Raul Fidel TEMPONE
Uncertainty Quantification with Multi-level and Multi-Index methods
Abstract: We start by recalling the Monte Carlo and Multi-level Monte Carlo (MLMC) methods for computing statistics of the solution of a Partial Differential Equation with random data. Then, we present the Multi-Index Monte Carlo (MIMC) and Multi-Index Stochastic Collocation (MISC) methods. MIMC is both a stochastic version of the combination technique introduced by Zenger, Griebel and collaborators and an extension of the MLMC method first described by Heinrich and Giles. Instead of using first-order differences as in MLMC, MIMC uses mixed differences to reduce the variance of the hierarchical differences dramatically, thus yielding improved convergence rates. MISC is a deterministic combination technique that also uses mixed differences to achieve better complexity than MIMC, provided enough regularity. During the presentation, we will showcase the behavior of the numerical methods in applications, some of them arising in the context of Data Assimilation and Optimal Experimental Design.
Raul Tempone received his Ph.D. in 2002 in Numerical Analysis from the Royal Institute of Technology (Sweden). He was a post-doctoral fellow at the Institute for Computational and Engineering Sciences (ICES) at the University of Texas at Austin from 2003 to 2005. He is currently the head of the Stochastic Numerics Research Group at the King Abdullah University of Science and Technology (KAUST).
Raul Tempone’s research interests are in the mathematical foundation of computational science and engineering. More specifically, he has focused on a posteriori error approximation and related adaptive algorithms for numerical solutions of various differential equations, including ordinary differential equations, partial differential equations, and stochastic differential equations. He is also interested in the development and analysis of efficient numerical methods for optimal control, uncertainty quantification and bayesian model calibration, validation and optimal experimental design. The areas of application he considers include, among others, engineering, chemistry, biology, physics as well as social science and computational finance.


In our day-to-day life, there are number of events about which one is not sure whether it will occur or not. One may always curious to know what chance is there for a happening of something or event to occur.
- One may be interested to estimate whether it will rain today or not.
- One may like to calculate his chances of winning for head in a definite number of tosses.
- One may want to known what are the chances that there are four aces in one had in a game of cards among four players.
The numerical quantification of certainty of an event is known as probability.


Statistics Placement Test
Effective August 1, 2010, UHWO students will have the option of taking the COMPASS math test to place into statistics. Accuplacer will no longer be administered; however, previous Accuplacer scores will be accepted for placement into a UHWO Statistics class (BUSA 320, PUBA 341 or SSCI 210).
The Noʻeau Center tutors can help students refresh their skills prior to taking the COMPASS math test for placement into statistics. Please call 689-2750 for an appointment.
To schedule a COMPASS test, students should call Student Services at 689-2752.
Prerequisite changes for UHWO Statistics classes effective Fall 2010:
For BUSA 320 and SSCI 210, the prerequisite is MATH 103 with at least a C- or higher; a COMPASS Algebra score of 75 or higher; or COMPASS College Algebra score of 56 or higher.
For PUBA 341, the prerequisite is MATH 100 or higher MATH with a C or above; or COMPASS Algebra score of 50 or higher.
Please refer to the UHWO catalog for specific information about General Education, Focus and Graduation Requirements.


