I stopped celebrating Teachers Day when I left high school but that doesn't mean that I dont' remember the teachers who made a great impact in my life.
I had two Math teachers who were amazing good and managed to get me interested in Math to the point where I actually did rather well for my exams. Unfortunately, I can't remember their names though they made such a difference in my life. My lower secondary Math teacher was an incompetent person who could barely speak English well enough for me to understand, but had not talent what so ever in capturing our attention. It wasn't a surprise when my Math grades slipped to the point where my mother forcibly sent me for tuition. I adamantly didn't want to go but looking back, I'm glad that she did. My Math tuition teacher was patient and he explained the concepts clearly and in a simplified version that I didn't have any problems following. I managed to pass my exams. Not well, mind you, but at least enough to get me to the arts class. The class may have been my last choice but things worked out in the end.
In upper secondary, the Math teacher who taught my class was just as good. At least for me. She was patient and explained the math concepts (which by then were becoming more complex). For the first time in my life, I was actually having fun in Math class and would actually willingly do all my homework and even some practice questions as revision for exams. I was that into Math at the point of time. Ultimately, it paid off because I actually scored rather well for my 'O' levels.
I had great English teachers too, like Mr Mohan, who taught me for three years in primary school. He was fierce but fair and I think that everyone in the class did well because not only was he strict, he was actually fun. Yes, strange combination I know but it worked.
In secondary school, Mr Sandhu was awesome. He and Mr Mohan started me down the path of loving to write. I could never thank them enough for introducing the wonders of writing and imagination (not that I'm not lacking imagination in the first place). I don't think I would have wanted to write if it wasn't because of them.
So to the teachers I adore, Happy Teachers Day.


Unraveling the Mathematics of Poker
The Evolution of Poker: From Road Gamblers to Mathematical Strategists
Poker has been around for centuries, but it wasn’t until the 19th century that it began to take its modern form. In the early days of poker, it was a game played by road gamblers and outlaws who were looking for an easy way to make money. These players relied on luck and intuition rather than any kind of strategy or mathematical calculation. They would often bluff their opponents in order to win pots, and they rarely kept track of their wins and losses.
Today, poker is a much more sophisticated game. Professional players use complex mathematical strategies to maximize their chances of winning. They study the odds and probabilities associated with each hand, as well as the betting patterns of their opponents. They also keep detailed records of their wins and losses in order to identify areas where they can improve their play. This level of strategic thinking has made poker one of the most popular card games in the world today.
The Intersection of Computer Science and Poker Mathematics
Computer Science and Poker Mathematics have a lot of overlap. Computer Science is the study of algorithms, data structures, and problem solving techniques while Poker Mathematics is the study of probability and game theory. Both fields require an understanding of mathematics and logic to be successful. Computer Scientists use algorithms to solve complex problems while Poker players use probability and game theory to make decisions in their games.
The intersection between these two fields can be seen in the development of computer programs that are used to play poker. These programs use algorithms to analyze the probabilities of different hands and strategies, as well as game theory to determine optimal moves for each situation. This technology has revolutionized the way people play poker, allowing them to make more informed decisions based on mathematical analysis rather than intuition or luck. Additionally, computer scientists have developed artificial intelligence systems that can learn from playing against humans, furthering our understanding of both computer science and poker mathematics.
Key Quantitative Techniques in Modern Poker
Quantitative techniques are becoming increasingly important in modern poker. These techniques involve the use of mathematics and statistics to analyze a player’s game and make decisions based on the data collected. By using quantitative techniques, players can gain an edge over their opponents by understanding how they play and what strategies they are likely to employ.
One of the most popular quantitative techniques used in modern poker is called “pot odds”. This technique involves calculating the probability of winning a hand based on the amount of money in the pot compared to the cost of calling or raising. By understanding pot odds, players can determine whether it is worth investing more money into a hand or if it would be better to fold. Other quantitative techniques include analyzing betting patterns, tracking win rates, and studying opponent tendencies. All these methods help players make informed decisions about their hands and increase their chances of success at the table.
The Role of Probability and Statistics in Poker Decision Making
Probability and statistics play a major role in poker decision making. By understanding the probability of certain outcomes, players can make more informed decisions about their hands and the cards they are dealt. Probability helps players to determine the likelihood of certain events occurring, such as whether or not they will hit a flush or straight on the river. Statistics also help players to understand how often certain hands win against other hands, which can be used to inform betting decisions. Additionally, by understanding the odds of different hands winning against each other, players can better assess their chances of success when playing against opponents with similar hand ranges.
In addition to helping players make better decisions during gameplay, probability and statistics can also be used to analyze past games and identify patterns in opponents’ behavior. This information can then be used to adjust strategies accordingly and gain an edge over opponents who may not have access to this data. Furthermore, by studying the probabilities associated with various scenarios, players can develop a deeper understanding of poker strategy and become more successful at the game overall.
Mathematical Observations in Card Play
Card play is a popular pastime that has been around for centuries. It involves the use of mathematical principles and observations to make decisions about which cards to play in order to win the game. One of the most important mathematical observations in card play is probability. Probability is used to determine the likelihood of certain outcomes, such as whether or not a particular card will be drawn from a deck. By understanding probability, players can make informed decisions about which cards they should keep and which ones they should discard.
Another important mathematical observation in card play is counting cards. This involves keeping track of how many of each type of card have been played so far in the game. By doing this, players can gain an advantage by knowing what cards are still available and what their chances are of drawing them. Counting cards also helps players identify patterns in their opponents’ playing styles, allowing them to anticipate their moves and adjust their own strategies accordingly.
Using Math to Gain an Edge in Poker
Math is an important tool for poker players to gain an edge over their opponents. By understanding the mathematics behind the game, players can make more informed decisions and increase their chances of winning. For example, calculating pot odds can help a player determine whether it is worth calling a bet or not. Knowing when to fold or raise based on the probability of having a better hand than your opponent is also essential in order to maximize profits. Additionally, understanding how to calculate expected value (EV) can help players decide which hands are most profitable in certain situations.
Another way math can be used to gain an edge in poker is by studying game theory. This involves analyzing different strategies and determining which ones are most likely to yield positive results. By understanding how other players think and act, you can develop a strategy that will give you an advantage over them. Additionally, studying game theory allows you to anticipate what your opponents may do next and adjust your own strategy accordingly. With enough practice and study, mastering the mathematics behind poker can give you a significant edge over your opponents and increase your chances of success at the table.
Frequently Asked Questions for the Mathematics of Poker
The mathematics of poker is a complex and fascinating topic. It involves understanding the odds of various hands, calculating pot odds, and making decisions based on probability. Many players find it difficult to understand the math behind poker, so here are some frequently asked questions about the mathematics of poker:
1) What is the expected value in poker? Expected value (EV) is a measure of how much money you can expect to win or lose in a given situation. It takes into account all possible outcomes and assigns each one a numerical value. For example, if you have two pair and your opponent has one pair, your EV would be positive because you have better chances of winning than losing.
2) How do I calculate pot odds? Pot odds are calculated by dividing the amount of money in the pot by the amount needed to call a bet. This gives you an idea of how likely it is that your hand will win compared to other hands at the table. For example, if there is $100 in the pot and it costs $10 to call a bet, then your pot odds are 10-to-1.


