximum energy the equipment will need for it to work perfectly. So for us to calculate how much Ikeja electric is charging when we put on our equipment we have to convert the wattage to kilowatt hours (KWh).
Most high-power appliances have an energy label on the back or base of the appliance. Look here to find the wattage, listed as "W."
NB: Please note, Some devices show a range of watts, such as "200–300W." It may be more accurate to choose the middle of this range or 250W in this example.
Also, some appliance labels do not list watts. In this situation, look for an amp or "A" measurement instead.
You will need to multiply the figure in ''A'' by the standard household voltage in Nigeria, which is 240v.
So for example, if I have a microwave label lists 6.5 amps and is plugged into a 240V outlet. It will consume 6.5 amps x 240 volts = 1560 watts.
Multiply the watt by hours used each day. So for this example, we could see that our appliance is rated 250W and I only put it on for 5 hours a day. Then what we do is multiply 250W by 5 hours to get the watt-hours per day.
(250watts x (5 hours/ day) = 1250 watt-hours/day.
For your home appliances like air conditioning bulbs, kettles, irons etc, make separate calculations for each season.
Also, remember that Refrigerators only draw power about ⅓ of the time, or about 8 hours a day if you never unplug them.
Divide your answer by 1000 since we are charged by the electricity company per kilowatt and 1000 watts make a kilowatt.
Converting the result above to kilowatt-hours per day
(1250 watt hours / day) ÷ (1000 watts / 1 kilowatt) = 1.25 kilowatt hours per day.
We are going to now find out how much Ikeja electric is charging us when we switch this appliance on for 5 hours a day.
To do this we need to know our rate per KWh hour from Ikeja electric. You can find this in the receipts (See image) and text messages you receive from us every time you recharge your meter or if you are on a postpaid meter, simply check your bill and look for the ''rate''.
Here we are going to use N21.30 which is the energy rate by Ikeja electric for a single phase residential areas that are non-rural.
You can also find out your Ikeja energy rate here
(N21.30 / kWh) x (1.25 kWh / day) = N26.63 per day
To calculate the cost of running this appliance in a month and If I keep it on for 5 hours every day in that month.
First I will multiply the daily usage by 30 (Numbers of days in a Month).
(1.25KWh / day) x ( 30 days) = 37.5KWh / Month
So, every month Ikeja electric will charge
(N21.30 / kWh) x (37.5 kWh /Month) = N798.75 per month.


Geographic Data Science
How to create Voronoi regions with Geospatial data in Python
A step by step guide on creating and plotting Voronoi diagrams in Python
Assume you are planning to walk to a station to pick up a scooter. There are numerous stations available in nearby. Which one should you go to pick up your scooter and ride?
The closest station, right!
But, how do you know the closest station from your place?
Enter Voronoi diagrams.
A Voronoi diagram is a collection of polygons with all the points on a plane that is closest to the single object.
In other words, each polygon division correlates with a single object and contains all points which are closest to this single object.
Applications of Voronoi diagrams are many and often include determining which feature is closest to any given point. For example, to determine which school is nearest at a given point in a neighbourhood. Or which cell tower is closest to my cell phone to make a phone call.
The famous John Snow’s cholera outbreak mapping in 1854 that killed 500 people in five days is said to have plotted water pumps data on a chart and effectively constructing a Voronoi diagram for inner Neighbourhoods in London.
We Can not list out all possible use case for Voronoi diagrams here. Still, its applications are far-reaching including Anthropology and Archeology, Statistics and Data Analysis, to Marketing and Meteorology. Here is a long list of some of its applications.
Create Voronoi Regions with Python
In this tutorial, we create a Voronoi diagram using preschools dataset. The dataset contains all preschools in Uppsala county, Sweden. To create Voronoi diagrams, we are going to use several libraries, including Geopandas and Geovoronoi.
Let us import the libraries and read the data first.
import numpy as np import geopandas as gpd import contextily as ctx import matplotlib.pyplot as plt
from shapely.ops import cascaded_union
from geovoronoi.plotting import subplot_for_map, plot_voronoi_polys_with_points_in_area from geovoronoi import voronoi_regions_from_coords, points_to_coords
gdf = gpd.read_file("data/preschools.shp") gdf.head()
As shown here in the first few rows of the data, we have a geometry column with Points and some other attributes like the county, post address, etc..
We can plot the points data. Just to give some context, we also read the boundary of the county and plot the points on top of it.
boundary = gpd.read_file(“data/uppsala.shp”)
fig, ax = plt.subplots(figsize=(12, 10)) boundary.plot(ax=ax, color=”gray”) gdf.plot(ax=ax, markersize=3.5, color=”black”) ax.axis(“off”) plt.axis(‘equal’) plt.show()
The output is a map showing all preschools (black dots) in Uppsala county, Sweden.
Before we calculate the Voronoi regions, we need to make sure two things. First, we need to check the projection of the data and then convert it to Web Mercator projection (epsg=339599.
boundary = boundary.to_crs(epsg=3395) gdf_proj = gdf.to_crs(boundary.crs)
Second, we need to prepare the data to a format that Geovoronoi library can use. Here, we convert the boundary geometry into a union of the polygon. We also convert the Geopandas GeoSeries of Point objects to NumPy array of coordinates.
boundary_shape = cascaded_union(boundary.geometry)
coords = points_to_coords(gdf_proj.geometry)
Calculate Voronoi Regions
Now, that we have prepared the data, we can calculate Voronoi regions simply using Geovoronoi’s method voronoi_regions_from_coords().
# Calculate Voronoi Regions poly_shapes, pts, poly_to_pt_assignments = voronoi_regions_from_coords(coords, boundary_shape)
The output holds the shapes, the points and identification link between the two.
Plot Voronoi Diagram
To plot Voronoi Diagrams, we also use the functionality of Geovoronoi — plot_voronoi_polys_with_points_in_area(). Here, we provide all the output from the above Voronoi calculations and the boundary shape.
fig, ax = subplot_for_map()
plot_voronoi_polys_with_points_in_area(ax, boundary_shape, poly_shapes, pts, poly_to_pt_assignments)
ax.set_title('Voronoi regions of Schools in Uppsala')
The output is a Voronoi diagram which delineates school points into regions that are closest to each location.
The above map is small, but the good thing is that we can tweak it using the familiar Matplotlib interface. Let us first see the parameters and documentation for the plot_voronoi_polys_with_points_in_area() function.
plot_voronoi_polys_with_points_in_area( ax, area_shape, poly_shapes, points, poly_to_pt_assignments=None, area_color='white', area_edgecolor='black', voronoi_and_points_cmap='tab20', voronoi_color=None, voronoi_edgecolor=None, points_color=None, points_markersize=5, points_marker='o', voronoi_labels=None, voronoi_label_fontsize=10, voronoi_label_color=None, point_labels=None, point_label_fontsize=7, point_label_color=None, plot_area_opts=None, plot_voronoi_opts=None, plot_points_opts=None, ) Docstring: All-in-one function to plot Voronoi region polygons `poly_shapes` and the respective points `points` inside a geographic area `area_shape` on a matplotlib Axes object `ax`. By default, the regions will be blue and the points black. Optionally pass `poly_to_pt_assignments` to show Voronoi regions and their respective points with the same color (which is randomly drawn from color map `voronoi_and_points_cmap`). Labels for Voronoi regions can be passed as `voronoi_labels`. Labels for points can be passed as `point_labels`. Use style options to customize the plot. Pass additional (matplotlib) parameters to the individual plotting steps as `plot_area_opts`, `plot_voronoi_opts` or `plot_points_opts` respectively.
As you can see, there are a lot of parameters we can use to format the visualization. The documentation is also very clear and helpful.
We can increase the figure size and marker size of the points. We can also change the colour using Matplotlib Colormap. This is just one way, and there are other ways you can tweak which I leave it to you.
fig, ax = plt.subplots(figsize=(14,12))
plot_voronoi_polys_with_points_in_area(ax, boundary_shape, poly_shapes, pts, poly_to_pt_assignments, voronoi_and_points_cmap=’tab20c’, points_markersize=20)
ax.set_title(‘Upssalla Preschools — Voronoi Regions’) ax.axis(“off”) plt.tight_layout() plt.show()
The output map is much better now compared to the previous with the defaults.
Voronoi Diagrams are useful and are used widely in many Geographic applications. In this tutorial, we have covered how to create Voronoi diagrams using Python.
The code and the data for this article are available in this Github repository.