Start Making Decisions Like a Millionaire
by S Beez on Apr 15, 2020
Having a hard time making decisions when it comes to opportunities that involve money?
I am going to teach you how to start making decisions like a millionaire. You need to understand that you can evaluate every situation by calculating risk using expected value (EV).
I'm sure you are wondering what is the expected value. Expected value (EV): The sum of all possible values for a random variable, each value multiplied by its probability of occurrence.
Sounds complicated, I like to break it down in a much simpler way. EV is the sum of a situation when you evaluate its possible outcomes. The EV will be a negative or positive number. If the EV is positive you should move forward with the best decision. If the EV is negative, you shouldn't move forward and turn the opportunity down.
Once you gain the habit of looking at all situations in terms of the expected value you will be able to easily maneuver through life making only good decisions with the best outcomes.
I see a lot of people struggle with making decisions when they are faced with an opportunity, when in reality in some cases, it really should be a no brainier. Let me show you a few examples of expected value at work.
Bare with me there is some math involved, but once you become good at spotting positive EV plays it will become much easier to implement and execute.
A simple example of EV is flipping a coin. Say you and a friend bet each other $1. You pick heads, your friend picks tails. The winner takes all $2. Both of you have a 50% chance of winning the EV is $1. There is no edge it is a neutral EV play.
50% of the time you'd lose $1
50% of the time you'd win $1
Loss: 50% x (-$1) = -$0.50
Win: 50% x $1 = $0.50
-$0.50 + $0.50 = $0
EV = $0
So to apply this your everyday situations you want to take a look at a situation, determine the probability of each outcome good or bad. Then calculate the value each outcome is expected to occur.
You usually ride the metro train to work, today the trains are running behind schedule. There is a 40% chance you will not make it to work on time. If you are late you will lose $20 worth of pay. If you take an Uber there is a 60% chance you are on time you will gain $40 in pay.
40% of the time you lose $20
60% of the time you gain $40
Loss: 40% x (-$20) = -$8
Win: 60% x $40 = $24
-$8 + $24 = +$16
EV = +$16
You would want to take an Uber any time there is a chance of you being late when taking the train because it is a +$16 EV decision
Example #3 Real World Scenario
In this example, I will show how I used EV to help someone on Twitter decide if they should go to a conference or not. She had currently been applying for jobs, but no luck so far so I recommended that she attended the NSBE Convention. She was apprehensive about the cost of the convention, but I assured her that the worst-case scenario is that she would lose the amount of money it cost to attend ($500). It was a low probability (30%) that she would leave the convention with no offers. Best case scenario 70% probability that she would leave with at least one offer of an estimated $65,000 salary.
30% of the time you lose $500
70% of the time you gain $65,000
Loss: 30% x (-$500) = -$150
Win: 70% x $65000 = $45,500
-$150 + $45,500 = +$45,350
EV = +$45,350
She would want to go to the convention because it is a +$45,350 EV decision.
I didn't even do the math on this decision at the time, because I knew that it was a positive EV play by such a large amount that it was a no brainer.
THE RESULT OF A POSITIVE EV DECISION 😎
I want to help people gain the confidence to take calculated risks without fear and know that they are making the right decision. To stop going back and forth about what they want to do and to always take the positive EV play when it presents itself.
“Reverse engineer your life. Live a life of abundance.”


Welcome to my mini-journal about Math Games and Fun Math Stuff!!...
This page will let you know whenever any new web pages appear on Learn-With-Math-Games.com.
Check out math camp nashville 2013. It's a great way for kids to build math skills and get excited about math at the same time!
If you want to teach get your kids to enjoy learning math try these fun math addition puzzles.will not be boring with these math puzzles and games.
Fractions can be tough for kids. Try teaching multiplying and dividing fractions by modeling with rectangles.
Try these online multiplication games to get kids excited about multiplying!
Magic square puzzles great for getting students excited and engaged with learning math.
Motivate your students to learn math with engaging math puzzle worksheets!
Do you need a fun activity to teach about triangular numbers!
Most kids don't do well with fractions! But these fraction games for kids will give students a fresh new way of looking at and understanding fractions!
What do learning math have and video games have in common? Quite a bit, if one of the math computer games you're playing is Timez attack!
Is long division holding your students back? These fun long division worksheets help them master their dividing skills!
The kids love playing this and even ask if they can play that Poker game. Take index cards and cut into small rectangles. Write a number between 3 and
The teacher will explain to the children that she will clap her hands and flip her fingers for a particular number. The flips are for tens and claps are
If your students haven't used Napier's Bones for multiplication their missing out on the fun!
If we want to find the family of 4--- Teacher will have any small objects that have two sides for e.g: cold drink bottle tops, corks, pistachio shells,
Math may not be fun for most students! But what if you could make math fun and exciting for kids using a math magic squares game!
Are the fear of fractions holding your students back? Fraction puzzles will turn fear into fun while helping students learn.
Fractions can be frightening. This equivalent fraction printable game turns fear of fractions into fun.
Want to spice up your math teaching! Addition and subtraction games get kids excited about learning while buildins critical math skills.
Do you need to get your students more excited with math. Our free printable subtraction games will have them learning while having fun!
Free math resources to teach subtracting. Our subtraction flash cards give kids a hands-on way of learning math!
Are your students still adding with their fingers? Help them become addition fact experts with addition flashcards.
think one number and that number only you that number of your friend and add it which answer you get you can plus on that 1000 and that answer will come
Learning how to multiply well can either make or break a child's confidence in math. Teach kids how to memorize multiplication with this technique.
Many students don't like and even fear math! Here's a multiplication games printable that helps math math fun!
If you haven't tried a magic triangle with your students yet, they're missing out on all the fun.