Technical Math For Dummies is your one-stop, hands-on advisor to acing the maths classes you’ll stumble upon as you're employed towards getting your measure, certification, or license within the expert trades.
You’ll get easy-to-follow, plain-English suggestions on mathematical formulation and strategies that pros use each day within the car, overall healthiness, building, authorized trades, upkeep, and different trades. You’ll practice strategies of algebra, geometry, and trigonometry and their formulation concerning occupational components of analysis. Plus, you’ll the way to practice uncomplicated mathematics operations and remedy notice difficulties as they’re utilized to express trades.
- Maps to a path generally required by way of vocational faculties, group and technical collage, or for certification within the expert trades
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Whether you’re a scholar at the moment enrolled in a software or a qualified who's already within the workforce, Technical Math For Dummies provides every little thing you must increase your math talents and get prior to the pack.
By Mark de Longueville
A path in Topological Combinatorics is the 1st undergraduate textbook at the box of topological combinatorics, an issue that has develop into an energetic and cutting edge study sector in arithmetic over the past thirty years with starting to be purposes in math, laptop technological know-how, and different utilized components. Topological combinatorics is worried with suggestions to combinatorial difficulties through using topological instruments. often those ideas are very dependent and the relationship among combinatorics and topology usually arises as an unforeseen surprise.
The textbook covers themes equivalent to reasonable department, graph coloring difficulties, evasiveness of graph homes, and embedding difficulties from discrete geometry. The textual content features a huge variety of figures that aid the certainty of innovations and proofs. in lots of instances numerous substitute proofs for a similar outcome are given, and every bankruptcy ends with a sequence of workouts. The vast appendix makes the ebook thoroughly self-contained.
The textbook is definitely suited to complicated undergraduate or starting graduate arithmetic scholars. past wisdom in topology or graph concept is beneficial yet no longer helpful. The textual content can be utilized as a foundation for a one- or two-semester path in addition to a supplementary textual content for a topology or combinatorics class.
By Jonathan Katz, Yehuda Lindell
Cryptography performs a key position in making sure the privateness and integrity of information and the safety of machine networks. creation to fashionable Cryptography offers a rigorous but obtainable therapy of contemporary cryptography, with a spotlight on formal definitions, certain assumptions, and rigorous proofs.
The authors introduce the middle ideas of recent cryptography, together with the fashionable, computational method of safeguard that overcomes the constraints of excellent secrecy. an intensive therapy of private-key encryption and message authentication follows. The authors additionally illustrate layout rules for block ciphers, similar to the knowledge Encryption regular (DES) and the complex Encryption general (AES), and current provably safe structures of block ciphers from lower-level primitives. the second one 1/2 the booklet makes a speciality of public-key cryptography, starting with a self-contained creation to the quantity concept had to comprehend the RSA, Diffie-Hellman, El Gamal, and different cryptosystems. After exploring public-key encryption and electronic signatures, the e-book concludes with a dialogue of the random oracle version and its applications.
Serving as a textbook, a reference, or for self-study, advent to fashionable Cryptography offers the required instruments to completely comprehend this attention-grabbing topic.
A advisor to the sensible artwork of believable reasoning, this e-book has relevance in each box of highbrow task. Professor Polya, a world-famous mathematician from Stanford collage, makes use of arithmetic to teach how hunches and guesses play an incredible half in even the main conscientiously deductive technology. He explains how recommendations to difficulties should be guessed at; solid guessing is frequently extra vital than rigorous deduction find right ideas. Vol. I, on Induction and Analogy in Mathematics, covers a wide selection of mathematical difficulties, revealing the trains of notion that result in strategies, mentioning fake bypaths, discussing concepts of looking for proofs. difficulties and examples problem interest, judgment, and tool of invention.
Identifying one of the most influential algorithms which are commonplace within the information mining group, The most sensible Ten Algorithms in information Mining presents an outline of every set of rules, discusses its influence, and studies present and destiny learn. completely evaluated via self sufficient reviewers, each one bankruptcy specializes in a specific set of rules and is written by way of both the unique authors of the set of rules or world-class researchers who've broadly studied the respective algorithm.
The e-book concentrates at the following vital algorithms: C4.5, k-Means, SVM, Apriori, EM, PageRank, AdaBoost, kNN, Naive Bayes, and CART. Examples illustrate how every one set of rules works and spotlight its performance in a real-world software. The textual content covers key topics―including type, clustering, statistical studying, organization research, and hyperlink mining―in information mining examine and improvement in addition to in info mining, desktop studying, and synthetic intelligence classes.
By naming the top algorithms during this box, this publication encourages using info mining strategies in a broader realm of real-world purposes. it may encourage extra info mining researchers to additional discover the impression and novel examine problems with those algorithms.
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This short presents an straightforward creation to the speculation of piecewise differentiable capabilities with an emphasis on differentiable equations. within the first bankruptcy, pattern difficulties are used to encourage the examine of this thought. The presentation is then built utilizing uncomplicated instruments for the research of piecewise differentiable capabilities: the Bouligand spinoff because the nonsmooth analogue of the classical by-product proposal and the idea of piecewise affine capabilities because the combinatorial software for the research of this approximation functionality. in any case, the implications are mixed to advance inverse and implicit functionality theorems for piecewise differentiable equations. This advent to Piecewise Differentiable Equations will serve graduate scholars and researchers alike. The reader is believed to be acquainted with uncomplicated mathematical research and to have a few familiarity with polyhedral conception.
During this variation, a suite of Supplementary Notes and feedback has been extra on the finish, grouped in response to bankruptcy. a few of these name awareness to next advancements, others upload extra clarification or extra comments. many of the feedback are observed through a in short indicated evidence, that's occasionally diversified from the single given within the reference mentioned. The record of references has been elevated to incorporate many fresh contributions, however it remains to be no longer meant to be exhaustive. John C. Oxtoby Bryn Mawr, April 1980 Preface to the 1st variation This e-book has major issues: the Baire class theorem as a mode for proving lifestyles, and the "duality" among degree and classification. the class strategy is illustrated by way of numerous usual functions, and the analogy among degree and type is explored in all of its ramifications. To this finish, the weather of metric topology are reviewed and the relevant homes of Lebesgue degree are derived. It seems that Lebesgue integration isn't crucial for current purposes-the Riemann vital is enough. recommendations of normal degree concept and topology are brought, yet not only for the sake of generality. remember that, the time period "category" refers regularly to Baire type; it has not anything to do with the time period because it is utilized in homological algebra.
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Equations, Ratios, and Proportions
Equations with Vari-ables
Monomials, Polynomials, and Factoring
Inequalities, Graphing, and Absolute Value
Functions and Variations
Roots and Radicals
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Speaker: Dr. Ghada Al-Hudhud
Prof. M. Ibrahim, De Montfort University, Leicester/UK
Prof. M. Alakaidi, De Montfort University, Leicester/UK
Abstract: Wavelet domain statistical models have been shown to be useful for certain applications, e.g. image compression, watermarking and Gaussian noise reduction. One of the main problems for wavelet-based compression is to overcome quantization error efficiently. Inspired by Weber- Fechners Law, the work presented in this paper introduces a logarithmic model that approximates the non-linearity of human perception and partially pre-compensates for the effect of the display device. A logarithmic transfer function is proposed in order to spread the coefficients distribution in the wavelet domain in compliance with the human perceptual attributes. The standard deviation δ of the logarithmically scaled coefficients in a subband represents the average difference from the mean of the coefficients in that subband. The standard deviation is chosen as a measure of the visibility threshold within this subband. Computing the values of δs for all subbands results in a differential sensitivity quantization matrix for a chosen image. The quantization matrix is then scaled by a factor δ in order to provide the best trade-off between the visual quality and the bit-rate of the processed image. A major advantage of this model is to allow for observing the visibility threshold and automatically produce the quantization matrix that is content dependant and scalable without further interaction from the user.
Dr. Ghada Al-hudhud, Dr Ghada Alhudhud is currently working as assistant professor at the College of Computer and Information Sciences, King Saud University, Information Technology Department. Dr. Ghada holds a PhD in Software Engineering and worked for years for teaching and as a researcher at De Montfort University, Leicester, UK. Dr. Ghada served as Head of Software Engineering Department at Al-Ahliya Amman University, Jordan. Main research interest covers the areas: Automating Image Compression techniques for still and video images, Biometric security systems, Intelligent multiagent based mobile robotic communication, Applying Swarm Intelligence techniques for multiple cooperative nano-robots.
Date: May 7, 2012
Location: Room 20, Building 20


