Spot size is nothing but the radius of the beam itself and is technically not the same as the beam diameter. The irradiance of the beam decreases gradually at the edges. The distance across the center of the beam for which the irradiance (intensity) equals 1/e 2 of the maximum irradiance (1/e 2 = 0.135) is defined as the beam diameter.
The spot size (w) of the beam is defined as the radial distance (radius) from the center point of maximum irradiance to the 1/e2 point.
where λ is the wavelength of the given laser and w0 is the radius of the beam at the narrowest point, which is termed as the beam waist.


- published: 22 Sep 2015
- views: 47918
Bhaskaracharya- Astronomer and mathematician of ancient India Author of Lilavati, Sidhantha Shiromani, Bija Ganitha. Subscribe To Our Channel and Get More Videos http://www.youtube.com/user/indiavide... **JOIN US ON** Facebook -- https://www.facebook.com/indiavideo Google + --https://plus.google.com/+indiavideodo... Twitter -- https://twitter.com/indiavideo http://pinterest.com/indiavideo/
Dr Prannoy Roy speaks to one of the greatest minds of our times Professor Manjul Bhargava.He is the winner of the Fields Medal also known as the ‘Mathematics Nobel’. Professor Bhargava also interacts with an audience of young students about how mathematics could be taught in an interesting way through Indian classical music, games that have basic mathematics concepts , card tricks and the connection between math and music. Watch full video: http://www.ndtv.com/video/player/india-questions/india-questions-math-genius-professor-manjul-bhargava/353375?yt
Subscribe to TRAILERS: http://bit.ly/sxaw6h Subscribe to COMING SOON: http://bit.ly/H2vZUn Like us on FACEBOOK: http://bit.ly/1QyRMsE The Man Who Knew Infinity Official Trailer #1 (2016) - Dev Patel, Jeremy Irons Movie HD Growing up poor in Madras, India, Srinivasa Ramanujan Iyengar earns admittance to Cambridge University during WWI, where he becomes a pioneer in mathematical theories with the guidance of his professor, G.H. Hardy. The Fandango MOVIECLIPS Trailers channel is your destination for the hottest new trailers the second they drop. Whether it's the latest studio release, an indie horror flick, an evocative documentary, or that new RomCom you've been waiting for, the Fandango MOVIECLIPS team is here day and night to make sure all the best new movie trailers are here for you th...
# Top 10 Most Famous Mathematicians in India : Since ancient times, India has a rich history of producing great mathematicians and astronomers. Some famous and popular mathematicians include Brahmagupta, Varahamihira, Aryabhata, Baudhayana who were still praised today for their contribution toward the subject. With the advancement in education, the subject of mathematics has become more specialized and conceptual. World has seen the emergence of several Indian mathematicians in last two century. We have listed below the contribution of top 10 Greatest Indian mathematicians from modern time. 10. Shakuntala Devi 9. C. P. Ramanujam 8. D. R. Kapreka 7. Narendra Karmarkar 6. Harish Chandra 5. C.R. Rao 4. P.C. Mahalanobis 3. C. S. Seshadri 2. Satyendra Nath Bose 1. Srinivasa Ramanujan Source S...
This teacher teaching some student how to solve multiplication so fast with three way, watch now! NOTE : All rights belong to their respective owners.
The sequence of numbers 1, 1, 2, 3, 5, 8, 13, etc was described by Fibonacci around 1200 AD. The Indian mathematician Pingala found the sequence at least 1,000 years before (probably 200 BC) while analyzing Sanskrit poetry. This video describes how the sequence arises from metrical analysis. Blog post (includes extended rant about the name): http://mindyourdecisions.com/blog/2015/06/21/a-combinatorics-problem-from-classical-indian-poetry-sunday-puzzle/#.VYcs4vlVhBc Video notes. Note 1: I chose the words "rice, om, thug, cot" because they are derived from Sanskrit. Note 2: The video simplifies the analysis. There is a system for determining long (guru) and short (laghu) syllables. https://en.wikipedia.org/wiki/Sanskrit_prosody#Light_and_heavy_syllables Note 3: I really wanted to make th...
Aryabhatta/Aryabhata/Aryabhat was the great Indian mathematician ad astronomer who invented many things apart from the popular pie and zero that you know about. In this video we have covered several inventions by him which many people aren't aware about. His contributions to mathematics and science are unforeseen. In this video you get to know this great Indian scholar from close. We bring more such videos in Hindi. So if you like the video, don't forget to subscribe. You might like the upcoming videos as well. Aryabhatta 12 Inventions - the ancient Indian greatest mathematician, astronomer music: lost time kevin macleod (incompetech.com) licensed under creativecommons attribution 3.0 license. http://creativecommons.org/licenses/by/3.0/
Here , is the proof of mathematics
Part-2: http://www.youtube.com/watch?v=DeJbR_FdvFM Marcus du Sautoy looks at the contribution of Ancient Indians like Aryabhata, Brahmagupta, Bhaskara, Madhava, etc in the field of Mathematics. Programme: BBC - The Story of Maths Presenter: Marcus du Sautoy
Dr. M.D Srinivas talks about how evolution of Mathematics in India is different from Mathematics in Europe. He traces the history of Indian mathematics for last two thousand years and shows that how it evolves independently of European Mathematics. He claims that the way mathematics in India evolved teaches very different notions of fundamental of mathematics and its objective in India.
Interview with world's "human computer" Shakuntala Devi during her visit to Hong Kong in 1996. The Indian prodigy was featured in the 1995 Guinness Book of Records for her feat 1980 June 18th feat of demonstrating the multiplication of two 13-digit numbers: '7,686,369,774,870 x 2,465,099,745,779', picked randomly by the Computer Department of Imperial College, London. She produced the correct answer of 18,947,668,177,995,426,462,773,730', in just 28 seconds. Shakuntala Devi's obituary in The Telegraph http://www.telegraph.co.uk/news/obituaries/10011281/Shakuntala-Devi.html Air date: January 22, 1996 on Inside Story Reporter/Producer: Susan Yu
ＬＩＫＥ | ＣＯＭＭＥＮＴ | ＳＨＡＲＥ | ＳＵＢＳＣＲＩＢＥ Like My FB Page- https://www.facebook.com/YoutubeLearnToEarn/ This Video is about Srinivasa Ramanujan Indian mathematician Srinivasa Ramanujan FRS was an Indian mathematician who lived during the British Rule in India. Though he had almost no formal training in pure mathematics, he made substantial contributions to mathematical ... Wikipedia Born: 22 December 1887, Erode Died: 26 April 1920, Kumbakonam Award: Fellow of the Royal Society Spouse: Janakiammal (m. 1909–1920) Education: Trinity College, Cambridge (1919–1920) Music QUEEN OF THE SKIES by Nicolai Heidlas Music https://soundcloud.com/nicolai-heidlas Creative Commons — Attribution 3.0 Unported— CC BY 3.0 http://creativecommons.org/licenses/b... Music provided by Audio Library https://youtu.be/1S...
Quixot Kids Story presents you the documentary of great Indian Mathematician - Aryabhatta which is full of his fascinating invention & discovery stories. Quixot Kids Story brings to you historical, scientific and invention stories for you to learn about inventions and discoveries in a fun way. These scientific stories include great animation for you to understand the science and discoveries better. For Mythological Stories, click here - https://goo.gl/KsXfQH And Subscribe our Channel for More such Funny Tales! Click Here To Subscribe - https://goo.gl/z6aRqh For More Such Funny Stories - https://goo.gl/9klZ2i Like us on Facebook : https://goo.gl/si3DBn Follow us on Pinterest : https://goo.gl/YOVJRP Follow us on Twitter : https://goo.gl/Sq98dm Don't Forget To Hit Like, Share & Comment...
Please watch: "Rajiv Dixit - दही में नमक है ज़हर की तरह, जानिए उससे होने वाली बीमारियां |" https://www.youtube.com/watch?v=DUyetVwihBk -~-~~-~~~-~~-~- Watch the video to know the pride of India 'Srinivasa Ramanujan'. To watch more videos, subscribe to the channel https://goo.gl/TMN5I0 Don't forget to Like, Share and Comment.
Contributions From Ancient Indian Mathematician Madhava | India Video Ramasubramanian, historian of science and mathematics in India, explains the profound contributions made by the 14th century mathematician Madhava to infinite series and the beginnings of calculus. More details-http://www.indiavideo.org/science-technology/indian-mathematician-madhava-9138.php Do Like, Share, Comment & Subscribe to our channel. Subscribe To YouTube: http://www.youtube.com/subscription_center?add_user=indiavideodotorg **JOIN US ON** Facebook -- https://www.facebook.com/indiavideo Google + --https://plus.google.com/+indiavideodotorg Twitter -- https://twitter.com/indiavideo http://pinterest.com/indiavideo/ LinkedIn -- http://www.linkedin.com/company/1885976
Part 1- Astronomers and Mathematicians India has always been a treasure trove of knowledge. Our country’s illustrious past in the field of science, medicine, architecture, literature and many other areas of study has been forgotten, hidden or lost due to innumerable invasions. The modern world may take the credit for many concepts and inventions but these discoveries are only reinvention of our ancestral Indian knowledge. In an effort to make Indians aware and feel proud of their history Simbly chumma is presenting list of scientists in ancient India. this is not a ranking video. music - www.bensound.com