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I am a data scientist with more than nine years of experience and training in social scientific research methods, statistics, and applied machine learning. I am a data scientist at zulily and also consult in football analytics.
I am methodologically diverse and enjoy expanding my statistical and machine learning toolkits. I have work examples ranging from topic modeling and text mining, semi-supervised sentiment analysis, multilevel/hierarchical regression, to random forests classification. Additionally, I am eager to advance the state of analytics in sports, particularly in the NFL. I'm also working on a project that combines text analysis with sports analytics. More detailed information can be found at each link.
For a complete list of my experience and skills, please see my resume or academic CV (PDFs). I have taught or been a teaching assistant in statistics and research methods at the undergraduate and graduate levels and hold the certificate in social statistics from the Center for Statistics and Social Sciences at the University of Washington. Relevant coursework and training I have completed includes:
- Statistics focusing on regression, classification
- Multivariate methods (clustering, principal components, factor analysis)
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Abacus Mental Arithmetic
Abacus and Mental Arithmetic means using abacus for the teaching of mental arithmetic .Abacus is a tool used for the calculation of PLUS, MINUS, MULTIPICATION and DIVISION .Abacus and mental arithmetic method is the world’s best method of learning calculating skill. ABACUS for kids is a Great Activity for between AGE 3 -13 and Demand For Studying ABACUS is Increasing day by day. Abacus became popular over the world after being transformed from a calculating instrument into a system having immense power to benefit children of small ages by expanding the brain usage, in addition to making math’s learning easy and effective. Mental arithmetic is said to improve mental capability, increases speed of response, memory power, and concentration power. Abacus math programs for kids does not just improve their manual dexterity, but also gives them feel for numbers and prepare them for mathematical problems. Abacus calculation also requires intense concentration and quick thinking as well as fast and photographic memory.
It is a boon for kids as it enables them not only to learn to do mental maths but also to utilize all functions of both left and right brain. We at UCMAS work in accordance with child’s psychology. We understand the importance of ‘play’ in a child’s life and implement playful methods in our lessons, so as to make their experience joyful and memorable translating into effective learning.