There are a variety of technical methods for teaching academics about limits. Despite this, people have difficulties grasping the subject due to its richness. However, the days when this tension was a nightmare for students are long gone. Now, thanks to introducing a free infinite limit calculator, they can all grasp the notion of limits quickly and precisely. Yes, you may be surprised, but believe us when we say that it is real.
Let’s go through the reading below, where we’ll concentrate on technology’s function in teaching limits.
Maintain your concentration!
Limitations and Technology
In this section, we’ll look at solving limits in mathematics using a technical approach. Without a doubt, the calculator-online.net free infinite limit calculator is just around the corner to perform such complex calculations in seconds, but you must also be able to solve them manually. So let’s get started!
Let’s say we’ve got the following function:
F(x) = x^2+7x-4
If you concentrate on the expression mentioned above, you will be perplexed. But don’t worry, we’ll show you how to address this problem of enumerating limits using an infinite limit calculator, which is a massive advancement in educational technology.
- The task at hand is to enter the supplied function into the allocated section of the free limit solver.
- After that, press the compute button to display the accurate findings on your device’s screen.
- The most intriguing aspect of this fantastic tool is that it generates exact results in a matter of seconds.
What does it sound like to you when it’s incredibly catchy? Yes, it most certainly is!
Limit Calculator’s Techniques
Calculator-free online.net’s limits calculator is a brand instrument available online and is undoubtedly a treasure. A vast audience worldwide relies on this tool since it is one of the most dependable, employing all feasible approaches to resolve constraints and delivering exact results. This is only possible because of calculator-online.net’s tireless efforts to assist students.
The l’Hopital rule, substitution method, and simplification are among the strategies that have been coded into it. So, whatever the function is, whether it’s simple or complex, this free calculator is right around the corner to help you out. So, before it’s too late, start preparing using this tool.
Finally, grasping the notion of a limit is unquestionably not a child’s game. This is because the method is the foundation of calculus, and pupils will not be able to grasp other concepts until they have figured out how to overcome limits. It is safe to state that the infinite limit calculator with steps has made it feasible now and has brought about a significant change in education for improved learning.


Iranian Students Win Colorful Medals at Singapore Math Olympiad
TEHRAN (FNA)- Six students from Iran's Hormuzgan province have received one gold, three silver, and two bronze medals in the Singapore and Asian Schools Math Olympiad (SASMO 2020), provincial Education Department official Mohammad Qavidel announced on Wednesday.
Amir Mohammad Qanbari won a gold medal, Ali Saleh Esmaielzadeh, Ardeshir Zaferanchi, Atrisa Mousavian each received a silver medal, and Mobin Qaroun and Anisa Kavian each grabbed a bronze medal at the international competition in Singapore.
All students who have won gold and silver medals will also be eligible to participate in the International Junior Math Olympiad (IJMO) which is slated to be held in December 2020.
Singapore, the host, arranged participation of all the medalists in the Singapore Math Olympiad Challenge (SIMOC).


So far in summer school, we’ve been working on sociomathematical goals: getting students accustomed to routines and procedures for sharing their thinking in pairs, in written work, and in whole-group dicussions. Mathematically, the activities and lessons we’ve used to develop these goals have been focused on multiplication and the relationship between skip counting, grouping, and array models of multiplication. This has helped us identify students who need extra support (since multiplication isn’t ‘new’ content for 3rd grade) while also being a slightly more approachable area to start number talks with.
Last week in our classroom, we began work on the content standards that gave our 3rd graders the most trouble on the end-of-year assessments administered by the state and by the school: fractions. Specifically, these students need additional support in understanding what a fraction represents, how fractions can be represented on linear models, and how fractions can be different and yet equivalent. To start this work last week, we began by creating Fraction Kits based on the insight and advice of Marilyn Burns, whose book has been an excellent tool for lesson planning and mapping the mathematical terrain we need to help students explore this summer.
Monday and Tuesday we spent time counting collections, and observing how students were grouping objects.
Wednesday we began math class with a mental math number talk, solving and discussing strategies for 6×7. I was glad to see that students were willing to persist even if they didn’t “just know it” from memory – they were willing to think and find a means of figuring out the problem.
After our number talk, students returned to their seats where each received a set of pre-cut strips of construction paper and a large envelope cut from similar construction paper. They wrote their names on the envelopes and tucked them inside their desks.
Next we went through the process of folding our strips. For each strip, we:
-folded (I first modeled how to fold them)
-predicted how many sections there would be before opening to see
-decided as a group how we might then label each section
-waited for each student to fold, unfold, label each section, and label the back of each section with initials.
Once every student had their fraction pieces folded, labeled, and affixed with initials, we passed out scissors and got them cutting.
Why do, We do, You do?
I want to note that ordinarily, I steer away from “I do, we do, you do” type teaching. However, for creating fraction kits, I modeled first, together we decided how we might name/label, and then asked students to do it on their own. The reason I thought modeling and duplication was fitting in this instance is that our goal was for students to create tools that they could then use to explore fraction relationships. If their kits weren’t created correctly (and some weren’t: a couple students mis-folded and needed help to tape or re-cut later), they might develop some sneaky misconceptions about how much bigger 1/4 was than 1/8, etc.
So why not pre-cut the strips?
Giving the students a chance to fold and cut did elicit some students’ initial ideas about what those weird hyroglyphs called fractions might mean: many students were catching on to the pattern that “8 pieces mean each is called 1/8” and so on. Folding their own strips was also a useful opportunity for them to consider what happens when you take a half and fold it in half. For instance, when we folded the strip into 1/4ths, many students predicted that we would unfold the strip to find 6, 8, or 10 segments, rather than 4. Similar guesses of 10, 15, and 20 came out when we folded the strip into 1/8ths by folding it in half, half again, and half again.
Because we opened with a number talk, we only had time to get the strips cut, labeled, and put away on Wednesday. But we did close by asking students to see if they saw any “matches” between strips of different size. This got a few initial ideas out on the table (or in our case, the smart board): two 1/4th sized pieces was the same as one 1/2. Similarly, two 1/8 sized pieces was the same size as 1/4.