The Vicious Math of Moving
Moving is an Exercise in Problem Solving, Flexibility, and Math
In Fight Club, the Narrator informs us, “Take the number of vehicles in the field, A, multiply by the probable rate of failure, B, multiply by the average out-of-court settlement, C. A times B times C equals X. If X is less than the cost of a recall, we don’t do one.”
Our Moving math is like that, especially if moving across the country. As I mentioned in my last article about moving, we’re running low on resources, and we are Rust Belt bound (just a few days left!). We sat and did some math when deciding to move to see how much we were willing to pay to get our things across the country, and math went something like this.
Take all of our stuff, assign a dollar value for its perceived replacement value, and get UHaul boxes that might fit it all.
The one thing that is always certain about moving (and I’ve moved a lot) — you’re never sure how much stuff you have. It feels like there are never enough boxes (there aren’t), enough space for all your stuff (there isn’t), and enough time to actually get it all done (at some point, though, it’s time to turn over the keys and get out).
It’s basically playing survivor with your own stuff, you know?
It can also be a touch depressing, figuring out what the value of your things are. Instead, I try to focus on how much joy I get to take with me.


In the advent of internet, more and more students are getting online. Though, studies tackle the effectiveness of learning with technology from both sides. There is one thing for sure, it has opened alternative, yet exciting ways of implementing the curriculum of the 21st century education. Nowadays, there are so many things educators and students can do with digital technology. One could advance their own mathematical understanding, improve their critical thinking skills, practice their problem solving skills, and above all develop their digital literacy skills. Having digital tools such as smartphones, laptops and the like put some learners at a greater advantage, but only if these tools are just used properly and productively. For example, a study on the use of Geometers Sketchpad shows significant boost on students’ mathematics test scores in Geometry (Myers, 2009). However, this is not always the case. Some studies show no link between technology and achievement, but a positive relationship between technology use and discipline (Garthwait, 2007). In order for the technology to have positive impact, technology integration must have a purpose. (Cramer and Smith, 2002).
So why “Math Log”?
Merriam-Webster dictionary defined the word “log” as a record of performance, events, or day-to-day activities. In Mathematics, the word “log” can be associated with the concept of common logarithm – a logarithm to the base of 10. As we know, logarithmic function is the inverse of exponential function. My students define an inverse function as something that reverses another function. From these definitions, “Math Log” can be thought of as an electronic portfolio that compiles important lessons discussed in my classes. As we progress to the new lessons, some students have the general tendency to forget. Hence, “Math Log” provides them the avenue to return to the steps on learning the important lessons before joining the rest in the boat. As they say, the more you build your foundation, the stronger you are in the next chapter.
The future of Math Log
Math Log serves to be the official eClassroom dedicated for the math classes of Fernan Salibongcogon, a licensed professional teacher working with B.R.I.G.H.T. Academy. To maximize its potentials in the niche of educational blogs, the site will develop to include more resource materials such as modules, worksheet, and practice activities in line to the Philippines’ K to 12 Curriculum Guide for Mathematics. The site can also be used to be an alternative assessment tool for math learners. Hence, I devote this work to all my former tutees, students, and colleagues. They have been my inspiration in initiating this work.


Watercolor on 9″ x 12″ watercolor paper
The latest addition to the ‘She Changed the World’ collection!
Edith Clarke (1883-1959) was the first professional female electrical engineer. After being orphaned at age 12 she was raised by her older sister, and later used her inheritance to study mathematics and astronomy at Vassar College. She taught mathematics and physics for a few years after graduating before accepting a position with AT&T in 1912 as a ‘computer’. She computed mathematical problems to address the problems of long-distance electrical transmissions. She also studied electrical engineering at night during this time at Columbia University. In 1918 she became the first woman to earn an MS in electrical engineering from MIT.
Unable to find work as an engineer, she worked for General Electric as a supervisor of their human computers, and there invented the Clarke calculator, a graphical device that solved equations involving electric current, voltage and impedance in power transmission lines, and did so ten times faster than previous methods.
In 1922 GE finally hired her as an electrical engineer, and she held the position until retiring in 1945. Her proficiency for mathematics quickly made her a star in the field, leading the many high-profile lectures and authoring an influential textbook on power engineering. In 1947 she joined the faculty at University off Texas at Austin, making her the first female professor of Electrical Engineering in America. She taught until 1957.
“There is no demand for women engineers, as such,” she observed, “as there are for women doctors; but there’s always a demand for anyone who can do a good piece of work.”


Social & Emotional Activity Finder
PBS KIDS’ beloved characters model behavior and provide strategies that help kids manage their emotions, build friendships and develop good character. Use this activity finder to further foster your child’s growth.
Results 31 – 45 of 450
In this fun app featuring Peg + Cat and their friends, children ages 3 to 6 can practice math skills by learning and creating songs.
In this game from Curious George, your child will select a series of numbers in the correct order to count-down and launch a rocketship.
Bob's Tool Box
In this open-ended game, your child can learn more about tools like a hammer, drill, and screwdriver as he helps Bob use the tools from a tool box.
In this game, your child can practice reading skills by matching words and pictures to the missing pieces of four different stories.
Break It Down
In this game, your child can use Plum's special cannon to match the correct decomposers with their target and turn it into rich soil.
In this game, your child can practice math and engineering skills by identifying the length of materials needed to complete a series of bridges.
George is having a party. Your child can practice early math skills such as patterning, addition, and subtraction by answering questions as she moves along the game board to reach the party.
Peg needs to fill the tub for her bath. Your child can learn about capacity and estimation by selecting different sized containers to fill Peg's bathtub with water.
Your child can practice counting by ones with bathtime bubbles in this Curious George online game.
Curious George is catching bugs. Your child can practice prediction, estimation, and counting skills while helping George catch and release the bugs.
Build a Bot
George is building robots to do different jobs. Your child can help George pick the right parts to complete his robot and finish the job.
Build A Word Adventure: Ball
In this game, your child can help the Word friends by solving riddles and making them a basketball.
Build A Word Adventure: Balloon
In this game, your child can help the Word friends prepare a surprise birthday party for Dog - and practice letter and spelling skills along the way.


There are a couple of basic factors that govern the length of time that the clock will run, the first is how far can the weight fall before it hits the ground, as it is shown below the higher you hang the clock on the wall the further the weight has to fall and the longer the clock will run. Obviously there is a limit to high how you can comfortably hang the clock so a reasonable expectation for the weights travel is about 1300 mm. This is assuming that the centre of the dial is set to about 1600 mm. There are some detail consideration that could increase this, first arranging things so that the weight starts off from a higher position and secondly making the weight itself shorter, but 1600 mm is a good starting point.
The second major factor to govern the running time is the diameter of the drum around which the cord supporting the weight is wound, the drawing below is a section through Clock 1 showing the cord wound around the drum, the drum in this instance is Ø 3.8 cm.
For each hour that the clock is running, this drum turns one complete revolution, so the length of cord unwound is Pi x (Diameter^2)/4 = 3.142 x (3.8^2) / 4 = 11.34 cm.
This will give us a total running time of 130.0/11.34 = 11.5 hours.
This is annoyingly shy of 12 hours so lets start looking at how to increase this. I have already mentioned mounting the clock a little higher or optimising the size of the weight itself by making it bit shorter, and perhaps a little fatter. The next simple thing to do is to decrease the diameter of the drum so that it unwinds less cord for each revolution. Although this is easy to do, it has a cost, and that is you will need to increase the weight proportional to the change in diameter. Using the same calculation as before, if we reduce the diameter of the drum to Ø3.2 cm, then the running time will be increased to 16 hours.
There is one other thing that we can do to extend the weights travel and that is to take the cord over a guide pulley as shown below so that the travel can be increased significantly if the guide pulley is fixed much higher up the wall. No increase in weight is involved with this change, but you do have to ensure the clock is is well attached to the wall as the pull of the weight is now going to be upwards instead of down.
The mention of pulley's brings us to the final section that shows how the running time can be increased 2,3 and 4 times by using a pulley arrangement shown below.
The simple arrangement on the left with the weight hanging directly on the Drum gives us the basic run time. The second arrangement has a pulley added above the weight around which the cord passes to an anchor point on the clock frame. Now as the drum rotates there are two cords supporting the weight so for a given movement of the drum the weight will only move half as far so the running time is doubled.. In the third arrangement 3 cords share the movement, so the running time is tripled , and the final arrangement has 4 cords so the running time is quadrupled
You do however have to remember that the weight has to be increased in proportion the running time gained, so double the running time, double the weight.
You also have to remember that as the weight increase its physical size also increases so any increase in length has to be taken off the running time.
Now finally a drawing showing how a simple 2 fall pulley was incorporated into Clock 22.
For further reading on the subject of Pulley's and weights .