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In mathematics and mathematical logic, Boolean algebra is the branch of algebra in which the values of the variables are the truth values true and false, usually denoted 1 and 0, respectively. Instead of elementary algebra, where the values of the variables are numbers and the prime operations are addition and multiplication, the main operations of Boolean algebra are the conjunction (and) denoted as ∧, the disjunction (or) denoted as ∨, and the negation (not) denoted as ¬. It is thus a formalism for describing logical operations, in the same way that elementary algebra describes numerical operations. Boolean logic is a means of processing signals that occupy one of two voltage states, called false and true. All digital synthesizers inherently contain Boolean logic by definition, but many analog synthesizers also contain some Boolean logic circuitry, particularly those with MIDI and/or patch memory. However, these are usually not exposed to the performer. This article concentrates mainly on the use of Boolean logic as signal processing in modular synthesizers, where it is sometimes used to produce complex trigger and gate signals.
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Numeracy in the Kitchen
Numeracy in the Kitchen
Please welcome guest blogger Claire Howden. Teacher. Reader. Book Collector. Mathematician.
I have talked to Claire many times about how I don’t want PudStar to be counting on her fingers at 38 like I do, getting sweaty palmed at the thought of times tables like I do, and having a panic when having to supervise Year Six Maths (me?!). Claire loves maths AND reading, and making children ‘mathematicaly literate’ is something she is passionate about. So here she is with her first post on all things maths and reading…and my palms aren’t sweaty at all as I read it. Really they aren’t.
Are you one of those mums who doesn’t want their son or daughter to “be like me” in maths? You were never any good at it in school and you just know it will be something he/she struggles with the way you did? Not that it matters because you are happy baking and gardening, doing your crafty things; and you have a really great career as a librarian and you love reading; so something had to give right?
Well, I’m here to tell you that you are wrong! You do love Maths and in fact, you apply in it some of the most complex and practical ways every time you sit down to make that Halloween outfit or put the final touches on that jelly swimming pool cake! In a series of guest blogs over the coming months, I will happily remind you of all the ways that you, and your child, can interact with numeracy in the activities you love to do together.
In honour of my favourite blogger, this post is all about the joys of mixing baking and Maths. As no doubt you have often heard, this is just one area of the home that you can readily see Maths applied. Not only that, but these are the areas that children often struggle with as their numeracy skills develop. So here are my Top Five ways to incorporate mathematics into your kitchen.
Top Five Ways to Incorporate Numeracy Literacy into the Kitchen:
- The most obvious way is in the measuring of the ingredients you will use. With younger children, talking cups and spoons is a great way to develop an understanding of measuring mass. It’s really important that children begin to understand what these non-metric measures look like, so encourage them to measure out the two cups of flour for that cake or even the two cups of rice for the rice cooker for dinner. While you’re at it, help them measure the water that goes into the rice cooker too…liquid and mass measurement in one hit! Who would have thought it! With older children, ask them to use the kitchen scales to measure the grams or ounces from a recipe. You could make it even more exciting by asking them to fill a cup and then check to see the actual mass of the ingredient. Are the cup measures accurate???
- When rolling out cookie dough or pastry, rather than just using your keen, experienced eye to judge how thick it is, get out a ruler and have your helper measure the height. If it’s not right, keep on rolling! Make a science experiment out of it (if you have the time) and see what happens to the end product if you make it thicker or thinner.
- If working with smaller children, have them count out the number of cupcake wrappers that you’ll need to fill the tins.
- Once the cupcakes have cooked and cooled, agree on a number of lollies or silver balls (my favourite) to go on the top of the cake. The language of “if I have baked 12 cupcakes and we are going to put 4 mini marshmallows on each, how many will we need all together?” has just helped your child develop excellent problem solving strategies. For younger children you could work it out retrospectively, that is, count them all up at the end. For older children, ask them to work it out first and then check their answer by actually doing it!
- Lastly, when cooking your pizza treat on a Friday night, make it a patterning lesson. Decide on the delicious additions you will make to the pizza and then have your child place them in a pattern that is fair for all of the eaters. Starting from the outside and working inwards, you could start with pineapple, pineapple, ham; or for something more adventurous sweet potato, olive, goat’s cheese. What a treat!
The kitchen is a veritable cooking pot of options for numeracy skill development that is only limited by your imagination. Cooking temperatures, mixing times, and even ratio for the ideal washing up water, are all tasks that you would do without thinking. By speaking your thoughts and processes out loud, those automatic actions may just develop a little earlier for your child…and you’ll have an enthusiastic helper at meal times too!
Bravo Claire! Lovely, simple ways of doing math in the kitchen! I really enjoyed this and look forward to your next appearance on Megan’s blog 🙂
Brilliant! Some clever ideas that are new to me and I will be sure to put them into practice. Like you Megan I still need to count on my fingers. Math was never my strong point and I cannot help Levi anymore with his math homework. He has to wait till Joel gets home. But cooking and measuring I can do!
I totally can relate to these math fears! As a teacher I often sit down and make sure I can do the problems! Thanks for sharing simple numeracy that can be incorporated into every things which of course is way more fun!


This Guide is designed to help you with all Mathematics related research.
Below you will find Tutorial Videos, Databases, Example Citations, Example Papers, and much more!
Access World News - Science
Academic Video Online
more Mathematics Resources
List of Electronic Journals
APA General Guidelines
APA In-text Citations: The Basics
APA Reference List: Basic Rules
MLA General Guidelines
MLA In-text Citations: The Basics
MLA Works Cited Page: Basic Format
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Mathematics is essential in our everyday lives. Throughout the school, the application of mathematics to real life experiences encourages developing independent learners with a positive attitidue towards the subject. We provide a breadth of learning opportunities for pupils to build upon newly acquired skills and develop new ones. The maths curriculum is accessible to all pupils regardless of gender, race, cultural and social background. Pupils have the opportunity to succeed through a differentiated approach, whatever their individual needs may be. Achievement is celebrated across the school both in the classroom and in school assemblies.
Gosden House uses “Maths Makes Sense” throughout the school to develop the teaching and learning of maths. This is a unique whole-school maths programme. The teaching of “Maths Makes Sense” is supported by following the national curriculum, where relevant and appropriate.
In the early years maths is taught through play, and planning is based upon Development Matters in the Early Years Foundation Stage Curriculum.
In Key Stage 1, Key Stage 2 and Key Stage 3 we develop a more structured approach to the teaching of maths through “Maths Makes Sense” and the national curriculum.
In Key Stage 4, students follow a Functional Skills syllabus. This is designed to provide students with the mathematical skills for everyday life. They develop knowledge and understanding that will support their transition into the world beyond school. Where possible, students work towards achieving a WJEC mathematics qualification.


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Vectorized Input Data Encoding, Transmitting, and Decoding: Data representation, invariance learning and modeling of the represented data are described.
The system and method for compressing data represented by vectors comprises a set of sample data. Each vector is associated with a variable permutation operator that permutes the ordering of the pixels in the vector. The data in set is associated with a convex cost function which estimates the cost of permuting. The range of allowed permutations is linearly constrained. The cost function is statistically defined as a determinant of a covariance of the data. A processor minimizes the convex cost function over the constrained range of allowed permutations to identify a linear subspace of the bag of pixels. A principal components analyzer identifies a set of eigenvectors that span the linear subspace. An encoder compresses data by using the set of eigenvectors as a basis set to encode the data. Data Compression Using Vectors The system and method provide techniques to describe the raw data with a reduced number of variables, and thereby allowing volumes of raw data to be advantageously.”