Posted by Jan Vantomme on 30 January 2009.
This one is just a quick tip on presenting decimal numbers on a label or logging them to the console. In my last article on using NSLog, I wrote about using format specifiers like %f, %i and %@ to log variables to the console.
If you use %f to display or log a float, you will always see the full number. If you use the format specifier %.2f, the number will be shortened with only two decimal digits.
float myNumber = 134.65987239;
NSLog(@"This is a decimal number: %f", myNumber);
NSLog(@"This is a decimal number: %.2f", myNumber);
myLabel.text = [NSString stringWithFormat:@"%.2f", myNumber];
This code example will print these two lines to the console:
This is a decimal number: 134.65987239
This is a decimal number: 134.66
The last line of the code example will also set the text of myLabel to 134.66


AI for Learning
Solve math problems, converse in English, and get writing help with AI helpy
Through collaborative research with KAIST, Elice is paving the way for innovation and new educational models in Math/English/Computer Science education using AI.
Solve math problems with AI
Solve math problems on paper and AI Helpy will recognize your handwriting in real time and help you solve the problem.
Practice Global English Conversations with AI
Have a conversation with AI in English. With World Englishes support for US/UK/Australia/India and more, you'll be able to learn different pronunciations of English.
AI Helpy, a coding buddy who's there for you
If error messages scare you, don't worry. AI Helpy can answer anything you need. Whether it's code clarification, optimization, or just plain old questions.


In Python, you can compare numbers using the standard comparison operators. Here’s an overview of the comparison operators available in Python:
- Equal to:
- Not equal to:
- Greater than:
- Less than:
- Greater than or equal to:
- Less than or equal to:
You can use these operators to compare numbers and obtain a boolean result (
False). Here are some examples:
x = 5 y = 10 print(x == y) # False print(x != y) # True print(x > y) # False print(x < y) # True print(x >= y) # False print(x <= y) # True
In this example, we compare the values of
y using different comparison operators. The result of each comparison is printed, indicating whether the condition is
You can also compare floating-point numbers in Python. However, keep in mind that due to the nature of floating-point arithmetic, direct equality comparisons (
==) may lead to unexpected results due to rounding errors. To compare floating-point numbers, you can use the approach mentioned earlier, which involves defining a tolerance or delta value to account for small differences.
Additionally, Python provides the
math.isclose() function in the
math module for comparing floating-point numbers with a tolerance. This function allows you to specify relative and absolute tolerances for the comparison.
import math a = 0.1 + 0.1 + 0.1 b = 0.3 print(math.isclose(a, b)) # True
In this example, the
math.isclose() function is used to compare the values of
b with default tolerances.
Remember to choose the appropriate comparison operator based on your specific requirements, and handle floating-point comparisons with care to account for potential rounding errors.


At Math Homework club, your child will learn from qualified and passionate tutors who will provide support that leads to greater achievement.
Every session is uniquely tailored to the student’s needs.
While working on homework assignments, students get detailed instructions and independent practice time to reinforce their skills.
Our aim is to create a fun and relaxed environment after school for kids to be able to get the most out of their homework tasks. In a socially distanced classroom we provide extra resources to help with Math skills and play little fun games to promote active engagement during the sessions.
The combination of our innovative teaching methods and extensive feedback system will raise your child’s confidence and ensure better results.