In addition to the sciences, you will have mathematics in the form of calculus, probability, statistics, algebra, trigonometry, and differential equations — Shawnee University’s Bachelor of Science in Environmental Technology has seven hours of mathematics.
Is there math in environmental engineering?
Environmental engineers use math and science to address environmental challenges such as hazardous waste and pollution. They also study the impact on the environment of proposed construction projects.
How much math do environmental engineers use?
As much as any other engineer. In the realm of pure math most curriculum’s require : Calculus 1, 2, 3 , differential equations ( really calculus 4) , statistics, and computational methods.
How much calculus do environmental engineers use?
Does environmental engineering require a lot of math? You will need a math all the way to differential and multivariable calculus for any engineering. You’ll need only one chemistry for most engineering except chemical and environmental engineering. Both majors require more chemistry classes.
Does environmental engineering require calculus?
Students interested in studying environmental engineering should take high school courses in chemistry, biology, physics, and mathematics, including algebra, trigonometry, and calculus.
Is there a lot of math in environmental science?
Many of the broad sciences that are classified as environmental sciences utilize math in one way or another. … Atmospheric concentrations of greenhouse gases and their effects, local weather patterns, and precipitation levels all require mathematical data.
Which engineering does not require maths?
Originally Answered: Which branch of engineering does not require mathematics? Chemical Engineering is the discipline that uses the least maths and generally the least logical problem solving on the job, probably by a long shot. I was a process engineer at a Chemical plant and basically did no actual engineering.
What is the easiest engineering degree?
Easiest Engineering Degrees
- Computer Engineering.
- Environmental Engineering.
- Civil Engineering.
- Mechanical Engineering.
- Biomedical Engineering.
- Electrical Engineering.
- Petroleum Engineering.
- Aerospace and Aeronautical Engineering.
Does environmental engineering need physics?
Environmental Engineers have to understand these laws so that they may design methods for reducing contamination in our air, soil, and water. They also need physics to understand and predict the fate of pollutants, so they can better prepare for future impacts of our industrial society.
Does environmental engineering use chemistry?
Environmental engineers use the principles of biology and chemistry to develop solutions to environmental problems. They are involved in water and air pollution control, recycling, waste disposal, and public health issues. … Environmental engineers are concerned with local and worldwide environmental issues.
How hard is environmental engineering?
Originally Answered: How hard is getting a degree in environmental engineering? As hard as getting any engineering degree. No matter what field are you studying, as long as it belongs to engineering you’ll have to go through at least 3 calculus, probability, statistics, chemistry and physics.
What science is used in environmental engineering?
Environmental engineers use the principles of engineering, soil science, biology and chemistry to develop solutions to environmental problems, according to the BLS.
Is biology needed for environmental engineering?
To be a enviromental engineer its not compulsory to take biology as main subject in class 11 and 12 rather than togo in environmental engineer program the eligibility criteria you should have physics, chemistry, and mathematics as a main subject in class 11 and 12.
Are environmental engineers happy?
Environmental engineers are below average when it comes to happiness. … As it turns out, environmental engineers rate their career happiness 2.9 out of 5 stars which puts them in the bottom 23% of careers.
What should I major in if I want to be an environmental engineer?
Environmental engineers must have a bachelor’s degree in environmental engineering or a related field, such as civil, chemical, or general engineering. Employers also value practical experience.
What AP classes should I take for environmental engineering?
AP can get you on your path
- AP Biology. Study the core scientific principles, theories, and processes that govern living organisms and biological systems. …
- AP Calculus BC. …
- AP Chemistry. …
- AP Environmental Science.


The % Complete fields contain the current status of a task, expressed as the percentage of the task's duration that has been completed (a weighted calculation based on duration of the tasks). When a task is first created, the percent complete is zero percent. If a task is noted as a 10 day task (80 hours of effort) and an update of 50% is entered, then the task has 5 days (40 hours of effort) left. Percent Complete is calculated as follows: Percent Complete = (Actual Duration / Duration) * 100
This article provides an example of how the % Complete is calculated.
Please note this calculation is relevant and applicable when using the Project Planner and Microsoft Project.
1. View the Project % Complete
Both Task 2 (HR Plan) and Task 3 (Determine Project Timeline) have a five day duration. Task 4 (Review Budget) and Task 5 (Rev Dept Needs) each have a one day duration. Since Task 2 is noted as 100%, the summary row is 42%, since 5 of the total 12 days (total duration) is complete.
2. View the Summary Tasks % Complete
Summary tasks are used to group and organize detailed tasks. The durations for summary tasks are rolled up from the detailed tasks. The Project % Complete is calculated based on the following:
Task 2 and Task 8 are noted as a 100% complete. The sum of the duration for these two tasks is 10 days. The Total Duration for the project includes 32 days. Thus, 10 divided by 32 * 100 = 31%.


Counting to 20 worksheets pdf for Kindergarten - Kinders counting practice 1-20 pdf
Learn to count up to 20
Counting to 20 worksheets pdf for kindergarten has a range of kindergarten worksheets with accurate counting skills that will help your child easily learn how to count up to 20. Counting as we know is the basic building block in math.
As such, kids need a gradual counting practice so as to effectuate and build their confidence in the understanding of counting and numbers in general. In light to this, our kinders counting practice 1-20 pdf has made use of multiple sets of physical objects, which will provide kids with several unique and inspirational practice 1- 20 exercises.
There are a number of fun ways in our kinders counting practice 1-20 pdf that can help kids greatly enhance the understanding of number recognition and of course strengthen their ability to learn how to count orderly from 1 to 20.
#1 KINDERGARTEN MATH PRINTABLES
Important facts about Counting to 20 activities for kinders
These activities involve count and circle the right number, count and write corresponding number of tally marks, count and color frames as the number of objects.
This idea of coloring is aimed at pointing out that even though these are counting worksheets, they can also be used to enhance the idea of coloring in kids.
Develop easy counting skills – learn to count up to 20
A remarkable advantage in our counting to 20 worksheets pdf for kindergarten is that kids are likely to develop easy counting skills. This is because our fun engaging and colorful worksheets can hugely accelerate kids learn to count to 20.
One important advantage of kid’s involvement in this worksheet is its demonstration of ten frames activity. Here, kids will learn how to compose and decompose numbers.
This is because in the process of coloring the frames, there is a clear visual representation and understanding of why numbers especially 11 to 20 are grouped in tens and ones. Moreover, there is equally a clear difference to what numbers such as 6 and 16 really look like.
Equally important in our kinders counting practice 1-20 pdf is the idea that kids count and write the corresponding number of tally marks. As tally marks are grouped in 5s, kids are likely to easily have an understanding on counting in 5s. As such, they will acquire the skill to rapidly and accurately judge numbers confidently in a group without counting them.
Example: count and write the corresponding number of tally marks
Considering the fact that tally marks are grouped in 5s, it is very easy to count and write the corresponding number of tally marks in the pellets. Here, kids will gradually be gaining an in-depth knowledge of skip counting in 5s, which of course is extremely simple and fast.
With this method, you can even try counting in 5s aloud. It has such an awesome rhythm, which goes thus → 5 ...... 10 ...... 15 ...... 20
From the above presentation, you can clearly see that each group of tally marks is made up of 5, isn’t it?
So as kids begin counting, instead of the long rote counting of each individual tally mark as in 1, 2, 3, 4, 5, 6, 7, 8…15, they can simply be counted in groups such as → 5 ... 10 ... 15 tally marks.
Hope you remember that the last counted number tells the number of objects in a set, right? Good.
We’ll now write our 15 in the pellet. →
Wooooow! This is so awesome.