Linear regression lines will be more dependent on the period of the timeframe considered relative to moving averages. It’s rare that there will be wide dispersions in the general gradation of a moving average between, for example, 50 and 100 periods. There can, however, be a big difference between a 50-period linear regression line and a 100-period regression line. Linear Regression Slope. 21/09/2020 21/09/2020 Trader There are many indicators on the IQ Option platform and we frequently talk about the most popular ones, as they are... A linear regression indicator is a standard one for trading terminals (indicator for Forex). In MT5, it is located in the «Insert» section, in the «Objects» subsection among other «Channels». The indicator is adjusted by the trader to implement a specific strategy. The trader determines two points, and the indicator builds channels based on all price values that are between these two ... Linear Regression Slope, Moving Averages and Stochastic confirm a downtrend for EUR/USD. It is important to note, however, that past performance is not an indicator of future price development and there are never 100% guarantees of accuracy; therefore, a trader needs to stay alert and utilize risk management tools along with the strategy. I have known Binomo by my friend’s recommendations since I looked for a broker to trade forex. I joined Binomo in 2015, and I have great experience with this broker! I opened a classic account with them and I have not had any issue. Although, sometimes there has slow connection, when I trade but it’s not big issue to me, as far as I can make money with no problem in withdrawing of profits ... Linear regression works by taking various data points in a sample and providing a “best fit” line to match the general trend in the data. Even if markets are up over a certain period, a linear regression line may still point down (and vice versa). This is due to the fact that most forms of linear regression are based on the mean (average) and are sensitive to outliers. Linear Regression Slope – Version 2 – this tool’s appearance is very similar to MACD, and it also consists of a histogram and a Moving Average. This is a modified version of the main tool for trading on linear regression strategies. The essence of this technique lies in the construction of a regressive price channel consisting of 2 parallel lines and one median curve. In this combination ...
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In this video we are going to be using linear regression channel trading along with some other price action and indicators to develop a binary options EOD ( End of Day ) system based trading idea ... Select “Linear Regression Slope” which is listed 3rd. This indicator determines the slope value of theoretical regression lines, which include the current bar and the prior bars. The slope ... Linear regression r-Squared indi https://www.mql5.com/en/code/7244 Link to the presentation https://docs.google.com/presentation/d/1m1CHE9zzA1XYAgn11NudQKSPn... Subscribe to our Newsletter! https://positive-trends.com/newsletter.html https://twitter.com/TrueBubbleHead Get market insight delivered to your inbox every ... On this video we explain an easy trade setup where we use the slope of a linear regression line to define Entry Signals. The only indicator needed is LinReg ... The Stealth Traders LRC indicator helps you easily detect entry and exit signals as price moves within a proprietary linear regression channel. Developed in-... ForexMT4Indicators.com is a compilation of free download of forex strategies, forex systems, forex mt4 indicators, forex mt5 indicators, technical analysis and fundamental analysis in forex trading.


How are your savings calculated?
Lease calculations: post-tax
A percentage of the base value of the car you are leasing will be paid using post-tax dollars – that is, your regular salary after-tax.
The percentage figure is known as the statutory percentage and ranges from 10% to 20% depending on the year and the distance you travel in that year.
See the table below to determine what bracket you fall into.
You'll need to estimate how many kilometres you expect to travel at the beginning of the FBT year. The FBT year begins 1 April and ends 31 March.


The will of the people assisted by the blessing of heaven played a marvellous role in starting the department of mathematics in Sacred Heart College. The Department of Mathematics is the realization of a long cherished dream of Students who wish to join professional courses.
The Department was established in the year 1981 with Pre-Degree Course. Rev. Sr. Alben was the first Mathematics faculty member. The faculty member handles the subsidiary paper for Physics since 1995 and Chemistry 1998 onwards. In the year 2013, B Sc. programme (self-financing) started with statistics and computer science as subsidiary subjects. From 2014, the Mathematics department offers M Sc. Mathematics programme in regular stream. The department has been consistently maintaining a high level of academic excellence in this area.
- Recognize that mathematics is an art as well as a powerful foundational tool of science with limitless applications.
- Demonstrate competency in mathematical modelling of complex phenomena, problem solving and decision making.
- Demonstrate a level of proficiency in quantitative and computing skills sufficient to meet the demands of society upon modern educated women as global leaders.
To provide an environment where students can learn Mathematics and helps to create and communicate mathematical knowledge.
Students will be able to appreciate and apply Mathematical knowledge and skills to their daily lives, careers and future educational plans.
The Department has a Library with more than 200 books. There is Computer facility accessible to Staff and students
Apart from class room teaching, we follow a student participatory approach through oral presentation, assignments, and project work


Because I love riddles, so I got the idea to publish posts with programming riddles occasionally, hence, continue reading and try to resolve the first one. Enjoy!
Choose one integer number from 1 to 63 and keep it in your mind. Next, tell me which of the 6 cards below contain your number, then I will know your number. Question is: how would I have known, what is the number? Also, I want to highlight that I don’t memorize these numbers on each card and the riddle can be extended up to more amount of numbers.
Tips and solution are under the picture, so if you want to resolve this riddle without any help, be careful while scrolling down!
Tip 1: The order of the cards does matter
Tip 2: Cards need to be shown from bottom to top
Tip 3: Binary numbers
Solution: Show the cards from bottom to top and when the number is on a card put 1, else 0, what creates a binary number which is the solution!


I attended school as a student at Weiner from kindergarten through twelfth grade. I have been teaching at Weiner for 20 years. I have a BSE and a MSE from Arkansas State University and a National Board Certification in Literacy. I have been married to Kraig for 20 years and we have two daughters. Our oldest daughter, Kennedy, is 17 and attends the Arkansas School for Mathematics, Science, and the Arts in Hot Springs. She is a senior this year. Our youngest daughter, Kaysen, is four.


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Big Queues aims to give a simple and elegant account of how large deviations theory can be applied to queueing problems. Large deviations theory is a collection of powerful results and general techniques for studying rare events, and has been applied to queueing problems in a variety of ways. The strengths of large deviations theory are these: it is powerful enough that one can answer many questions which are hard to answer otherwise, and it is general enough that one can draw broad conclusions without relying on special case calculations.