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The sum of winning numbers generally fall within a rather narrow range surrounding the average for that particular game. The farther the sum of your numbers are away from the statistical average, the lower you chances of winning will be. Here are the average sums for the big games:
Powerball: 133 (without the Powerball)
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Statistically, lotteries generally have about the same number of odd and even numbers. For five ball lotteries (excluding any bonus ball), this means you should always play either 3 odd and 2 even numbers, or 3 even and 2 odd numbers. Picking 4 or 5 numbers that are all even or odd, drastically decreases your odds.Consecutive Numbers
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Lottery numbers are generally spread out among all the different number groups. However, more often than not, winning numbers exclude one group. On the other hand, three groups are rarely excluded. Also, you should never pick all low numbers or all high numbers. So spread out your numbers, but not too much.Multiples
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The odds of every winning number having the same last digit is very low. Two might be okay, but avoid any more than that.Previous Winning Numbers
Lightning doesn't strike the same place twice, and neither does the lottery. Playing an entire series of numbers that has already won is not a good idea. However, this doesn't necessarily hold true for individual numbers. According to http://www.how-to-win-powerball.info/ , "A number tends to repeat more often on the next draw then what statistical analysis would allow." So playing a single number from the previous winning numbers is a good idea, but more than that only decreases your odds of winning.Birthday Number Syndrome
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Margin of Error
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MOE with Finite Population Correction Factor = (z-score)sqrt[p(1 − p)/n] × sqrt[(N − n)/(N − 1)] Where:
N = population, n = sample size, p = 0.5 (normal distribution)
80% − Z-Score = 1.28
85% − Z-Score = 1.44
90% − Z-Score = 1.64
95% − Z-Score = 1.96
99% − Z-Score = 2.58
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|Source： | Pubtime：2021-08-31|
Effective area is a numerical function varying with energy of a gamma-ray photon and its incidence direction in the instrument reference frame. We divide the MC data into 20 energy bins from 1 GeV to 100 GeV (40 energy bins from 1 GeV to 10 TeV) and 10 angular bins from 0◦ to 60◦ for LET (HET) data. Figure 1 shows the effective area of DAMPE gamma-ray observations as a function of energy and incidence direction.
Figure. 1 The effective area of DAMPE (in units of cm2) for gamma-ray observation at different energies and incidence directions. The energy is in 20 bins from 1 GeV to 100 GeV for LET photons (left panel) and 40 bins to 10 TeV for HET photons (right panel). The incidence angle is in 10 bins from 0◦ to 60◦. Note that the effective area presented here is averaged over φ.
The reconstructed direction (v′) of the photon may deviate from its true value (v), and the probability distribution of the deviation δv = |v′−v| is parameterized by the Point-spread Function (PSF).
Based on the MC data, we construct a histogram of angular deviations of the selected gamma-rays for each energy and incidence angle bin and for each trigger types. the PSF histogram is fitted with a double King Function:
The Sp(E, θ) is the angular resolution (defined as 68% containment of the angular deviation) at energy E and incidence angle θ. We divide the MC data into four energy bins from 1 GeV to 100 GeV (eight energy bins from 1 GeV to 10 TeV) and five angular bins from 0◦ to 60◦ for LET (HET) data. Figure 2 displays an example of the best fit to the scaled angular deviation with the double King function in the bin of E ∈ [3.16, 10] GeV and θ ∈ [25.84◦ , 36.87◦] for HET photons.
Figure. 2 The best fit to the scaled angular deviation with double King function in the energy range [3.16, 10] GeV and incidence angle range [25.84◦, 36.87◦] for HET photons. The points are the distribution of the scaled angular deviation for the MC data, the dashed and dotted lines are the core and tail King functions respectively and the solid line is the sum of the two components. The reduced χ2 of this fitting is 1.09.
The energy dispersion function gives the probability of a photon with true energy (E) being allocated an energy (E′) after reconstruction of the events. We fit the MC data with three piecewise functions in the form.
where the scale SD(E, θ) is the energy resolution (defined as the half-width of the 68% containment range of the energy deviation) at the bin center of energy E and incidence angle θ. We divided the MC data with the same binned method as the PSF. Figure 3 shows an example of energy dispersion fitted with the function in the bin of E ∈ [3.16, 10] GeV and θ ∈ [25.84◦, 36.87◦] for HET photons.
Figure. 3 The best fit to the scaled energy deviation with the energy dispersion function in the energy range [3.16, 10] GeV and incidence angle range [25.84◦, 36.87◦] for HET events. The points are the scaled deviation distribution of the MC data, and the line is the best fit function. The reduced χ2 of this fitting is 1.05.