Today, we'll find out which states will gain seats in the U.S. House (and thus the Electoral College), and which will lose seats. Roughly, if you gained population at a rate significantly greater than the whole country, you gain seats. If you lost population or gained at a rate significantly below the national gain, you lose seats.
But just how they parcel out the seats involves math much more complicated than you'd expect.
To make representation actually proportional to population, you would need (a) to multiply the number of seats in Congress by a lot, or (b) to split congressional seats across state lines. Neither is happening without changing the Constitution, so we're left with some unevenness and some complex formulas.
Start by dividing the U.S. population (roughly 310 million) by the number of House seats (435). You get about 715,000 people per House seat. But not every state has a population that is a multiple of 715,000.
If you start to try to think how you would do it, you realize that there's not one simple method. There are many different ways to parcel out the seats, and over time Congress has used different methods. Every method results in nearly every state's ratio of people : congressmen differing somewhat from the mean proportion of 715,000 : 1. The current method is based on the principle of minimizing the difference between the actual proportion from the mean proportion. It's more complicated than that, and this Wikipedia article explains it as clearly as anyone:
The Huntington–Hill method of apportionment assigns seats by finding a modified divisor D such that each constituency's priority quotient (population divided by D ), using the geometric mean of the lower and upper quota for the divisor, yields the correct number of seats that minimizes the percentage differences in the size of the congressional districts. When envisioned as a proportionalvoting system, this is effectively a highest averages method in which the divisors are given by , n being the number of seats a state is currently allocated in the apportionment process (the lower quota) and n+1 is the number of seats the state would have if it is assigned to this state (the upper quota).
The loser: A state like Montana, with just under 1 million people, gets only one Rep.


When it comes to having some pretty idiotic opinions, Fox News Andrea Tantaros is usually at the top of the list. That’s why it comes as no surprise that during a recent segment on the necessity of math classes for students, Tantaros was strongly in favor of cutting classes like algebra out of the curriculum entirely.
“I whole-heartedly agree with this professor. I struggled. I had honors English, but in math I needed a little bit of help… I said, ‘Please could I drop out.’ But I actually took Algebra I twice and barely passed Algebra II.”
Sure, many of us who aren’t analytically-minded struggled with advanced math concepts, but we struggle through it and recognize it as a necessary evil. And as a result, Americans (mostly) have a basic understanding of valuable mathematical concepts vital to daily life.
It’s pretty funny that the same pundit who would destroy liberals for trying to lower standards for students anywhere is totally in favor of those standards lowering when it benefits her!


KILLER SUDOKU RULES
The objective is to fill a 9×9 grid with digits so that each column, each row, and each of the nine 3×3 subgrids that compose the grid (also called 'boxes', 'blocks', or 'regions') contains all of the digits from 1 to 9. On the top of each group You can see sum of the group. The group can has the same digits. The puzzle setter provides a partially completed grid, which for a well-posed puzzle has a unique solution.


Khalo uses Simple Moving Averages (SMA) for all of its calculations and for its leading indicators at the chart level. Simple Moving Averages are dependant on a series by series basis. For example, if a series, has monthly observations, then an SMA of 6 would simply indicate six months’ worth of data readings.
A SMA is calculated by taking the sum of a series of given values chosen and then dividing that total figure by the number of periods in question.
Short-Term Averages respond quickly to changes in the series, while Long-Term Averages tend to be slow to react. A 10-day Moving Average would average out the values for the first ten days as the first initial data point. The next data point would drop the earliest price and add the price on day 11 and take the average, and so on, and so on.
Likewise, a 50-day Moving Average would accumulate enough data to average 50 consecutive days of data on a rolling basis.