Calculate Effective Interest Rate from Nominal Rate. The effective interest rate is the one which caters the compounding periods during a loan payment plan. The effective interest rate is calculated as if compounded annually, half-yearly, monthly or daily. On the other side, stated or nominal rate is less than the effective interest rate. Converts the nominal annual interest rate to the effective one and vice versa. Nominal and Effective Rates Calculator - High accuracy calculation Welcome, Guest Effective interest rate calculation. The effective period interest rate is equal to the nominal annual interest rate divided by the number of periods per year n: What is the effective period interest rate for nominal annual interest rate of 5% compounded monthly? Effective Period Rate = 5% / 12months = 0.05 / 12 = 0.4167% The effective interest rate is the interest rate on a loan or financial product restated from the nominal interest rate as an interest rate with annual compound interest payable in arrears. It is used to compare the annual interest between loans with different compounding terms (daily, monthly, quarterly, semi-annually, annually, or other). Calculate the effective interest rate in case of continuously compounding interest. For example, consider a loan with a nominal interest rate … Purpose of use. = ((1 + 0.03258)^1/365 – 1) * 365. = 0.03206 or 3.206% nominal rate. Converting an effective rate to a nominal rate for a 90 day bank bill.
Introduction. The interest rate has many types in finance: real, nominal, effective, annual and so on. The difference between Nominal and Effective Rates (Two of the most used types of rates) is based on various economy factors and can generate a serious dollar value difference, and therefore, it is extremely important to understand the difference and be able to calculate it quickly and easily.
Nominal Yield Calculations. Calculating a bond's nominal yield to maturity is simple. Take the coupon, promised interest rate, and multiply by the number of years 19 Apr 2015 This effective interest rate calculator finds the effective interest rate per period and the total rate of return by considering a nominal interest 10 Apr 2019 The advertised rate (also known as nominal rate) is the interest the bank charges you on the sum you borrow. Note that there are different ways to 14 Aug 2018 These include nominal interest rates, real interest rates, and effective The nominal rate of interest is the simplest kind of interest rate among financial products and calculate compounded interest over different time periods. 19 Apr 2013 The interest rate per annum is only the nominal interest rate. This nominal rate is equal to the effective rate when a loan is on annual-rest basis 27 Nov 2016 Annual percentage rate, or APR, goes a step beyond simple interest by the nominal APR for a credit card that charges 1% interest per month is 12%. interest rate of about 0.0328%, we can calculate the effective APR if this
Effective interest rate calculation. The effective period interest rate is equal to the nominal annual interest rate divided by the number of periods per year n: What is the effective period interest rate for nominal annual interest rate of 5% compounded monthly? Effective Period Rate = 5% / 12months = 0.05 / 12 = 0.4167%
Calculate the effective annual interest rate or APY (annual percentage yield) from the nominal annual interest rate and the number of compounding periods per The stated interest rate (also called the annual percentage rate or nominal rate) is usually found in the headlines of the loan or deposit agreement. Example: “ Converts the nominal annual interest rate to the effective one and vice versa. 23 Sep 2010 As a result, interest is calculated monthly as well. The nominal interest rate, also called annual percentage rate (APR), is simply the monthly Frequency, Accumulated amount, Calculation, Effective interest rate Determine the nominal interest rate compounded quarterly if the effective interest rate is Calculating simple and compound interest rates are covered along with distinguishing between nominal and effective interest rates. Illustrated in this module is The effective interest rate per payment period is calculated. Example 1: The nominal annual interest rate is 4.67% compounded quarterly. Question: What is the
17 Oct 2019 Starfish Bank might advertise a loan with the nominal interest rate of 10%, where the compound interest is calculated monthly. Dolphin Bank
An interest rate compounded more than once a year is called the nominal interest rate. In the investigation above, we determined that the nominal interest rate of 8% p.a. compounded half-yearly is actually an effective rate of 8,16% p.a. Given a nominal interest rate i The Effective Annual Interest Rate is also known as the effective interest rate, effective rate, or the annual equivalent rate. Compare it to the Annual Percentage Rate (APR) Annual Percentage Rate (APR) The Annual Percentage Rate (APR) is the yearly rate of interest that an individual must pay on a loan, or that they receive on a deposit account. Nominal interest rate refers to the interest rate before taking inflation into account. Nominal can also refer to the advertised or stated interest rate on a loan, without taking into account any fees or compounding of interest. The nominal interest rate formula can be calculated as: r = m × [ ( 1 + i) 1/m - 1 ].
i = effective annual rate of interest; n = number of compounding periods per year. However, in the case of continuous compounding, the nominal interest rate
24 Feb 2020 The effective interest rate is the nominal interest rate adjusted to The calculation of the effective rate is best demonstrated using examples. In this article, we will look at the definition, formula, and some examples of calculating the effective rate of interest. Suggested Videos For example, a home loan at 9% is only nominal rate of interest. Since the interest is payable monthly, the effective interest will be calculated as follows in excel:. Your real interest is the nominal interest rate (the interest you get paid) minus the the nominal interest rate adjusted for inflation; this is the effective interest rate Calculate the nominal rate of inflation that will be charged if the expected rate Nominal Yield Calculations. Calculating a bond's nominal yield to maturity is simple. Take the coupon, promised interest rate, and multiply by the number of years
The nominal rate is the interest rate as stated, usually compounded more Using a BAII Plus calculator, we can determine the effective rate in the following way:. 1 Apr 2019 The correct maturity value, using effective interest rate of 8.24%, works out to be Rs 1,48,595. As the nominal rate does not account for quarterly


Cracow International School follows Cambridge Primary programme, addressed to children between the age of 5 and 11. Cambridge Primary offers international education developing students’ overall skills, as well as enhancing their knowledge in the fields of English, Maths and Science. These subjects are taught fully in English. Cambridge Primary is fit to be implemented in bilingual and English-only schools. It is also compatibile with national curriculums of the countries in which it is implemented.
Cambridge Programmes are divided into stages. Numbers of stages do not correspond to grade numbers, therefore we encourage you to have a look at the table below which presents how Polish grade numbers and Cambridge stages and programmes are correlated.
|Age||Grade in Polish system
|5-6||Grade 0||1||Cambridge Primary|
|11-12||6||7||Cambridge Lower Secondary|
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IB Paper 6: Signal and Data Analysis
Lent 2008 lecture notes are given below.
- plotsinc.m -- illustrates the convergence of sinc(at) to a delta function as a tends to infinity
- ftex1.m -- illustrates the convergence of the Fourier series coefficients to the Fourier transform as period gets larger (applied to double exponential function).
- Maths, Physics and Engineering Applets -- this page includes the applet showing how one can change the number and magnitude of Fourier series coefficients to change a given signal.
Copyright © 2008 Joan Lasenby


Thanks for the reply.
How can this be the case when, if you click on the smoothed plot curve the tracker gives you an X,Y value that is not in the original data set (ie it is smooth interpolated between the points)
For example if I have 5 data points in the plot within a smoothed line series and I click anywhere on the series "between" the points I get a value at that point I clicked displayed by the tracker. I want to be able to get that calculated value from the
series in code without the user clicking the line series.
If I want the value of the plot 1/6 of the way between the points (2.5,24) and (3.4,35) I need to be able to get this info from the plot without the user having to click 1/6 of the way between the points.