Parallel but unequal by Thomas R. Franz Download PDF EPUB FB2
A romantic, mind-bending novel about parallel worlds, soul mates, destiny, and the big-time consequences of even our smallest choices, perfect for fans of The Future of Us and Before I Fall.
Abby Barnes had it all planned out—high school, college, career—but one decision made in her senior year of high school changed her carefully mapped-out future/5(). Grieg: “Bell Ringing”, from Lyric Pieces Book 5, Op. This piece is composed of two sets (two layers) of parallel perfect fifths: one high (played by the pianist’s right hand) and the other low (played by the left hand).
Each set is clearly meant to be heard as one sound that, as the title of the piece suggests, imitates the ringing of.
I've treated the harmonies according to the rules of the book, thus there's a bunch of parallel unequal fifths. However, following the other two theories, mm.
3 and mm. 4 -> 5 would be incorrect as viio6 is moving to I with parallel unequal fifths. So to summarize: According to my book: it's ok to move from a P5 to a Dim5 and from a Dim5 to a P5. Parallel is a book which has been receiving the most conflicting reviews from my friends, with a few not finishing it, some two star ratings and a few four star ratings.
Books with mixed rating are ones which often intrigue me the most. I also tend to have a weird track record with these books, with my last couple of ones ending up as memorable /5(). Books shelved as parallel: InterWorld by Neil Gaiman, Hominids by Robert J. Sawyer, The Long Earth by Terry Pratchett, The Hidden Family by Charles Stros.
a four-sided plane rectilinear figure with opposite sides parallel. mathematics running parallel to classwork (posted via an online telegram). The project was devised as an add-on for the Top-Top Set Project and is supported by the Good Thinking Society.
All the materials are completely free. COVID Resources. Reliable information about the coronavirus (COVID) is available from the World Health Organization (current situation, international travel).Numerous and frequently-updated resource results are available from this ’s WebJunction has pulled together information and resources to assist library staff as they consider how to handle.
It is in Parallel but unequal book respects a parallel universe, one in which the legal system systematically favors employers over employees. A host of procedural, evidentiary, and substantive mechanisms serve as barriers for employees, making it extremely difficult for them to access the courts.
"In short, Unequal: How America's Courts Undermine Cited by: 1. A Trapezoid (American English) or Trapezium (British English) is a quadrilateral that has two parallel sides and two non parallel sides.
Some properties of trapezoids: The interior angles sum to ° as in any quadrilateral. The parallel sides are unequal. Each of the parallel sides is called a base (b) of the trapezoid. The two angles that join one base are called 'base angles'.
In a reference book, a question was asked to whether three cells of unequal emfs are characterized by a definite emf and internal resistance. I thought the answer to be in the affirmative.
But no, in the book it's given that there is No Formula for calculaing the equivalent emf and equivalent internal resistance of non-similar cells joined in.
t/f if unequals are subtracted from equals, the remainders are unequal in the same order. S A,S,N: if 2 parallel lines are cut by transversal, the interior. • D > 0: roots real and unequal: overdamped case • D = 0: roots real and equal: critically damped case • D File Size: 2MB.
THE THEORY OF PARALLEL LINES Book I. PROPOSITI 30, and POSTULATE 5. Proposition Postulate 5 versus Playfair's Axiom. Proposition H ERE AGAIN is Proposition If a straight line that meets two straight lines makes the alternate angles equal, then the two straight lines are parallel.
Unequal leg angles (L) The following design data to Eurocode 3 (in accordance with the UK National Annex) is available: Section properties. If SCR’s are not perfectly matched, this results in an unequal sharing of current between them.
Figure 1 shows the V-I characteristics of two SCR’s, SCR 1 and SCR 2. The ratings of the SCR’s are the same. When these SCR’s are connected in parallel, they will have equal voltage drops V SCR across them.
However, due to their mismatch in. Opens and Shorts in Parallel Circuits Opens in Parallel Circuits. In part b bulbs 2 and 3 still light. However, the total current is smaller. In part a no bulbs light. Fig. Effect of an open in a parallel circuit.
(a) Open path in the main line—no current and no light for all the bulbs. 6 12FFor merinfrat:Ezrychp AVAILABILITY Table 2 Standard Lengths Section Length (m) * Welded Sections WB, WB, WB, WB, WB l l l l l l l WC, WC, WC l l l l l l l Universal Beams.
The diagram shows seven circular arcs and a heptagon with equal sides but unequal angles. The sides of the heptagon have length 4. The centre of each arc is a vertex of the heptagon, and the ends of the arcs are the midpoints of the two adjacent sides.
What is the total shaded area. The mitre line of an unequal tee-piece will not intersect as far as the centre line of the main header pipe.
Developing a Pattern for an Equal Tee-Piece A common group of round pipe fittings laid out by parallel line developments are intersecting pipes, commonly called tees. These are laid out like any problem in parallel line development.
Parallel Books. likes. Parallel Books is a great app that displays books or texts in two languages, and keeps the translations in sync as you ers: The math when resistors in parallel have unequal values is more complicated.
If only two resistors of different values are involved, the calculation isn’t too bad: In this formula, R1 and R2 are the values of the two resistors. For example, the total resistance of two, 1 kΩ resistors in parallel is Ω and the total resistance of four, 1 kΩ resistors is Ω.
Unfortunately, this is the only case that’s simple. The math when resistors in parallel have unequal values is more complicated. Parallel parenting is a means of co-parenting for parents who don’t have what it takes to co-parent well.
Quite a mouthful. But the gist. CLOSED BOOK. A flat plate of length and height is placed at a wall and is parallel to an approaching wall boundary layer, as shown in the figure below. Assume that there is no flow in the direction and that in any plane, the boundary layer that develops over the plate is the Blasius solution for a flat plate.
Unequal leg angles - L View design data for other available structural sections: Parallel flange I sections - IPE. Double wishbone suspension is a kind of 4 bar mechanism which you must have studied in theory of machines. Now to your answer unequal a-arms provide you with the the initial camber settings for your vehicle and unparallel wishbone means more cambe.
In Euclidean geometry, a parallelogram is a simple (non-self-intersecting) quadrilateral with two pairs of parallel sides. The opposite or facing sides of a parallelogram are of equal length and the opposite angles of a parallelogram are of equal measure. The congruence of opposite sides and opposite angles is a direct consequence of the Euclidean parallel postulate and neither Properties: convex.
Forget about the resistor. That distracts from the real problem - What happens when you connect two different voltage sources in parallel.
If you have two similar rechargeable batteries, like car batteries, and one is fully charged and the other o. Welcome to our Unequal Angles free CAD downloads page. Here you'll find all UK Unequal Angle steel sections described by the Steelwork Design Guide to BS, Volume 1, Section Properties, Member Capacities, 7th Edition (also known as The Blue Book).
Simply click on the image for the section you want to download. It is no secret that since the s, American workers have lost power vis-à-vis employers through the well-chronicled steep decline in private sector unionization.
American workers have also lost power in other ways. Those alleging employment. unequal treatment. Educational institutions were no exception.
In the Jim Crow era, schools for minorities were separate from white schools—in the South, due to state sponsored, or de jure, segregation, and in the North and West due to residential patterns—and unequal in terms of resources, facilities, and staffing.9Cited by: 3.The magnetic forces that two parallel wires with unequal currents flowing in opposite directions exert on each other are (a) attractive and unequal in magnitude.
(b) repulsive and unequal in magnitude. (c) attractive and equal in magnitude. (d) repulsive and .In the example diagram, figurethere are two resistors connected in parallel across a 5-volt battery.
Each has a resistance value of 10 ohms. A complete circuit consisting of two parallel paths is formed and current flows as shown. Figure - .