As a mom is looking by going back to work after staying home with her daughter to get the 1st year the girl with considering two daycare choices. The first option is an in home preschool that charges a flat charge of $5. 00 an hour. The second choice is a center-based day care that charges $185. 00 a week based on forty five hours per week, they charge an additional $8. 00 one hour for any time proceeding the 40 hours. The distance to both features are very close, making snorkeling distance outdated. The mother will need to make use of daycare for 50 hours a week and is trying to determine which choice would be cheapest.
Let by represent the overall number of several hours
Let y represent the entire cost of preschool in us dollars.
The home structured daycare can be $5. 00 and hr
y = 5x
The center based daycare has a flat rate of $185. 00 for 45 hours a week, and then $8. 00 one hour for any additional hours. intended for x /< 40 hours y =185
for x > 40 hours y =185+8(x-40)
Home based choice y = 5x
Center centered option con = 185 (for by /< 45 hours)
Since they are both corresponding to y, we are able to use the replacement method to established both equations equal to each other. 5x sama dengan 185
5/5 = 185/5
x = 37
Plug x = 37 back to one of the equations above to look for y.
con = 5 * thirty seven
The solution point is thirty seven hours pertaining to $185, (37, $185)
Preschool option sumado a = 5x
Center based option con = 185 + 8(x-40) (for back button > forty hours)
Because they are both corresponding to y, we could use the replacement method to set both equations equal to one another. 5x sama dengan 185 & 8(x-40)
5x sama dengan 185 + 8x -- 320
5x -135 + 8x
-3x = -135 Divide robot sides by simply 3
times = forty-five
Plug x = 45 back into one of the equations over to find y. y = 5 5. 45
con = 225
So the solution point is usually 45 hours for $225, (45, $225)
By looking at mathematical reasoning, and comparing each equation for the graph, the mother will need to easily have the ability to determine which usually option makes the most sense...


When touring in a tiny place, it is terrific to be in a position to pass the time in a way that is enjoyable. These periods for family members can be periods to get to know every single other, specifically when mates are touring.
The next game titles relate to the use of figures (or numeracy for the far more educated)
one. The Pub Cricket Game – Agree on a rating or a utmost time.
The item of the pub cricket video game is to location as a lot of pubs as attainable with animal names in the title.
The to start with participant to see a pub phone calls out and gets a point, even so if it has a title that has an animal with legs, the participant will rating the amount of legs, for case in point “The White Horse Inn” will rating four factors. The winner is the participant who reaches the agreed rating to start with. There are a lot of variants to this video game.
two. Road Excursion Maths – Ordinarily 5 minutes at a time following filling with petrol or gas.
The item of highway excursion maths is to work out some standard mathematics relating to distance, time, pace and gasoline usage.
The distance traveled (from the odometer or estimate of distance) and time (from a clock or believed time) is possibly specified or labored out by the individuals. The gasoline volume is study from the gasoline filler or petrol bowser. The players then ascertain the gasoline usage, possibly in miles for each gallon or litres for each a hundred
kilometres, and the typical pace. The winner is the to start with to get it suitable.
For individuals not sure of the method: Pace equals distance divided by time. Miles for each gallon is simply just the distance divided by the volume of gasoline in gallons. The litres for each a hundred kilometres is calculated by dividing the litres by the distance traveled and then multiplied by a hundred.
3. The License Plate Fadic Game – agree on a profitable rating.
The item of the license plate fadic video game is to notice License plates and ascertain the FADIC amount.
Work out the fadic amount of the amount plate and see if there is a pattern over a long journey. The fadic Number is a amount between one and nine, and is identified by including up the digits right up until they are decreased to a one digit, for case in point the amount 684, turns into six+8+four=eighteen, and eighteen, turns into one+8=nine, so nine is the fadic amount of 684. More than a long journey there should really be an equal amount of automobiles that have either1, two or 3 and many others. as their fadic amount. A different variation is to pick out a fadic amount, say five and the to start with participant to get five as a fadic amount scores a point. Decide on another amount and continue on.
Experiment with these game titles for variants. It is incredible how speedily persons can modify them with new sets of guidelines!


Today we played uno and I made a strategy and it was to get some skips and pick ups to win the game or make it go quicker.
here is a link on how we solved a maths problem.
This week my grade and myself did a chellange which was to find out how many people would fit in our double rooms, standing up.
I was a partner with my friend Grace we started off with drawing a square metre. 12 people fit in each square metres.
In the 1 big room, the area was 64 so we added the the 2 big rooms so it = 128. Then we did the middle room/bag room which the area was 28. Next we did 128 + 28 =156. The last thing we did was 156 x 12 = 1,872.