5 edition of Stability problems for stochastic models found in the catalog.
|Statement||edited by V.V. Kalashnikov, B. Penkov, and V.M. Zolotarev.|
|Series||Lecture notes in mathematics ;, 1233, Lecture notes in mathematics (Springer-Verlag) ;, 1233.|
|Contributions||Kalashnikov, Vladimir Viacheslavovich., Penkov, Boian Ivan, 1927-, Zolotarev, V. M., Vsesoi͡u︡znyĭ seminar po problemam nepreryvnosti i ustoĭchivosti stokhasticheskikh modeleĭ (9th : 1985 : Varna, Bulgaria)|
|LC Classifications||QA3 .L28 no. 1233, QA402 .L28 no. 1233|
|The Physical Object|
|Pagination||vi, 223 p. ;|
|Number of Pages||223|
|LC Control Number||87125497|
Pris: kr. Häftad, Skickas inom vardagar. Köp Stability Problems for Stochastic Models av Vladimir V Kalashnikov, Boyan Penkov, Vladimir M Zolotarev på steinrenovationanddesigngroup.com XXX International Seminar on Stability Problems for Stochastic Models (ISSPSM') and VI International orkshopW Applied Problems in Theory of Probabilities and Mathematical Statistics Related to Modeling of Information Systems (APTP + MS'). Book of abstracts. M.: IPI RAS, - p. - ISBN
Faculty of Computational Institute of Informatics Mathematics and Cybernetics, Problems, Moscow State University Russian Academy of Sciences XXIX International Seminar on Stabilit. Markov Chains and Stochastic Stability by S.P. Meyn and R.L. Tweedie (Originally published by Springer-Verlag, This version compiled September, ) Suggested citation: S.P. Meyn and R.L. Tweedie (), Markov chains and stochastic stability. Springer-Verlag, London.
XXXIV. International Seminar on Stability Problems for Stochastic Models. 47 likes. XXXIV. International Seminar on Stability Problems for Stochastic Models will be held between August, in Followers: Bilinear Stochastic Models and Related Problems of Nonlinear Time Series Analysis: A Frequency Domain Approach These contributions focus on recent developments in complementarity theory, variational principles, stability theory of functional equations, nonsmooth View Product [ x ] close. Probability Through Problems. This book of.
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Special Issue "Stability Problems for Stochastic Models: Theory and Applications" Special Issue Editors Special Issue Information Published Papers; A special issue of Mathematics (ISSN ). This special issue belongs to the section "Mathematics and Computer Science".
Stability Problems for Stochastic Models Proceedings of the 11th International Seminar held in Sukhumi (Abkhazian Autonomous Republic) USSR, Sept. 25–Oct. 1, Stability Problems for Stochastic Models Proceedings of the 6th International Seminar Held in Moscow, USSR, April Search within book.
Front Matter. Pages N2-XVII. PDF. Hypererlang approximation of probability distributions on (0, ∞) and its application Discretization in the problems of stability of characterization of the.
Stability Problems for Stochastic Models Proceedings of the 11th International Seminar held in Sukhumi (Abkhazian Autonomous Republic), USSR, Sept. 25 - Oct. 1, Editors: Kalashnikov, Vladimir V., Zolotarev, Vladimir M.
(Eds.) Free Preview. Stability Problems for Stochastic Models Proceedings of the 6th International Seminar Held in Moscow, USSR, April Editors: Kalashnikov, V.V., Zolotarev, V.M. Stability problems for stochastic models: proceedings of the 6th international seminar, held in Moscow, USSR, April Stability problems for stochastic models: proceedings of the 8th international seminar held in Uzhgorod, USSR, Sept.
Stability Problems for Stochastic Models by Vladimir V. Kalashnikov,available at Book Depository with free delivery worldwide.
The stability results are furthermore employed to statistical estimates in the stochastic programming problems. Some results on a consistence and a rate of convergence are presented.
Read moreAuthor: Werner Roemisch. steinrenovationanddesigngroup.com: Stability Problems for Stochastic Models: Proceedings of the 11th International Seminar held in Sukhumi (Abkhazian Autonomous Republic) USSR, Sept.
25 - Oct. 1, (Lecture Notes in Mathematics) (): Vladimir V. Kalashnikov, Vladimir M. Zolotarev: Books. Two unsolved problems in the stability theory of stochastic differential equations with delay Article (PDF Available) in Applied Mathematics Letters · March with Reads.
in applied models and/or has to be approximated (estimated, dis-cretized). −→ stability behaviour of stochastic programs becomes important when changing (perturbing, estimating, approximating) P∈ P(Ξ).
Here, stability refers to (quantitative) continuity properties of the optimal value function v.) and of the set-valued mapping S ε.) at. The behaviour of stochastic programming problems is studied in case of the underlying probability distribution being perturbed and approximated, respectively.
To specify the stochastic programming models for our analysis, The following instances play a special role in the context of stability in stochastic programming:Cited by: Probability Metrics and the Stability of Stochastic Models (Wiley Series in Probability and Statistics - Applied Probability and Statistics Section) 1st Edition.
Concentrates on four specialized research directions as well as applications to different problems of probability steinrenovationanddesigngroup.com by: We examine in detail real-time architectures for the sequential detection and/or estimation problems for diffusion type signals.
We demonstrate the fundamental role played by the Zakai equation in defining candidate architectures. For scalar and two dimensional state models an architecture based on systolic arrays is derived. We analyze the stability and sensitivity of stochastic optimization problems with stochastic dominance constraints of first order.
We consider general perturbations of the underlying probability measures in the space of regular measures equipped with a suitable discrepancy distance. We show that the graph of the feasible set mapping is closed under rather general steinrenovationanddesigngroup.com by: Download free Stability Problems for Stochastic Models: Proceedings of the International Seminar held in Suzdal, Russia, JanFeb.
2, (Lecture Notes in Mathematics) epub, fb2 book. International Seminar on Stability Problems for Stochastic Models 25–29August Debrecen,Hungary Book of abstracts Debrecen, Stability problems in Neumann-Pearson theorem the structure of a stochastic volatility model, i.e., X. Stability Problems for Stochastic Models by V.M.
Zolotarev, Vladimir Viacheslavovich Kalashnikov, ISBNCompare new and used books prices among online bookstores. Find the lowest price. International Seminar on Stability Problems for Stochastic Models. XXXIV. International Seminar on Stability Problems for Stochastic Models will be held between August, in Debrecen, Hungary under the auspices of Faculty of Informatics, University of Debrecen, Lomonosov Moscow State University and Institute of Informatics Problems of the Russian Academy of Sciences.
Stochastic processing networks arise commonly from applications in computers, telecommunications, and large manufacturing systems. Study of stability and control for such networks is an active and important area of research. In general the networks are too complex for direct analysis and therefore one seeks tractable approximate steinrenovationanddesigngroup.com by: 1.ISBN アクション: MyBundleに追加 Sell This Book Stability Problems for Stochastic Models: Proceedings of the Fifteenth Perm Seminar, Perm, Russia, Juneby Vladimir M.
Zolotarev, Victor Yu Korolev, V.M. Zolotarev (Editor), Viktor Makarovich Kruglov.An analysis of convex stochastic programs is provided when the underlying probability distribution is subjected to (small) perturbations.
It is shown, in particular, that $\varepsilon$-approximate solution sets of convex stochastic programs behave Lipschitz continuously with respect to certain distances of probability distributions that are generated by the relevant steinrenovationanddesigngroup.com by:


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6 edition of Mathematical Methods in Image Reconstruction (Monographs on Mathematical Modeling and Computation) found in the catalog.
October 31, 2007 by Society for Industrial Mathematics .
Written in English
|The Physical Object|
|Number of Pages||228|
Mathematical Methods in Image Reconstruction. Authors: Hurt, N.E. Buy this book Softcover ,99 € Services for this Book. Download Product Flyer. Facebook Twitter LinkedIn Google++. Recommended for you. Bibliographic Information Bibliographic Information.
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Mathematical Methods in Image Reconstruction provides a very detailed description of two-dimensional algorithms. For three-dimensional algorithms, the authors derive exact and approximate inversion formulas for specific imaging devices and describe their algorithmic implementation (which by and large parallels the two-dimensional algorithms).
This book provides readers with Mathematical Methods in Image Reconstruction book superior understanding of the mathematical principles behind imaging and will enable them to write state-of-the-art software as a result.
From the Publisher Audience The book is aimed at mathematicians, engineers, physicists, and other scientists with the appropriate skills who want to understand the theoretical foundations of image reconstruction and solve Cited by: This book Mathematical Methods in Image Reconstruction book the state of the art of the mathematical theory and numerical analysis of imaging.
The authors survey and provide a unified view of imaging techniques, provide the necessary mathematical background and common framework, and give a /5(2). This book describes the state of Mathematical Methods in Image Reconstruction book art of the mathematical theory and numerical analysis of imaging.
The authors survey and provide a unified view of imaging techniques, provide the necessary mathematical background and common framework, and give a. The book is aimed at mathematicians, engineers, physicists, and other scientists with the appropriate mathematical skills who want to understand the theoretical foundations of image reconstruction and to solve concrete problems.
The book thus provides an excellent tutorial survey of its topic and can be recommended as the first place to look for up-to-date information in the field of mathematical methods in image reconstruction. The word “mathematical” in the book’s title is not to be taken lightly: this book is aimed at people with good background in mathematics.
Mathematical Methods in Image Reconstruction 内容简介 Since the advent of computerized tomography in radiology, many imaging techniques have been introduced in medicine, science, and technology.
This book describes the state of the art of the mathematical theory and. Mathematical methods for image reconstruction. Academic year / Instructor: Vesna Sossi. Credits: Lectures/week: Lab hrs/week: 0.
Term: Spring Required Text: TBA. COURSE OUTLINE. Primary goal: Explanation of the mathematics used in image reconstruction with special emphasis on tomographic course will be divided into four parts: System models, Transformations. This book is intended for students, engineers, and researchers who are interested in medical image reconstruction.
Written in a non-mathematical way, this book provides an easy access to modern mathematical methods in medical imaging. Presents analytical and iterative methods for medical images Size: KB.
Image reconstruction for hard field tomography is a continuously developing field. While the basic mathematics of the Radon transformation and its inverse in two or more dimensions is a solved problem, Mathematical Methods in Image Reconstruction book practical aspects of image reconstruction of noisy, corrupted, or limited tomographic data is a major driver for current developments.
Image Reconstruction Techniques. Lifeng Yu, PhD. Mayo Clinic, Mathematical Methods in Image Reconstruction book, MN. Shuai Leng, PhD. Mayo Clinic, Rochester, MN (Updated Sept. ) Image reconstruction in CT is a mathematical process that generates tomographic images from X-ray projection data acquired at many different angles around the patient.
Image reconstruction has. Mathematical Methods in Image Reconstruction book Handbook of Mathematical Methods in Imaging provides a comprehensive treatment of the mathematical techniques used in imaging science. The material is grouped into two central themes, namely, Inverse Problems (Algorithmic Reconstruction) and Signal and Image Processing.
Numerical Methods in Image Reconstruction (图像重构的数值方法) However if the underlying mathematical model is assumed to have the form You can request the full-text of this book.
Books and publications. Free Access. Mathematical Methods in Image Reconstruction. Natterer. Author. Search for more papers by this author. Frank Wubbeling. Author. Search for more papers by this author.
Ge Wang. Reviewer. Search for more papers by this author. Natterer. by: Synopsis of image reconstruction This book treats image reconstruction as an inverse problem of the following form.
We are given a ﬁnite-length measurement vector y, from which we want to recover a function f that describes some property of an object. For example, in emission tomography, f represents the 3D spatial distribution of a radiotracer.
A very general block diagram for image reconstruction problems File Size: KB. Get Image Reconstruction now with O’Reilly online learning. O’Reilly members experience live online training, plus books, videos, and digital content from + publishers.
Start your free trial. Image Reconstruction. by Gengsheng Lawrence Zeng. Mathematical expressions. Not Available adshelp[at] The ADS is operated by the Smithsonian Astrophysical Observatory under NASA Cooperative Agreement NNX16AC86ACited by: These techniques are the author s most recent research results.
This book is intended for students, engineers, and researchers who are interested in medical image reconstruction. Written in a non-mathematical way, this book provides an easy access to modern mathematical methods in.
Get this from a library. Mathematical methods in image reconstruction. [F Natterer; Frank Wübbeling;] -- This book describes the state of the art of the mathematical theory and numerical analysis of imaging. Some of the applications covered in the book include computerized tomography, magnetic resonance.
This book describes the theory and practice of iterative methods for tomographic image reconstruction and related inverse problems such as image restoration. I emphasize methods that are rooted in statistical models for the measurement noise; previous texts have emphasized primarily analytical image reconstruction methods or iterative methods that are based on algebraic principles rather than.
Mathematical Methods in Image Reconstruction by Frank Natterer,available at Book Depository with free delivery worldwide.2/5(1). mathematical modalities and associated image reconstruction methods appearing in biomedical, radar and seismic imaging.
Pre-requisites This course assumes basic knowledge in linear algebra and analysis. Familiarity with program-ming is desirable. Literature 1.F. Natterer and F. Wuebbeling.
Mathematical Methods in Image Reconstruction. Math. Computer Vision and Mathematical Methods in Medical and Biomedical Image Analysis ECCV Workshops CVAMIA and MMBIA, Prague, Czech Republic,Revised Selected Papers. Editors Cone-Beam Image Reconstruction by Moving Frames. Xiaochun Yang, Berthold K.
Horn. Mathematical Methods in Image Reconstruction; Mathematical Methods in Image Reconstruction (Monographs on Mathematical Modeling and Computation) Higher Mathematics for Physics and Engineering: Mathematical Methods for Contemporary Physics; "Mathematical Methods for Engineers and Scientists 1" by Kwong.
Image reconstruction techniques are used to create 2-D and 3-D images from sets of 1-D projections. These reconstruction techniques form the basis for common imaging modalities such as CT, MRI, and PET, and they are useful in medicine, biology, earth science, archaeology, materials science, and nondestructive testing.
Phase Retrieval and Zero Crossings: Mathematical Methods in Image Reconstruction by Hurt, N.E. and a great selection of related books, art and collectibles available now at - Phase Retrieval and Zero Crossings: Mathematical Methods in Image Reconstruction Mathematics and Its Applications by Hurt, N E - AbeBooks.
The new software developments will be integrated into STIR, providing the opportunity for researchers worldwide to establish and expand their image reconstruction methods. Furthermore, this work is of particular significance as it provides the first validation of TOF PET image reconstruction for real scanner datasets using the STIR : Palak Wadhwa, Kris Thielemans, Nikos Efthimiou, Kristen Wangerin, Nicholas Keat, Elise Emond, Timoth.
Image Reconstruction. Gengsheng Lawrence Zeng ] This is a brief handbook of mathematical methods for analyzing the results of various kinds of tomography scans used in medicine, including CAT, PET, and MRI.
The methods are primarily based on Fourier analysis. The back-cover blurb says the book is “written in a non-mathematical way”, but. Phase Retrieval and Zero Crossings: Mathematical Methods in Image Reconstruction by Norman E.
Hurt and a great selection of related books, art and collectibles available now at - Phase Retrieval and Zero Crossings: Mathematical Methods in Image Reconstruction Mathematics and Its Applications by Hurt, N E - AbeBooks.
The rapid evolution of mathematical methods of image reconstruction in computed tomography (CT) reflects the race to produce an efficient yet accurate image reconstruction method while keeping radiation dose to a minimum and has defined improvements in CT over the past decade.
The mathematical problem that CT image reconstruction is trying to solve is to compute the attenuation. Mathematical Problems in Image Processing optimization method for image and video reconstruction. The method is embedded in an evolutionary. For the current generation of electron beam CT systems, image reconstruction still requires significantly more time than does image acquisition.
Further research into faster filtered backprojection implementations or the increased use of Fourier domain-based reconstruction methods, along with an increase in fairly inexpensive processor speed.
reconstruction • Relates 2D FT of image to 1D FT of its projection • N.B. 2D FT is “k-space” of MRI One of the most fundamental concepts in CT image reconstruction if the “Central-slice” theorem.
This theorem states that the 1-D FT of the projection of an object is the same as the values of the 2-D FT of the object along a lineFile Size: 1MB.
This book is intended for students, engineers, and researchers who are interested in medical image reconstruction. Written in a non-mathematical way, this book provides an easy access to modern mathematical methods in medical imaging.
The issue discusses methods to extract 3-dimensional (3D) models from plain images. In particular, the 3D information is obtained from images for which the camera parameters are unknown.
The principles underlying such uncalibrated structure-from-motion methods are outlined. First, a short review of 3D acquisition technologies puts such methods in a wider context, and highlights their.
Purchase Digital Image Processing - 1st Edition. Print Book & E-Book. ISBNOur review begins with a discussion of the mathematical preliminaries in Section 2. Our account of image reconstruction methods then proceeds from the simple to the more elaborate.
This path roughly follows the historical develop-ment, because the simple methods were used ﬁrst, and more sophisticated ones. Search the world's most comprehensive index of full-text books. My library. Single photon emission computed tomography (SPECT) is a medical imaging technique that is based on conventional nuclear medicine imaging and tomographic reconstruction methods.
The images reflect functional information about patients similar to that obtained with positron emission tomography (PET). Both SPECT and PET (see Chapter 6) give information based on the spatial concentration of.
AMERICAN MATHEMATICAL SOCIETY Vol Number 0, Pages – S (XX) MATHEMATICAL METHODS IN MEDICAL IMAGE PROCESSING SIGURD ANGENENT, ERIC PICHON, AND ALLEN TANNENBAUM Abstract.
In this paper, we describe some central mathematical problems in medical imaging. The subject has been undergoing rapid changes driven. Mathematical theory. The pdf theory behind computed tomographic pdf dates back to with the invention of the Radon transform by Austrian mathematician Johann Radon, who showed mathematically that a function could be reconstructed from an infinite set of its projections.
InPolish mathematician Stefan Kaczmarz developed a method to find an approximate solution to a. Over the past 25 years, Harold and Darren Franck have investigated hundreds of accidents involving vehicles of almost every shape, size, and type imaginable.
In Mathematical Methods for Accident Reconstruction: A Forensic Engineering Perspective, these seasoned experts demonstrate the application of mathematics to modeling accident reconstructionsCited by: The book is anchored ebook basic principles of physics that may be applied to any of the above-named vehicles or equipment.
Topics covered include the foundations of measurement, the various energy methods used in reconstruction, momentum methods, vehicle specifications, failure analysis, geometrical characteristics of highways, and softer.