variance , covariance , correlation coefficient , Covariance matrix summary and python Example
* Variance is used to measure random variables X And its mathematical expectation E(X) Deviation degree of .
* random variable X The dispersion of X-E(X) The mathematical expectation of the square of is called variance , The formula is ： D(X)=E[(X−EX)2]
Variance is always a non negative number , When the possible values of random variables are concentrated near the mathematical expectation , Small variance ; On the contrary, the variance is large . Therefore, the dispersion degree of random variable distribution can be inferred from the variance .
python Code example ：
import numpy as np X = np.array([1,2,3]) print(np.var(X)) #0.666666666667
* Covariance is used to describe two random variables X , Y Relevance of
* The formula is : Cov(X,Y)=E[(X−μx)(Y−μy)]
summary ： If the covariance is positive , explain X,Y Isotropic change , The larger the covariance is, the higher the degree of CO direction is ; If the covariance is negative , explain X,Y Reverse motion , The higher the covariance, the higher the degree of inversion .
For the above “ In the same direction ” and “ reverse ” Understanding of ：
1） You get bigger , And I got bigger , It shows that the two variables change in the same direction , The covariance is positive .
2） You get bigger , And I get smaller , It shows that the two variables are reversed , The covariance is negative .
3） From the numerical point of view , The higher the value of covariance , The greater the degree of the two variables in the same direction . vice versa .
* Using random variables X,Y The covariance of divided by X Sum of standard deviation of Y Standard deviation of , The formula is ：ρ=Cov(X,Y)σxσy
* The correlation coefficient can also be regarded as covariance ： One is to eliminate two variable dimensions , Covariance after standardization .
Since it's a special covariance in , that ：
1） It can also reflect whether two variables change in the same direction or in the opposite direction , If it changes in the same direction, it will be positive , Negative in reverse .
2） Because it's a standardized covariance , So here comes the more important feature ： It eliminates the influence of two variables , But it only reflects the similarity of each unit of the two variables .
For two random variables ：
1） When their correlation coefficient is 1 Time , It shows that when two variables change, the positive similarity is the largest , Namely , You double , I've doubled ; You double , I've doubled . That is to say, complete positive correlation （ with X,Y Is the abscissa and ordinate axis , You can draw a line with a positive slope , therefore X,Y It's linear ）.
2） As their correlation coefficient decreases , When the two variables change, the similarity becomes smaller , When the correlation coefficient is 0 Time , There is no similarity between the two variables , That is, two variables are independent .
3） When the correlation coefficient continues to decrease , less than 0 Time , Two variables begin to show reverse similarity , As the correlation coefficient continues to decrease , Reverse similarity will gradually increase .
4） When the correlation coefficient is －1 Time , It shows that the reverse similarity of two variables is the largest , Namely , You double , I'm twice as small ; You double , I've doubled . I.e. completely negative correlation （ with X,Y Is the abscissa and ordinate axis , You can draw a line with a negative slope , therefore X,Y It's also linear ）.
* Covariance can only deal with two-dimensional problems , That is, the correlation degree of two random variables .
* More dimensions require more than one covariance to be calculated , So there's the covariance matrix .
* Each value of the covariance matrix is the covariance of two random variables corresponding to the subscript （ I.e. degree of correlation ）.
give an example ： Three random variables X,Y,Z, The covariance matrix is ：
It can be seen that , Covariance matrix is a symmetric matrix , And the diagonal is the variance of each dimension .
python Code example ：
import numpy as np X = np.array([[-2.1,-1,4.3],[3,1.1,0.12],[3,1.1,0.12]])
# Each row represents a random variable , Each column represents the value of a random variable #[[-2.1,-1,4.3], # [3,1.1,0.12], # [3,1.1,0.12]] print
(np.cov(X)) #[[ 11.71 , -4.286 , -4.286 ], # [ -4.286 , 2.14413333,
2.14413333], # [ -4.286 , 2.14413333, 2.14413333]])


In this book, it talks about monkeys jumping on a bed, one falls off each time and bumps their head. In my classroom I would want to read this book to my students and incorporate a math lesson with it. Each time a monkey fell off the bed we would stop and count the Monkeys. As a class we would also talk about subtraction and how the monkeys are being subtracted each time someone falls off. The students could then go back to their seats and I would have simple practice subtraction problems for them to do. I would not use numbers, but monkeys to help relate the text to better understand subtraction.
Intended Audience/Grade Level: Kindergarten-First Grade.


FRIDA is a coffee table based on the geometric shape of the cube from which, by subtraction, four Xs have been obtained. The X is the mystery of mysteries.
Is it the meeting point of two segments or the starting point of four infinite lines?
We liked the idea of creating a coffee table resting on four unknowns and, to further emphasize this concept, we have chosen to close this mystery with a protective marble slab.
Object size 50x50x50 cm – Weight 27 Kg
Wrapped object size 60x60x60 cm – Weight 55 Kg


Date: 20 March 2015 (Friday)
Time : 10 AM
Title of the talk: An Introductory Overview of Mathematical Modeling with Graph Based Illustrations
Venue : NAv6 meeting room.
Speaker : Prof K. G. Subramanian.
All students and lecturers are encouraged to attend.
Prof K. G. Subramanian’s biography:
K. G. Subramanian is currently a visiting researcher at the School of Computer Sciences, Universiti Sains Malaysia. He was earlier involved in teaching and research in the School of Mathematical Sciences (2007 – 2010) and the School of Computer Sciences (2011-2013), Universiti Sains Malaysia. He was also on the faculty of the Department of Mathematics, Madras Christian College, Chennai, India from 1970 to 2006. He obtained his Ph.D. in 1980 from University of Madras, India. His research interests include Combinatorics on words, graph theory, applications of the theory of formal languages to picture generation, learning, cryptography and biologically motivated computing models.