We are very happy to introduce Unit Converter app for the Android platform. It will be available for purchase on Google Play Store from 7 August 2018 onwards.
Unit Converter is an easy to use and powerful app for the Android smartphones for conversion of common units of measurement. It supports many different conversion categories and new categories will be regularly added. Here are some of the categories currently supported by the app.
- Data Storage
- Data Transfer
- Length (Distance)
- Number System
- Shoe Size
- Speed (Velocity)
- Volume (Capacity)
- Weight (Mass)
In addition to all these categories, Unit Converter also has a built-in calculator for performing mathematical calculations such as addition, subtraction, multiplication, division.
We hope you will like our app. If you have any query or want to request a feature, feel free to contact us at firstname.lastname@example.org.


We use the same formula that eosio uses to pay producers for vote pay. We calculate the increase in vote pay that the BP receives from the proxy and send back the percentage set by the proxy to voters.
A BP has 50,000,000 EOS votes which yields 102.5 EOS daily in vote pay. Let’s assume the rewards proxy have 12,000,000 EOS assigned to the proxy. If the rewards proxy voted for the BP then it would increase its vote weight to 62,000,000 EOS, which would yield around 126.5 EOS daily.
From this, the rewards proxy vote increased the BPs daily yield by 24 EOS. Therefore, 80% of this added yield will be returned to voters as a reward — 19.2 EOS


Mrs. O'Brien joined the Port Washington High School Math Department in the fall of 2006. Currently, she is teaching Comprehensive Math, Honors Pre-Calculus, and AP Calculus BC. Mrs. O'Brien has a Bachelor of Science degree in Secondary Mathematics Education from the University of Wisconsin - Madison, and a Master's degree from Cardinal Stritch University. She is available to help students before and after school most days of the week. She also encourages students to visit the math study hall during their study hall if they have questions.


- This Maths Trail starts at Amsterdam Central Station.
- This Maths Trail will take about 1,5 – 2 hours. At the end and along the track there are several cafés and restaurants where you can settle in for a drink, etc.
- [CLUE] means there is a clue on page – 14 -.
- [*] means the question is a bit more difficult.
- [AFTER] means you can also solve the question afterwards.
- Write the answers next to the question or on the empty pages. A pen or pencil are necessary; a tape-measure and calculator are handy but not necessary.
- The correct answers can be found on the internet: http://wp.me/P2JB0y-1fo


|Bid Price||-||Offer Price||-|
|Mid Price||GBX 151.58||Day Change||GBX +0.49 (0.32%)|
|Price Date||19 Sep 2017||Crown Rating|
|Shares Class||Inc.||Yield||0.00 %|
|Total Expense Ratio||0.80||Fund Size||273,026,600.00|
|Launch Date||16/10/2013||Standard Initial Charge (%)||1.00|
|Annual Management Charge (%)||0.80||Sector||IMA UK Equity Income|
|Min Investment (£)||5,000,000.00||Total Expense Ratio (%)||0.80|
|ISIN||GB00BFNXSF12||Min TopUp (£)||0.00|
Outperform 1-month GBP LIBOR rate by 4% p.a. over a recommended investment horizon of 3 years, less the ongoing charges ratio.
Jeremy Toubou is an investment manager at H2O AM specialising in trading and chart analysis. Previously at CAAM where he was a derivatives trader before becoming an investment manager. Jeremy graduated from the University of Nice with a Bachelor’s Degree in economics. He also holds a Master’s Degree in finance from University of Nice - John Molson School of Business (Concordia University, Montreal).
Vincent Chailley CIO and Founding Partner: Starting his career in 1995. Vincent Chailley is a member of the French Actuaries Institute and holds a postgraduate degree in Economics and Mathematical modeling from ENSAE. He also holds a Master of Science in Applied Mathematics from the University of Paris Dauphine.