Do you know how to convert the sum? Do you know kg to lbs? If you don’t know, the article will help you to do it quickly. This article teaches you how to convert 80 kg to lbs. But let us be clear, for this reason, you need to follow some procedures to correct this sum.
But let us inform you how you get the value of 80 kg to lbs. There is much help you can get to convert the sum. Let’s straightforwardly discuss the matter.
- In the first process, you can use the mathematical process. Now it is a technical matter that you need to understand. It is simply a matter of mathematics that you need to understand a whole way. But we will discuss the issue while discussing the entire mathematical process.
- It is a straightforward process. In the present day, there are many converters you can find that can give you an easy way to find out the many converters that can help you to find out the sum. In this digital age, you can find out the many converters that can give you the proper way to get the sum quickly.
- In this converter, you just need to put the sum in the converter. Here, you just put the 80 kg first. Then you need to click on the enter sign. Now you can find the answer in lbs. In this way, you can get 80 kg to lbs.
Now you should know the mathematical process to find the 80 kg to lbs in the following ways.
As we know, One kilogram is 2.205, so in this case, you can multiply the 80 kgs by the sum and you can find the answer of 176.37 LBS. In this way, you can easily find out the answer. But many people can do the different modes. For this reason, we are going to discuss some methods here. Please remember it is all a mathematical process, so you must do it accordingly.
There is no problem with knowing the importance of these units. Whether you choose a chart or a converter for 80 kilos to pounds. The kilogramme is the standard measurement unit for mass and weight in many countries worldwide.
The kilogram is the accepted unit of measurement for everything, including people, automobiles, and everyday objects.
If you are familiar with the metric system, that is all well and good, but what if you are not? For instance, pounds are the standard unit of weight measurement in the United States. It is challenging to imagine how weighty an object weighing 80 kilogrammes (kg) is in your head.
Now you can use the many ways to convert this unit. It is called the interchange. People like to use this conversion in the mathematical sector for day-to-day purposes.
You can write this unit in different ways. You can write the team like 80 kg to 176.37 pounds. Or you can note that 80 kilograms are equal to 176.37 LB or 80 kg is similar to the 176.37 lbs.
So you understand the basic process of finding the unit quickly. We need to find different ways to find the conversion rate.
Let’s now analyse how many pounds are in 80 kg. A kilogramme is equivalent to 2.20462 pounds, or 2.2 when rounded off. In our case, 80 kilograms equals 176.37 pounds (lbs). You should use our 80 kg to lb conversion to determine the accurate rate.
As previously mentioned, the measurement unit pound is the unit of weight we use to compare to the 80 kg. This unit is used to weigh individuals and other objects in the United States and various nations.
You can simply use the calculator or the method to convert 80 kg to lbs in weight.
Be conscious that the search tool in the sidebar also allows you to find commonly used kilogramme to pounds conversions, such as 80 kilogrammes in pounds.
For example, you can type how many pounds are in 80 kilogrammes or convert 80 kg to pounds. Then, press the “go” button.
There is a list of all the sums with the algorithm. Now you are converting the conversion of 80 kilos to pounds on the result page, including this one, for instance.
Similarly, you ought to be able to identify what you’re searching for, the 80 kg pounds, now convert 80 kg to pounds or just 80 kilograms.
80 kilogrammes in pounds conversion is a subject of mathematics and engineering. Converting 80 kg to lbs is undoubtedly a typical operation, but fortunately, once you understand the method, it is also one of mathematics and engineering. Converting 80 kilograms to lbs is undoubtedly a standard operation, but fortunately, once you know the technique, it is also one of the simplest.
Additionally, there is a simple and reliable online kg-to-lbs converter to translate values from kilogrammes (kg) to their equivalent in pounds (lbs).
The pound is typically used as a weight measurement in the imperial system, whereas kg is referred to as the basic unit of weight in the metric system.
For more blogs: Imadoki
You can also use the conversion rate if you find out or change the conversion from kilogram to lbs. This way, you find the fundamental unit from kg to lbs. Let’s check the factor.
You can use the calculator in straightforward ways. You just need to put the kgs in the calculator, and then you can click on the centre mark on the calculator. After this, you can find the answer to the conversion from kg to lbs.
In the above discussion, we have mentioned all the conversion rate factors from kilogram to lbs. In this case, we need to determine the 80 kg to lbs. We hope you can understand the fundamental aspects easily.
And now, you can use these processes when you need to find any conversion. So, without thinking or wasting time, check out the conversion rate from kg to lbs quickly.


Main / Family / Khan academy link
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You can learn anything. Expert-created content and resources for every course and level. Always free. Official SAT Practice: Free SAT preparation through a college readiness . Learn early elementary math for free— counting, shapes, basic addition and.
Read and learn for free about the following scratchpad: HTML links. Learn how to import your Google Classroom rosters and sync them throughout. Welcome to Khan Academy's Official SAT Practice! We are excited to be.
Browse Projects - What is Programming? - New Program. Linking your accounts will further personalize your practice: the practice recommendations on Khan Academy will be based on your PSAT/NMSQT results . There are two ways to get personalized practice: Students can link their College Board and Khan Academy accounts to send their scores from the PSAT/NMSQT, . Step 1. Log in to or create your. Khan Academy account at glossparis.com Step 2 . When prompted, agree to link your Khan Academy and. College Board. You are welcome to link the materials on our website and, in general, to use the website offerings at glossparis.com, as long as.
My son created his Khan Academy account using his school email address. I set up my account and tried to link to him, but he's not.


We operate by the general assumption that we can’t divide by zero. But can God divide by zero? I thought about it using metaphor. I asked myself,
What am I asking myself? What would it mean to divide by zero?
If 12 ÷ 4 = 3, one can explain it this way: If you take 12 muffins and divide them equally so that 4 people end up with some, each person will get 3 muffins.
So then perhaps dividing by zero would be explained this day: If you take 12 muffins and divide them so that no one ends up with any, how many muffins will be gotten by people?
If you want no one to end up with any of the muffins, you would have to thrown them away or otherwise destroy/waste them. The answer would be zero; no muffins were gotten by people. 12 ÷ 0 would have to equal 0.
This would mean that it’s not actually impossible to divide by zero. It’s just impossible to divide by zero and end up with any answer other than zero. Maybe if God snuffed something completely out of existence, that would be Him dividing by zero.
Apparently Einstein came up with a similar theory:


Here you will find resources to help our students prepare for and succeed in taking the online PARCC assessments.
WHAT IS PARCC?
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium which is working to develop a standard set of K-12 assessments in math and English.
The PARCC Consortium is comprised of a group of states work together to develop assessments which measure students’ knowledge and understanding of the Common Core State Content Standards. This means that the content of these assessments tests the knowledge and skill sets needed for students to be successful in college and careers in the future.
By aligning the assessments with the Common Core State Content Standards, PARCC will assure that the Common Core is being taught in our classrooms.
PARCC Assessment Overview
The PARCC assessment will contain two summative portions – a performance-based assessment (PBA) and an End-of-Year Assessment (EOY).
The PBA will take place in the spring. In English Language Arts/Literacy, our students will be required to analyze and write about a text. In mathematics, our students will apply skills, concepts, and understandings to solve problems.
The EOY will be administered when about 90 percent of the school year is complete. This section will focus on reading comprehension for ELA/literacy and innovative problem solving for math.
Visit Questions and Answers About PARCC for further information about the assessments.