SPRINGFIELD, Ill. – State Rep. Katie Stuart, D-Edwardsville, sponsored legislation to amend math class requirements for Illinois high school students. House Bill 2165 passed the House with overwhelming bipartisan support and advanced to the Senate earlier this month.
“As demands change for young professionals, classes offered in high schools should meet those demands,” Stuart said. “Amending the school code to allow for statistics, financial mathematics, and computer science classes to meet math requirements makes sense as professional environments require students to translate math skills using technology.”
Under the current statute, school districts are required to have all students complete three years of mathematics courses and dictates the specific courses as Algebra I, Geometry, and Algebra II, which can be replaced with an Advanced Placement Computer Science course. House Bill 2165 will still require three years of mathematics education and a course in Algebra I, but will allow flexibility for the geometry course in addition to the option of providing statistics, financial mathematics, game theory, and other topics in addition to computer science to meet the third year requirement.
“My background is in math education, so I know firsthand that mathematics skills can be presented in courses beyond the traditional track of algebra, geometry, trigonometry and calculus,” continued Stuart. “I think this legislation will prepare and diversify our high schoolers’ skill sets and prepares them for college coursework and for careers in technology and mathematics.”


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Jan 20, 2019 · Help sixth-grade students demonstrate their understanding of the concept of a ratio by using ratio language to describe relationships between quantities in this lesson plan. Lesson Basics This lesson is designed to last one standard class period or 60 minutes.
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NewsBack To News
GCSE Results 2018 - Press ReleaseView Images
We are once again delighted with this year’s excellent GCSE results, and we are incredibly proud of all of our students. Our English and Mathematics results continue to be exceptionally strong, and in the first year of reforms in most other GCSEs our students have performed exceptionally overall.
A fantastic 89% of pupils achieved grade 4+ (old C grade) in English, with 77% achieving the new grade 5 or above; and in Mathematics 81% achieved a grade 4+ (old C grade). This puts Woolmer Hill well above the initial national figures for 2018 of around 70% grade 4+ for English and Mathematics.
82% of our pupils achieved the Level 2 Basics measure with a standard pass (Grade 4+ in both Mathematics and English) and 61% achieved the Level 2 Basics measure with a strong pass (Grade 5+) in Mathematics and English GCSEs. These figures show an increase on last year’s results. Well done to everyone! Progress measures look set to be exceptional when national data is released in the autumn term.
Headteacher Clare Talbot said “I am delighted that our students have achieved such great results as they have worked really hard. We are very proud of them and wish them well as they move onto the next phase in their education.”


WSMI has two professional development goals for K–12 teachers. First is to deepen the mathematical content knowledge and second is to develop leadership capacity.
Goal 1: To deepen mathematical content knowledge.
Nine content courses have been developed by WSMI to date. Each 30 hour course is designed to provide in-depth learning and exploration of a single domain or conceptual category of the CCSSM. Incorporated with the content are the Standards for Mathematical Practice. The courses are interactive, model best practices, and provide a learning community for teachers as students. Participants have the opportunity to experience learning from the student lens with the support of highly qualified facilitators. The courses closely follow the standards (both content and practice) and incorporate the study of the supporting Progression documents for the given domain. Two graduate credits have been approved for these modules. It is anticipated that over time, courses will be developed for every domain or conceptual category of the Common Core State Standards for Mathematics. The links to left provide course descriptions for the grade level shown.
Goal 2: To develop leadership capacity.
WSMI supports the development of district selected team leaders by offering 4 additional days of professional development during the academic year. Three of the days focus on highly respected and current leadership resources developed in the era of the CCSSM. The fourth day, in partnership with the Wisconsin Mathematics Council (WMC), team leaders participate in the annual WMC pre-conference leadership workshop at Green Lake.


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I hold a B.Sc. in Mathematics and Computer Science, and my professional journey over the past four years has been focused on data analytics, number crunching, and database management within the public sector. Concurrently, for more than three years, I've been developing web applications on a part-time basis. In the last year, I've been intensively engaged in the world of Big Data as a Data Scientist at Explore AI, an Artificial Intelligence company in South Africa. My ambition is to further advance my career within the Big Data domain.
I've always had a strong affinity for data and technology, backed by my exceptional skills in mathematics, statistics, and computer science. My proficiency extends to various data management systems and software, encompassing Excel, SQL, Power BI, Python, S
About this project
Binary classification is the task of classifying the elements of a set into two groups (each called class) on the basis of a classification rule.


when there’s a deliberate occasion like RBI statement, FOMC meeting, earnings end result, predominant political events like Election effects, BR go out the form of situations options rate has a tendency to transport higher because the implied volatility of the options receives a ramp up before this type of binary occasion. The cause for such ramp up in alternative volatility is the investors getting into hedging mode because of the uncertainty of the occasion and speculators having a bet at the destiny directional circulate which reasons the Implied volatility to spike up.
as soon as the Binary occasion is over, markets are back to actuality which makes buyers to take away their hedges and that results in IV weigh down aka volatility overwhelms put up the occasion assertion. The expected marketplace motion range on any binary occasion days is called predicted circulate. So the way to predict the range for any Binary event?
There are basically 3 approaches to calculating the expected circulate one is the use of ATM Straddle and the every other technique is using Implied Volatility.
Method 1 – OAWeb (Easiest)
These easiest ways without doing any calculation is log in to OA web (Option Action) -> Goto Option Chain -> Fetch the Option Chain for the Required symbol and it automatically shows the Stock/Index Range for the month/ Binary Event. Which you can use this information for further processing in your trading strategies.
Method 2 – ATM Straddles
For those who don’t have access to Option action OAweb still, the calculation is easier. It can be calculated from the 85% of the current month ATM Straddle cost and divide by the underlying stock price to get the expected value in percentage terms as shown in the above figure.
For Example Current Nifty Spot Price is 9674.80 so the ATM strike price is 9650.
Now the cost of the ATM straddle is = Cost of 9650CE + Cost of 9650PE = 106.15 + 76 = 182.91 (Expected Range in terms of points)
Expected Value = (182.91 * 85)/9674.80 = +/- 1.606 (Expected Range in terms of percentage)
Method 3 – Implied Volatility
Another way to measure the expected range is using the implied volatility (IV) or VIX as a proxy instead of IV. The formula to calculate the Expected value using IV is shown below.
where DTE = Days to Expiration (calculated in terms of calendar days)
Let’s take an example. Current Nifty value is 9674.80 and the Average of ATM IV of both 9650CE and PE is 9.285. And total days for June contract to expire is 25 days.
Hence Expected value = 9674.80 * 9.285/100 * Square root ( 24/365 ) = 1064.228 * 0.2617 = +/- 235.08 points
Now once you computed the Expected move you can play a structural option strategic play based on the current market conditions and the prevailing volatility.