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Mean expected value VideoMean & Expected Value - Probability Die kumulantenerzeugende Funktion einer Zufallsvariable ist definiert als. The expectation of X satisfies: Der Erwartungswert einer Zufallsvariablen beschreibt die Zahl, die die Zufallsvariable im Mittel annimmt. In other words, each possible value the random sizzling hot java chomikuj can assume is multiplied by its probability of occurring, and the resulting products are summed to produce the expected value. The art of probability for scientists and engineers.
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Dr. Ladorian Latin, Mathematics Program Chair, has earned a Doctor of Philosophy in Mathematics as well as a Bachelor of Science and a Master of Science in Mathematics. She has over 13 years of experience teaching collegiate Mathematics.
Dr. Latin remains active in Mathematical organizations as well as her community. She serves as the Franklin University institutional representative on the American Council on Education - Women's Network Ohio. She is a member of the Mathematical Association of America, American Mathematical Society and the National Association for the Advancement of Colored People.
Dr. Latin has become a vital part of the Franklin University family through her research and expertise in Mathematics. She was named the 2019 - 2020 Lead Faculty of the Year and a recipient of the 2020 Franklin University Core Values Award.
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Master of Science, Mathematics
Bachelor of Science, Mathematics
Publications & Presentations
Editorial Board Member


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4386 : Islands
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There are twin islands with convex coastlines in the southern sea of the Korean Peninsula. There are n villages on the coastline in each island. All villages are numbered from 1 to n. These numbers have been randomly assigned to villages regardless of their locations. A sequence of the village numbers in clockwise direction on the coastline of an island is called a coastline sequence. Considering a village as a point, the closed polyline connecting all villages in order of a coastline sequence forms the boundary of a convex polygon.
At a meeting of village representatives from both islands, they decided to construct a road inside each island satisfying the following three conditions.
- Each road passes through all villages of each island exactly once.
- Each road is not self-intersecting.
- Two road sequences of both islands are same, where a road sequence is a sequence of the village numbers along the road from the start to the end.
For example, suppose that there are six villages in each island and that two coastline sequences of two islands are (1, 5, 2, 4, 6, 3) and (3, 4, 5, 2, 6, 1), respectively. Then two roads with a road sequence (3, 1, 6, 4, 5, 2) satisfy the above conditions. See the figure below. If two coastline sequences are (1, 2, 3, 4, 5) and (1, 3, 5, 2, 4), there is no road sequence which satisfies the above conditions.
Given two coastline sequences of two islands, write a program to find a road sequence satisfying the above conditions if it exists.
Your program is to read from standard input. The input starts with a line containing an integer n (5 ≤ n ≤ 100,000), where n is the number of villages in each island. The villages are numbered from 1 to n. In the following two lines, each line contains n integers which represent a coastline sequence of each island.
Your program is to write to standard output. Print exactly one line. The line should contain n integers which represent a road sequence satisfying above conditions if it exists, otherwise -1. If there are one or more solutions, then print an arbitrary one.


So , holiday have started for few days . And on the first day of holiday , I've went to KL for vacation . Just 2 days and a night , short enough . I'm a 'genius' , I forget to bring my wallet there , so , I can't buy ANYTHING . Skip all the KL part .
Let's talk about my exam . Hmm . Results not really showed-up as I've expected this to happen . But overall , I'm consider satisfied with my result . Am I ? I don't know . Maybe not really . By the way , should I be proud to tell the whole world that I failed my additional maths with 34 marks ? Just 6 more marks ! 6 more marks , and I will get a PASS . Frankly speaking , how do all those freaks score 100 in additional maths ? Are they crazy ? Doing maths without making any mistakes ? Wow . That's fantastic . I salute them . Hmm . Hopefully that I will get at least an 'A' as a motivation for myself to study more . The last week of school before holiday is just 3 days , for me . That's awesome !!
Furthermore , I'm gonna talk about things that happened to me these days . There's blue and there's cloud nine . (: Let's talk about the delighted ones first .
Erm . So , my birthday is just round the corner , and I'm seriously touched by my friends . They've decided to celebrate my birthday for me as I've failed to celebrate my birthday happily with my friends for the last few years . It really melt my heart when I know this . I love surprise . Love surprises very much . That's why I don't like to guess what they're trying to do . Hmm . Can't wait for that day to come . There's no wishlist for me this year . I just sincerely hope that I will have a blessed , unexpected , enjoyable and unforgettable birthday bash . It's just that simple . :')
These girls are the ones who is planning for my birthday . And the one who is not in uniform is our English teacher for 3 months . This photo was taken a month ago .
And you again , you've make me lack of security and trust on you . Our relationship aren't that perfect like last time . I can't find any solution to solve the problem . What can I do ? Or maybe I'm too selfish ? Too selfish that I need you all of the time ? I don't want to rely on you all the time , I'm trying my best not to , but it makes me feel insecurity and I sees distance between us . I don't like being in this way . My attitude had became serious and more serious as what we called - '' Princess attitude '' . I'm seriously depending on you too much , way much . And a weird feel is coming towards me but I don't know how to express it out and I don't know whom can I express it out , not you , but other . How much I wish I can turn back time and live on this earth without any stress , feelings and more and more .
In conclusion , I hope that I could look on the bright side , and make everything from the worst to the best . I know I can do it . Although I'm not at the top of the world , but I will try my best to make it . Never give up in achieving things you think it's impossible . Make the impossible to possible and you'll have light at the end of the tunnel . (:


The free energy saving calculator from SEW-EURODRIVE helps you to determine the energy and CO2 saving potentials offered by energy-efficient motors.
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Download e-book for iPad: A New Approach to Differential Geometry using Clifford's by John Snygg
By John Snygg
Differential geometry is the learn of the curvature and calculus of curves and surfaces. A New method of Differential Geometry utilizing Clifford's Geometric Algebra simplifies the dialogue to an available point of differential geometry through introducing Clifford algebra. This presentation is suitable simply because Clifford algebra is a good software for facing the rotations intrinsic to the learn of curved space.
Complete with chapter-by-chapter workouts, an summary of common relativity, and short biographies of old figures, this entire textbook provides a invaluable advent to differential geometry. it's going to function an invaluable source for upper-level undergraduates, beginning-level graduate scholars, and researchers within the algebra and physics communities.
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Thisvolume grew out of 2 Simons Symposia on "Nonarchimedean and tropicalgeometry" which happened at the island of St. John in April 2013 and inPuerto Rico in February 2015. every one assembly collected a small team of expertsworking close to the interface among tropical geometry and nonarchimedeananalytic areas for a sequence of inspiring and provocative lectures on cuttingedge examine, interspersed with full of life discussions and collaborative paintings insmall teams.
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Additional resources for A New Approach to Differential Geometry using Clifford's Geometric Algebra
A New Approach to Differential Geometry using Clifford's Geometric Algebra by John Snygg


İLKÖĞRETİM MATEMATİK ÖĞRETMEN ADAYLARıNıN PROBLEM ÇÖZME SÜRECİNDEKİ DÜŞÜNME YOLLARI, ANLAMA YOLLARI VE PEDAGOJİK AÇIKLAMALARI
Tam Metin:PDF (English)
Cuoco, A., Goldenberg, E. P. and Mark, J. (1996). Habits of mind: An organizing principle for mathematics curricula. The Journal of Mathematical Behavior, 15(4), 375-402.
English, L. D., Lesh, R. and Fennewald, T. (2008). Future directions and perspectives for problem-solving research and curriculum development. In M. Santillan (Ed.), Proceedings of the 11th ICME (pp. 6-13), Monterrey, Mexico.
Fraenkel, J. R. and Wallen, N. E. (1996). How to design and evaluate research in education (3th Edition). New York: McGraw-Hill.
Harel, G. (2008). DNR perspective on mathematics curriculum and instruction, Part I: focus on proving. ZDM, 40(3), 487-500.
Harel, G. and Lim, K. H. (2004). Mathematics teachers’ knowledge base: Preliminary results. In M.J. Hoines & A.B. Fuglestad (Eds.), Proceedings of the 28th Conference of the ICME (Vol. 3(3), pp. 25 - 32). Bergen, Norway.
Harel, G. and Sowder, L. (1998). Students' proof schemes: Results from exploratory studies. In A. H. Schoenfeld, J. Kaput, & E. Dubinsky (Eds.), Research in collegiate mathematics education III (pp. 234-283). Province, RI: American Mathematical Society.
Koichu, B. and Harel, G. (2007). Triadic interaction in clinical task-based interviews with mathematics teachers. Educational Studies in Mathematics, 65, 349-365.
Lesh, R. and Harel, G. (2003). Problem solving, modeling, and local conceptual development. Mathematical Thinking and Learning, 5(2-3), 157-189.
Lim, K. H. (2006). Students’ mental acts of anticipating in solving problems involving alge-braic inequalities and equations. Unpublished dissertation, San Diego State University.
Lim, K. H., Morera, O. and Tchoshanov, M. (2009). Assessing problem-solving dispositions: Likelihood-to-act survey. In S. L. Swars, D. W. Stinson and S. Lemons-Smith (Eds.), Pro-ceedings of the 31th of the PME-NA (pp. 700-708). Atlanta: Georgia State University.
Lim, K. H. and Selden, A. (2009). Mathematical habits of mind. In S. L. Swars, D. W. Stin-son and S. Lemons-Smith (Eds.), Proceedings of the 31th of the PME-NA (pp. 1576-1583). Atlanta: Georgia State University.
Pólya, G. (1945). How to solve it. Princeton. New Jersey: Princeton University.
Ramnarain, U. (2014). Empowering educationally disadvantaged mathematics students through a strategies-based problem solving approach. The Australian Educational Research-er, 41(1), 43-57.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem-solving, metacognition and sense making in mathematics. In D. Grouws (Ed.), Handbook of research on mathemat-ics teaching and learning: A Project of the NCTM (pp. 334–370). New York: Macmillan.
Strauss, A. L. and Corbin, J. M. (1998). Basics of qualitative research: Techniques and pro-cedures for developing grounded theory (2nd ed.). Thousand Oaks: Sage Publications.
Viholainen, A. (2011). Critical features of formal and informal reasoning in the case of the concept of derivative. In B. Ubuz (Ed.), Proceedings of 35th PME (pp. 305-312). Ankara, Turkey.
Watson, A., and Harel, G. (2013). The role of teachers’ knowledge of functions in their teach-ing: A conceptual approach with illustrations from two cases. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 154-168.
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Concrete Cost Calculator
You can calculate the cost of C10, C15, C20, C25, C30, C35, C40 and other common mixes using the calculator. The calculator includes the mix proportions in tables.
Enter the mix proportions. In the example of the page we have calculated the cost of a C25 prescribed design mix. The proportions are 285kg cement, 775kg sand, 1070kg aggregate, 100 lites of water.
Enter the cost you buy the materials for and the calculator will give you the cost. We have added in the cost of the batching plant and the labour cost mixing the concrete. In our example the cost of the C25 concrete is €68.69 per m3
When comparing to buying ready-mix concrete there is a €21.31 saving. if you were buying 10,000 of concrete per year the saving would be €214,100 more than the cost of the batching plant.
You can download the calculator at the bottom of the page.