In thirty years, Rubik’s cube, invented by Erno Rubik, has established itself as a neverending source of delight, frustration and intellectual stimulation to children and adults alike. There is a large literature on the subject, but one of the few books to have established themselves as offering a serious contribution to the subject is Alexander H. Frey’s and David Singmaster’s Handbook of Cubik Math, first published in 1982.
Frey and Singmaster were the first to offer an elegant mathematical solution to the cube, doing it in a form that enables readers to understand the processes that have been undertaken. As a result the book has proved readily accessible to generations of high-school maths students and more advanced college students of algebra.
The solution is intuitive, and does not require memorisation of formulae. The authors demonstrate how movements of the cube exemplify the fascinating but abstract field of mathematics known as group theory. Using the cube as a model they make comprehensible and concrete the hard-to-understand ideas of group theory. Their hypothesis that the maximum number of moves required for ‘God’s Algorithm’ was in the low twenties was proved correct in 2008 by Tomas Rokicki, who showed that it was twenty-two.
In addition to showing how to solve Rubik’s cube, the authors explain the theory involved, and its application to similar puzzles. They also show how the cube provides a physical example for many mathematical concepts where such examples are scarce, and the book therefore provides a useful teaching aid.
About the Author
Dr Alexander H. Frey, Jr., received his PhD in Mathematics in 1960. He worked for over thirty years for IBM, and then for fifteen years on distributed file system technology. Now retired, he pursues his interest in the mathematical properties of many puzzles, including Sudoku and four and five dimensional Rubik’s cubes.
David Singmaster is recognised as the world’s leading authority on the mathematics of Rubik’s Cube. An American by birth and citizenship he was until his retirement a Lecturer in Mathematical Sciences at South Bank University, London, England. His earlier Notes on Rubik’s Magic Cube was described by Scientific American as “the definitive treatise”.
2. A Cubik Orientation
3. Restoring the Cube
4. The What, Why, and How of Cube Movements
5. Improved Restoration Processes
6. The Cube Group and Subgroups
7. Permutation Structures and the Order of Groups
8. Advanced Restoration Methods
A. A Small Catalogue of Processes
B. Solutions to Exercises
Endorsements and Reviews
The best book yet written – or likely to be written – on the wonders and the dark, unsolved mysteries of the cube
Frey and Singmaster give a nicely blended discussion of specific algorithms for the cube together with some underlying theoretical concepts from group theory. Thus, cubists will be able to cure their insomnia by reading Chapter 3, and then perhaps satisfy their aroused curiosity about what is really going on by reading further
David M. Goldschmidt, Professor of Mathematics, University of California, Berkeley
Frey and Singmaster masterfully use the Rubik’s cube to give a very tangible and tactile feel to the abstract concept of a group … the book remains the definitive source for cube mathematics and presents an interesting and accessible introduction to group theory.
David A. Reimann, in Mathematical Reviews, Issue 2012d


In a minimum of three years of study, students will develop critical thinking and problem solving skills and apply those to real world situations. The focus of the Mathematics department is for students to grow in their understanding of mathematical skills and concepts. Students must successfully pass Algebra 2 as part of their three year program, four years of Mathematics are recommended. Pre-Calculus and Calculus are recommended for students planning a Math or Science college major.
- MA0921 - PRE-ALGEBRA (FULL YEAR)
- MA0903 - ALGEBRA 1 (FULL YEAR)
- MA0917 - ALGEBRA 1 (FULL YEAR)
- MA1001 - HONORS GEOMETRY (FULL YEAR)
- MA1003 - GEOMETRY (FULL YEAR)
- MA1005 - GEOMETRY (FULL YEAR)
- MA1101 - INTERMEDIATE ALGEBRA/TRIG (FULL YEAR)
- MA1224 - ADVANCED TOPICS IN MATHEMATICS (FULL YEAR)
- MA1103 - ALGEBRA 2 (FULL YEAR)
- MA1128 - HONORS ALGEBRA 2 (FULL YEAR)
- MA1107 - PRE-CALCULUS (FULL YEAR)
- MA1129 - PRE-CALCULUS (Math 120 UW 5 Credits) (HONORS) (FULL YEAR)
- MA1201 - CALCULUS (FULL YEAR)
- MA1207 - AP CALCULUS AB (FULL YEAR)
- MA1207 - AP CALCULUS BC (FULL YEAR)
- MA1220 - AP STATISTICS (FULL YEAR)
This course is designed for students who do not possess the skills to enter a high school Algebra 1 course. It focuses on building number sense, operations with fractions and decimals, order of operations, area and perimeter, measurement, and problem solving. Students will be introduced to linear equations, graphing, and inequalities.
A first course in Algebra that teaches and develops a systematic approach to problem solving. The course begins with review of skills related to variables, exponents, order of operations, and the distributive property. Students then begin study of linear equations, functions, and inequalities as well as exponential, quadratic, polynomial, and rational functions.
This course is designed for students who are recommended for review of mathematical topics as they pertain to Algebraic concepts. In addition to the Algebraic content listed in MA0903, students will complete exercises directed toward improving mathematical thinking and mathematical skills.
Prerequisites: Placement by Kennedy Catholic Math Department. This Honors course is designed for those students whose pre-high school experience includes a full year of Algebra. A Kennedy Catholic Algebra final will be given in the spring to determine the success of the Algebra experience. The topics covered in this course include congruence and similarity of polygons; parallel, area, and volume; deductive proofs; and coordinate Geometry.
Prerequisite: C or higher in IAT, teacher recommendation, or approval by Math Department Chair. This course is designed for students to examine advanced mathematical concepts such as set theory, symbolic logic, number theory, quadratic functions, trigonometry, probability, and statistics.
Prerequisites: A or B in both Algebra 1 and Geometry or permission of the instructor. Algebra 1 topics are further developed. Topics covered include linear and quadratic functions, inequalities, systems of equations, and complex numbers, as well as polynomial, exponential, logarithmic, and rational functions.
Prerequisites: B (83%) or higher in Honors Geometry/A- (90%) or higher in Geometry and Algebra 1 and recommendation of instructor. Accelerated course covers linear and nonlinear equations and functions, transcendental functions, and discrete math. Graphing calculator required (TI-83 or TI-84).
Prerequisites: A or B in Algebra 2 and permission of Algebra 2 instructor. NOTE: A- or higher in IAT with teacher recommendation will meet prerequisite. This course explores in further depth Algebra 2 concepts and applies them to Geometry with vectors and conic sections. Trigonometric functions and various applications of these functions are also studied. The idea of limits is introduced.
Prerequisites: B (83%) or higher in Honors Algebra 2/A (93%) or higher in Algebra 2 and recommendation of current instructor. This course covers basic properties of functions, graphs; with emphasis on linear, quadratic, trigonometric, exponential functions and their inverses. Emphasis on multi-step problem solving. Scientific calculator is required. Student may opt to take this course for five (5) UW credits. Registration for the college credits takes place in the fall. (See Math Department introduction.)
Prerequisite: B or higher in UW Pre-Calculus and signature of current math teacher.
This AP Course is comparable to a college level Calculus course focusing on students’ understanding of the concepts of calculus and providing experience with its methods and applications; includes a thematic approach to derivatives, integrals, limits, approximation, and applications and modeling. Students will take the AP Test in the spring with college credit available for those scoring 3 or higher on the exam.
Prerequisite: Successful completion of AP Calculus AB and math instructor recommendation.
AP Calculus BC is designed to develop mathematical knowledge conceptually, guiding the student to connect topics and representations throughout the course and to apply strategies and techniques to accurately solve diverse types of problems. Calculus BC reviews the concepts in Calculus AB, adding additional topics. It is designed to qualify students for credit in a college course which is one level beyond Calculus AB. Students will take the AP Exam in the Spring.
**NCAA Approval Pending
Prerequisites: B (83%) or higher in Pre-Calculus and a recommendation of current instructor. This course requires more reading and writing than most math courses. Topics included are data analysis, probability, and hypothesis testing. Statistics has a wide range of career applications. This course prepares students for taking the AP exam. A college may award a score of 3 or higher on the AP exam in the spring with anywhere from 3 to 5 college credits.