From This Might Be A Wiki
Songs about math.
- 100 Cars For Good - "Help them amplify and multiply / The good that they'll do with that ride"
- Certain People I Could Name - "Count the arms, the legs and heads, and then divide by five"
- Hate The Villanelle - "These words are fractions when I needed primes"
- I Am Alone - "So now it appears the double crossers / Have been too clever by half"
- It Was A Very Good Year - "When I was the square root of a negative number, it was a very good year..."
- McCafferty's Bib - "I used to have eleven problems / Then they all went away / When I added one more"
- Moving To The Sun - "Ninety-three miles times a million more"
- No! (Song) - "No plus no equals no"
- Oddball - "Now I wanna talk to everyone about mathematics. / Mathematics moves at such a crawl"
- One Dozen Monkeys - "I'm eleven years old. That's one more than ten and one less than twelve."
- One Everything - "It all adds up to one"
- Seven - "Sevens add and multiply / There's only one way to subtract them"
- Till My Head Falls Off - "There were 87 Advil in the bottle, now there's 30 left / I ate 47 so what happened to the other 10?"
- Turtle Songs Of North America - "The number of gasps follows the Fibonacci sequence, often reaching as high as 55 or 89 gasps before the animal loses consciousness." (The number of turtle gasps in the background do follow the Fibonacci sequence, getting up to the seventh number, 13. 55 and 89 are the 10th and 11th Fibonacci numbers).
- Who Are The Electors? - "Every state gets a number of electors that's exactly the same / As the number of senators and representatives they claim / Plus three added on for D.C. / They are the electors / All 538" (This is accompanied in the video by a map showing the number of electoral votes in each of the 50 states and D.C., which total to 538.)


Pick 3 Number Combinations
220 Combinations broken down into Low, Medium and High Sums
Whether you use Bet The Stars deductive reasoning strategy or not you can use this page to find all the combinations you need to cover for
- Low, Medium and High sums and
- key numbers in any State's pick 3 draw game.
220 Pick 3 Number COMBINATIONS
KEY NUMBER COMBINATIONS
If you think the Number 2 will repeat from the last drawing you can use the combinations in that chart below to make the most of your betting dollars.


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Sunday 11th December, 2-5pm, tickets £5 including materials
A few years ago I did a session with this group, who organise some interesting events. I follow them by email so I am posting this in case you also want to follow their work. Here is their own introduction:
“Manchester Girl Geeks is a not-for-profit group which organises networking events, talks and hands-on workshops for women and girls with an interest in Science, Technology, Engineering and Mathematics (STEM).
Whilst our events are aimed at girls and women of all ages, we are happy to welcome boys and men, especially if they come with a girl geek. Please note that children under 16 must be accompanied by an adult at all times.”
For more information, and to book, visit gg-xmasparty.eventbrite.co.uk.
Find more information on further events such as the festive end-of-year bash and the special one-off maths social via the following link:


From steamy hot springs to top-notch spas, magnificent malls to art museum, Iceland is the perfect place to relax, recharge, and perhaps gaze on the Aurora Borealis. The whole island has a population of just 350,000 and offers a unique mix of culture and village roots. Explore the impressive natural scenery as well as the city joys of cosmopolitan Reykjavik. Enjoy free time for tax-free shopping and sampling the local cuisine, as well as a variety of optional activities, from taking a snowmobile safari to the top of a glacier, to riding an Icelandic pony.
Day 1: Depart US for Reykjavik
Day 2: Reykjavik
Day 3: Golden Circle Tour
Day 4: Reykjavik
Day 5: Reykjanes Peninsula / Depart for US
Professor Dorothy Wallace grew up in San Mateo, California. She received her Bachelor of Science from Yale University and her Ph.D. in Mathematics from the University of California at San Diego. Before coming to Dartmouth she held positions at Florida International University and the University of California at Berkeley. She works primarily in number theory, although she has also published papers in applied mathematics, mathematical biology, and mathematics education as well. Her work with the Math Across the Curriculum project at Dartmouth included the development of several interdisciplinary courses in mathematics and art and literature. She was designated New Hampshire Professor of the Year for 2000 by the Carnegie Foundation for the Advancement of Teaching.


Faculty Research Interests
Shaun V. Ault: Algebraic topology and computational mathematics.
David Boyd: Commutative ring theory and discrete mathematics.
Greg Harrell: Undergraduate mathematics education.
Andreas Lazari: Statistics in education.
Peggy Moch: Mathematics anxiety, mathematics teacher self-efficacy, motivational theory, cross-curricular STEM research, community outreach.
Jemal Mohammed-Awel: Mathematics biology, applied mathematics, and analysis.
Denise Reid: Differential equations and STEM education.
Sandy Trowell: Mathematics learning, proportional reasoning, mathematics classroom norms.
Jose A. Velez: Representation theory of finite dimenisonal algebras and elementary number theory.
Arsalan Wares: The rol of paper folding in mathematics and problems emerge in the context of dynamic geometry enviroment.
Ben Wescoatt: Research in undergraduate education.