Mrs. Bice & Mrs. Lisy
Hawthorne Scholastic Academy
January 25, 2019
- We need Clorox Wipes
- No School Fri. Feb. 1
- European Celebration- Fri. Feb. 8
Words We Learned
- Story Map
Over the next 3 weeks we are visiting our 4th continent on our passport through the world: Europe. This week we focused on an overview of the continent and next week we will be learning about a few different landmarks that can be seen throughout the Europe. We will also have European Celebration to culminate our learning on Friday, February 8. We will send a separate note home today to ask for volunteers for this amazing event!
We also learned about story elements and how to recognize the title, characters, setting, and beginning/middle/end (plot). We organized these story elements into a Story Map and used this to help us retell. Students worked in collaborative groups to complete posters and retell the story using key details. If your child is having a difficult time understanding a fictional story, ask prompting questions about the story elements and it should help in comprehension.
Your child’ Unit 3 math test will be sent home next week. We will provide notes on the test on areas we found them to need more support at home and in the classroom on. A major part of taking the math test is the students listening and following directions. This is a skill we will work on fine tuning in preparing them for 1st grade next year.
We began our next unit of study on addition and subtraction strategies, one more/one less, and part part whole. The students now have an incredible sense of numbers and are ready to tackle the world of addition and subtraction. In our math classes we are sure to provide differentiated tasks and lessons to students who need more or less support. We truly try to meet the needs of every mathematician and help them to be their very best self!
We loved having the students share their writing with all of you at the Bookstore on Wednesday. The students will bring all of their writing home from this unit next week. We will also switch writing groups next week. If your child was in Mrs. Espinoza’s writing group, they will now be in their homeroom teachers group and vice versa. Our next unit of writing we will be switching over to personal narratives. We can’t wait to see how much the writers grow.


On March 24, the Associated Colleges of the Chicago Area (ACCA) hosted a virtual mathematics lecture series, titled “Mathematics in Communication” that explored what codes are and why they’re necessary, as well as how advanced mathematical techniques are becoming a necessary part of codes and their implementation.
The talk is included as part of the “NSF LSAMP PUMA STEM” program, which aims to diversify the STEM workforce by increasing the number of students successfully completing STEM baccalaureate and graduate degrees. This is the second talk of the annual speaker series for the Association of Colleges in the Chicago Area.
“The colleges who are part of this group bring in speakers each year to talk about interesting mathematics and research,” said Director of Mathematics Amanda Harsy. “This is also being run in conjunction with the PUMA STEM Speaker Series which brings speakers in to talk about STEM research and because of COVID, it was conducted online.”
The talk was presented by Dr. Jessica O’Shaughnessy, the Assistant Dean for Student Success and an associate professor of mathematics and computer science at Shenandoah University. She completed her PhD at the National University of Ireland in Galway in 2010 in the area of algebraic coding theory.
Her research interests are in algebraic coding theory and mastery based testing in undergraduate mathematics and computer sciences classes. She has completed many research projects with under-graduate students, had these students present at conferences, and several times had students win best undergraduate papers and posters for their work.
In the talk, students have learned about mathematics and how it relates to communication in our world today. Mathematics in communications has become an integral part of technology and communications. Codes are used in many communication applications, such as cell phone networks, cryptography, and satellite communications. Codes can be constructed in several ways, from simple repetition of digits to use of abstract algebra such as groups, rings and group rings.
The main purpose for holding this event is for students to hear about interesting mathematics and research, presented by a professional working in the field of computer sciences and mathematics. Even though it’s normally done in person, it’s different this year because all of the talks, including this one, are being done online.
“We host multiple events through ACCA which allows us to work together,” said Harsy. “The speaker series is usually held at rotating universities and we have dinner and a Pi Mu Epsilon induction ceremony, and it is nice to see my friends from other universities.”
This event relates to everyone in the Lewis community because since it’s being run in conjunction with the PUMA STEM Speaker Series, students can learn more about STEM research from the speakers that present their research findings.
“The topic of this event is interdisciplinary and supports the goals for our Arts and Ideas event,” said Harsy. “Seeing how mathematics relates to communication is a broad topic which may be of interest to many students.”
Besides students, many other people like professors, can also benefit from attending these events because these talks can give them a chance to have conversations with one another, as well as be able to socialize with everyone, including their colleagues and friends.
“The ACCA Math/PUMA STEM talks also provide topics of interest to professors as well,” said Harsy. “It allows us to better support each other and fosters collaboration.”
Photo credit: Katelyn Leano


Special pricing subjects are subjects which require a great deal of preparation by the tutor. These are subjects that are rarely asked for by students. Generally for every hour spent with the student, the tutor will spend three or more hours without the student. Because these are so labor intensive, I generally will only take on one special price situation in a semester - two at the most. The cost rate for the student can be significantly lowered from the prices show below if a digital unlocked pdf copy of the book is sent to me by the student, or if the student purchases a book for me (which I keep).
Having students come to my home allows me to schedule sessions both before and after any particular student. This allows me to reduce my fees in these cases. I am located near 40th and Old Cheney. (See a map. Click your browser's back button to get back to this page.)
One Person Rate
The rate for one person is $60 per hour.
An individual's group rate is calculated using the formula (n + 1) R / (2n) where n is the number of people in the group and R is a person's single-person price rate (including any promotional discounts). So the individual rate for two people (using the regular rate of $60/hr as an example) would be (2 + 1)($60 per hour) / 4 = $45.00 per hour, three people would be (3 + 1)$60 / 6 = $40 per hour, and so on. Promotions that lower an individual's single-person rate are applied before the group rate formula is used.


You have selected the occupation Mathematical Science Teachers, Postsecondary - Teach courses pertaining to mathematical concepts, statistics, and actuarial science and to the application of original and standardized mathematical techniques in solving specific problems and situations. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.
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Employer information is provided by Infogroup®, Omaha, NE. © 2018 All Rights Reserved. The information may not necessarily represent the most current available. Industry staffing patterns applied to each employer are from the U.S. Department of Labor, Bureau of Labor Statistics.
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How is the storage capacity calculated for DSA E-Series E2800 12-bay (RAID 6)?
According to this E2800 DSA-N2C8XC-12AT unit, NetApp uses disks that have a net capacity of 10,691TB.
1 HDD = 10948.5 GB (NET) = 12 TB (GROSS) = 10,69 TB
12 HDDs without RAID = 128,30 TB
12 HDDs in RAID 6 = 128,30 TB - (10,69 TB x 2 HDDs)= 128,30 TB - 21,38 TB = 106.92 TB
RAID 6 contains 12 HDDs → is given by the sum of the total capacity of 10 HDDs (max. 2 broken HDDs without losing data) ex 106,92TB
RAID 5 contains 12 HDDs → is given by the sum of the total capacity of 11 HDDs (max. 1 broken HDDs without losing data) ex 117,61TB
The VRM is using the TB value in the VRM dashboard and GB value in his logs. But all calculated with the 1TB = 1024GB
... View more


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