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From Calculus to Cohomology. I want this title textbook. Authors: Ib H. Madsen, Aarhus Universitet, Denmark; Jxrgen Tornehave, Aarhus Universitet, Denmark. From Calculus to Cohomology: De Rham Cohomology and Characteristic Classes. Front Cover · Ib H. Madsen, Jxrgen Tornehave, Madsen/Tornehave. De Rham cohomology is the cohomology of differential forms. This book offers a From Calculus to Cohomology: De Rham Cohomology and Characteristic Classes. Front Cover. Ib H. Madsen, Jxrgen Tornehave. Cambridge University Press.
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This book is not yet featured on Listopia. Differential Forms on Smoth Manifolds. This book gives a fairly good start in meeting these goals, and, the authors say, is written for upper-level undergraduates with no background in topology or differential geometry.
Get fast, free shipping with Amazon Prime. Hugo Mass marked caclulus as to-read Feb 25, Huyichen marked it as to-read Apr 19, Fiber Bundles and Vector Bundles. Amazon Rapids Fun stories for kids on caclulus go.
If you like books and love to build cool products, we may be looking for you. MadsenJxrgen Tornehave Limited preview – Lim Zhanfeng marked it as to-read Jun 11, Very very nice book! Jesse marked it as to-read Caluclus 02, Paperbackpages. A very cohomolohy study of the concept of degree, linking numbers, and indexes of vector fields is given, as preparation for later discussions on Morse theory and the Poincare-Hopf theorem.
From Calculus to Cohomology: The book can get quite esoteric very quickly, and I feel somehow that it could have been more natural to insert the example of cohomology from calculus given in the first chapter after differential forms, for example.
De Rham cohomology is the cohomology of differential forms. Gizem added it Jul 14, Consider, for example Theorem 1.
From Calculus to Cohomology: de Rham Cohomology and Characteristic Classes
The De Rham theory is then used to prove the Brouwer fixed point theorem. East Dane Designer Men’s Fashion. Tong Zhu marked it as to-read Jul 26, Amazon Advertising Find, attract, and engage customers. This book offers a self-contained exposition to this subject and to the theory of characteristic classes from the curvature point of view. Differential Topology Graduate Texts in Mathematics. That is an extremely doubtful proposition. Steve Dalton marked it as to-read Sep 28, You also can try to read the classics after reading this book: Customers who viewed this item also viewed.
Majijun11 marked it as to-read Aug 15, Appendix B Invariant Polynomials. De Rham Cohomology and Characteristic Classes. Operations on Vector Bundles and their Sections. Showing of 10 reviews. Amazon Giveaway allows you to run promotional giveaways in order to create buzz, reward your audience, and attract new followers and customers.
Account Options Sign in. Johnbattaglia marked it as to-read Jun 16, However, the mathematical maturity needed to fully understand the topics is a great deal bigger than that.
Cohomology of Projective and Grassmannian Bundles.
Lang’s Undergraduate Analsis text, for example, addresses the topic on page Somezero marked it as to-read Oct 13, Vitonoxi marked it as to-read Maxsen 02, The text includes over exercises, and gives the background necessary for the modern developments in gauge theory and geometry in four dimensions, but it also serves as an introductory course in algebraic topology.
They do however prove that a vector bundle over a compact base space has an inner product and they too this with the help of partitions of unity. The text includes well over exercises, and gives the background necessary for the modern developments in gauge theory and geometry in four dimensions, but it also serves as an introductory course in algebraic topology.
From Calculus to Cohomology: de Rham Cohomology and Characteristic Classes by Ib H. Madsen
It will be invaluable anyone who wishes to know about cohomology, curvature, and their applications. Adams on the maximal number of linearly independent vector fields on the n-dimensional sphere is stated but not proved.
Ian Waudby-Smith is currently reading it Sep 05, Chik67 added it Nov 19, De Rham Cohomology and Characteristic Classes.
AmazonGlobal Ship Orders Internationally. The text includes well over exercises, and gives the background necessary for the modern developments in gauge theory and geometry in four dimensions, but it also serves as an introductory course in algebraic topology.
Swapnanil Banerjee marked it as to-read Oct 29, They do not discuss why this result is so important nor give concrete examples of its utilization. Holidaylalala marked it as to-read Nov 12,


The basic formulae are:
Noise temperature (T) = 290 * (10^(Noise Figure/10)-1) K
Noise Figure (NF) = 10 * log (noise factor) dB
Note that log must be to base 10. When using calculators and spreadsheets make sure that base 10 is selected. As a test, 10 * log(2) should give an answer of +3 dB. Noise temperature is measured in units called Kelvin (K) and these are like Celsius (C) temperature degrees but start at zero for absolute zero temperature so 0 K = -273 deg C, 273 K = 0 deg C (ice melts) and 290 K = 17 deg C (ambient temperature of a waveguide, for example)
Example figures only - not same as defaults below
* Enter values for either item noise factor (f num), or Noise Factor (NF dB) or Noise Temperature (K). Select using the radio button. The unselected values will be ignored.
Table to convert Noise Figure (NF dB) to Noise Temperature (T). This is useful for working out LNA or LNB noise temperatures from advertised Noise Figures.
|NF(dB)||T (K)||NF(dB)||T (K)|
Procedure for adding up noise temperatures for antenna, waveguide, LNA, cable and indoor receiver in series:
System noise temperature (T system) is referred to the input of the LNA.
Antenna noise temperature is referenced to the flange specified by the manufacturer.
The calculations below assume you add some length of waveguide between the above flange and the LNA.
The noise temperature of the LNA refers to the input of the LNA.
The noise temperature of the cable after the LNA refers to the input of the cable.
The noise temperature of the receiver refers to the input of the receiver.
You need to convert gains in dB to numbers. Number = 10 ^(dB/10)
T system = Noise contribution from antenna = Antenna noise temp * waveguide gain
+ noise contribution of the waveguide = 290 * (1-waveguide gain)
+ noise contribution of the LNA = the LNA noise temp
+ noise contribution of the cable = cable temp * (1/attenuation -1) / LNA gain
+ noise contribution of the indoor receiver = indoor receiver input noise temp / (LNA gain * cable gain)
Antenna noise temperature = 35 K (mainly ground pick up noise)
Waveguide feeder gain = -0.25 dB (0.944), temperature = 290K
LNA gain = 50 dB (100000), input noise temperature = 75 K
Cable loss or attenuation = 20 dB or cable gain = -20 dB (0.01)
Cable temp= 290 K
Cable noise temp = 290 * ( 1/0.01 -1) = 28710 K
Indoor receiver noise figure NF = 9 dB
Indoor receiver input noise temperature = 290 * (10^(9/10)-1) = 2013.5519 K
Tsystem = 35 * 0.94406 = 33.042
Noise contribution of the antenna
+ 290 ( 1 - 0.94406) = 16.2226 Noise contribution of the waveguide
+ 75 Noise contribution of the LNA
+ (290 * (1/0.01 -1) /100000 = 0.2871 Noise contribution of the cable
+ 2013.5519 /(100000 * 0.01) = 2.0135519 Noise contribution of the indoor receiver.
Total = 126.56 K
Note that LNA noise temperature, the antenna noise temperature and waveguide loss are the main factors.
Some examples of antenna noise temperature versus elevation angle are shown on page antnoise.htm
To calculate the G/T of a receive system : G/T = Receive gain in dBi - 10 log ( system noise temperature T ). See the general purpose link budget calculator and use the final section which relates to the receive antenna.
Useful links: Y factor method of noise measurement method.
An alternative, similar cascade calculator, with an extra amplifier after the LNA: http://www.satcom.co.uk/article.asp?article=23
Any questions, errors you have found that need fixing or comments your help is appreciated, please e-mail Eric Johnston


Answered By: Kenneth Haggerty Last Updated: May 10, 2018 Views: 104
Yes. To access the ALEKS Math Placement Assessment, login to your MyMemphis account and click on the Student tab to access the ALEKS math placement.
The ITS Service Desk provides 24/7 technical support to the University's community. Reach Technical Support by phone: (901) 678-8888.
You can take the assessment in any UofM library.


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Everyone Has Something to ADD!
Teaching mathematics to students with significant cognitive disabilities
The Division of Early Intervention and Special Education Services, under the leadership of Marcella E. Franczkowski, hosted Everyone Has Something to ADD! with national expert Dr. Jenny Root on March 5 & 6, 2019. Over 150 Maryland teachers attended the mathematics conference which highlighted a model for teaching students with significant cognitive disabilities to become independent mathematical problem solvers. Dr. Root’s presentation included theory and best practice, hands-on application, and lesson planning. After the conference, Nancy Schmitt interviewed Dr. Root to explore the central themes of her presentation.
Nancy Schmitt: Why is it important to teach mathematical concepts to students with significant cognitive disabilities?
Dr. Jenny Root: Just as literacy is critical, problem-solving is a fundamental means of developing mathematical knowledge at all levels. Students with significant cognitive disabilities have difficulty with problem-solving in part due to their capacity to identify elements of the problem-solving process and using the components to solve problems. There is a need to teach problem-solving skills to students with significant cognitive disabilities that moves beyond basic rote skills and promotes independence, self-monitoring, and vocational skills. Learning to problem solve can lead to a range of career, leisure, and daily living opportunities.
NS: How do you ensure that the math standards are meaningful to students with significant cognitive disabilities?
JR: Prioritizing the mathematics standards is the first step, which Maryland has done through the Core Content Connectors. Once the standards have been prioritized, the teacher should consider real-world applications to contextualize instruction. Providing math instruction within a context will show the students when they will use the skill and leads to generalization across all content areas. The goal is for students to apply these skills in daily living, leisure, and employment.
For example, a student may have transition goals related to budgeting money. Within a unit on solving algebraic equations, the teacher could contextualize the standard within budgeting by having students identify activities or items they want to purchase and how many hours of employment it would take to earn enough money to cover the purchase (e.g., How many hours of working would it take to purchase a $60 concert ticket if you make $9.00 per hour?). This contextualized instruction would not only address the math standard, but it would build self-determination and personal finance skills.
NS: How does learning problem-solving lead to successful post-school outcomes?
JR: Problem-solving is an essential skill as are functional life skills such as shopping and cooking. Problem-solving uses the same processes that naturally build self-determination, social, and independent living skills. Research shows that these skills influence post-school outcomes, therefore, developing math and problem-solving skills is vital for all students, including students with significant cognitive disabilities.
Nancy Schmitt, M.S.Ed. Is the Alternate Instructional Assessment Specialist in the Division of Early Intervention and Special Education Services at the Maryland State Department of Education. For more information, please contact her at email@example.com.


Senior Leadership Team
Assistant Headteacher - Curriculum & Data
With a BA (Hons) in Maths Education, Dee has been teaching Maths for 15 years, the last 4 of which have been as Head of Maths at Northease. As Assistant Head, she also takes responsibility for Data and Curriculum which involves using her maths skills to monitor students progress (across the curriculum).
Using the data she obtains, Dee identifies opportunities to improve student achievements, either on an individual basis or by changing the curriculum or teaching techniques.
As a mathematician, she also wins the star prize - the job of putting together the school timetable!
Assistant Head — Pastoral Welfare & Engagement (Pastoral)
Designated Safeguarding Lead
Becky has a first class honours degree in English Education and has been at Northease Manor since 2012. Whilst training for her degree, she worked in several special educational settings including pupil referral units and primary settings. Based on her experience and passion Becky decided Special Educational Needs was the area of work where she could make the greatest contribution.
As Assistant Head for Pastoral and Welfare her educational philosophy is firmly based around the principle that students are at the heart of all decisions. Becky's very strong values drive her absolute commitment that Northease is safe, secure and nurturing. Our students have the best possible environment and delivered in a way that they can make maximum progress, whatever their individual needs.


So...budgets are The. Worst. I remember my dad telling me that I needed to "stick to a budget" when I opened my first checking and savings account. I remember thinking "But this 'money' is just numbers! Those can be flubbed, right!?" They couldn't. I bounced my first check when I was about 17 years old and wrote a check for gas. I was like "Well, I didn't write down every cent I've spent this month, but I'm SURE there's enough in the good ol' budget."
I didn't understand that money is a very real thing. Once it's spent, it's gone. It doesn't just magically reappear because you add wrong or forget about that pair of jeans you just HAD to have. Money is so RUDE.
When I wanted more than 250 minutes a month on my very first cell phone, despite having zero other friends with cell phones, my parents were all "Hey, if you want more, you gotta buy them." Um...extra minutes back then were EXPENSIVE. I was bouncing my next check to AT&T before the first month was done. I learned the value of a dollar. And that dollar didn't get me that many minutes, back then.
I discussed a wedding budget with my parents tonight. It SUCKED. All of a sudden, I had to attach a monetary value to certain things that I had previously been like "There is no dollar amount that can be placed on confetti guns." Because there is a monetary value for EVERYTHING. And it's HARD to figure it all out. And I am NOT GOOD at math.
Who knew that there was so much math involved in planning a wedding? Okay, fine...clearly, EVERYONE knew that except me.
I had a nervous breakdown tonight after the discussion with my parents. There was math and Excel equations and brain bleeds...it was rough. I was having flashbacks to the time when I accidentally enrolled in Logic and Reasoning in college because I was promised there were no numbers involved. Turns out, there were no numbers because they were instead represented by SYMBOLS. I had to know numbers well enough to TRANSLATE them into other things and I still can't believe I (barely) passed that class. Thank God for grading on a curve...
But, thanks to Geo and my parents, I eventually calmed down. Also, I'm more than a little concerned that once the math and calculators and percentages and figures were out of my immediate sight, I decided to completely disregard them again to relax again. I guess it's a vicious cycle.
Oh well, I guess will go ahead and agree with Geo that "It will all work out," which is something I almost never believe will happen, at least not without careful and constant meddling. He's just way better at math than I am.


Suppose you have a simple composition of d dense functions. Computing Jacobian needs d matrix multiplications. What about computing Hessian vector product? The answer is 5*d.
You can calculate it manually by differentiating function composition twice, grouping shared work together in temporary messages, and then counting the number of matrix multiplications. One trick to use is to note that scalar derivative equations and full multivariate versions are equivalent provided you don’t treat multiplication as commutative. So then you can simply perform derivative computations in scalar case, then the number of scalar multiplications you obtain corresponds to the number of matrix multiplications in the multivariate case.
Here’s the calculation worked out on a simple example above:
You can see there are up D temporary messages, and computing computing all the messages requires 5 multiplications, marked in purple in computation above.
Compare this against in PyTorch — create linear neural network with many layers, forward pass would require d matrix multiplications, whereas HVP would need 5*d. In practice, it takes 5-5.3x longer than forward pass, which is close to what’s expected.


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