Computational Geometry: Theory and Applications 41(1–2):94–110, 2008.
(Special issue of invited papers from the 22nd European Workshop on Computational Geometry)
Proceedings of the 22nd Annual ACM Symposium on Computational Geometry, 421-429, 2006.
Extended abstract in Proceedings of the 22nd Annual European Workshop on Computational Geometry, 95-98, 2006.
Let Σ be an orientable surface without boundary. A cycle on Σ is splitting if it has no self-intersections and it partitions Σ into two components, neither homeomorphic to a disk. In other words, splitting cycles are simple, separating, and non-contractible. We prove that finding the shortest splitting cycle on a combinatorial surface is NP-hard but fixed-parameter tractable with respect to the surface genus. Specifically, we describe an algorithm to compute the shortest splitting cycle in gO(g) n2 log n time.


You will have a great time with your child with this perfect toy. This toy that automatically arranges dominoes works with two batteries. A great educational toy that develops your child’s math, science, space, and tactile skills and develops your child’s imagination in fun games. Safe and environmentally friendly, non-toxic, odorless, sturdy, non-breakable, round shape ensures your children play safely. Domino Maker Toy is an ideal toy or gift to develop your child’s patience and counting skills.
How to play?
Fill the cartridge and start the train to lay the dominoes. All the dominoes are brought together to help create the coolest dominoes you can imagine. Rack them up and knock them down.
- Material: Plastic and electronic component
- Powered by: 2 AA batteries (not included)


The 34th International Course and Conference on the Interfaces among Mathematics, Chemistry and Computer Sciences: Mathematics, Chemistry, Computing (Math/Chem/Comp, MC2-34) is organized under the joint auspices of the Inter-University Centre, Dubrovnik, Croatia, Croatian Chemical Society, and the University of Zagreb (Department of Chemistry, Faculty of Science).
Since 1986, the Math/Chem/Comp meetings have been bringing together researchers working on diverse subjects spanning mathematics, computer science, and chemistry. In continuation of this tradition, presentations concerning all aspects of current research on computer modeling, combinatorics, graph theory, and topology applied to any area of chemistry, physics, material and life sciences will be welcomed. The conference program will include invited plenary and special lectures workshops and posters. In particular, the MC2-34 meeting will revolve around the following topics:
The conference program will include invited lectures, contributed oral presentations, and posters. Moreover, we will offer TWO Workshops which will be held by Dr Nađa Došlić (Ruđer Bošković Institute, Zagreb, Croatia): Photoinduced processes in molecules and how to follow them, and Prof. Tomislav Došlić (Faculty of Civil Engineering, University of Zagreb, Croatia): Chemical graph theory revisited.
The papers presented at the MC2-34 meeting can be submitted to Croatica Chemica Acta to be published as proceedings.
All contributions will be refereed. The participants are encouraged to submit their manuscripts before the meeting or at the latest upon arrival in Dubrovnik. Those unable to attend are invited to send their manuscripts to the director of the conference.


Abstract This master´s thesis was provided by the Swedish Defence Research Agency, FOI. The task is to test several RANS (Reynolds-averages Navier-Stokes) models on two different case geometries and compare the results with LES and experimental data. The first is two dimensional, constructed for flow separation at a sharp egde. The second is three dimensional and flow separation occurs at a smooth surface. The models tested are implemented in the open source CFD (Computational Fluid Dynamics) program, OpenFOAM. OpenFOAM uses the finite volume method and the SIMPLE algorithm as solution procedure. The main flow features evaluated is the shape, position and size of the flow separation. Most of the models tested have problems describing the complex dynamics of flow separation in these particular cases. In addition to the simulations, the RANS k-epsilon turbulence model is presented and the RANS equations and the equation for the turbulent kinetic energy are derived from the Navier-Stokes equations. The theory behind wall functions is described and these equations together with the equations in the k-e model are compared with the equations implemented in OpenFOAM.


Math SL for these courses is definitely appropriate. Only Math Studies might potentially hurt your application if you wanted to apply for these courses, and if you took Math HL it wouldn’t actually ‘boost’ your application. Math SL is even appropriate for studying medicine. Math HL is recommended if you are planning to study e.g. physics, or engineering. THEN Math HL will boost your application. Based on your interests, why not choose Biology, Chemistry & Business Management as your HLs?
Finally, getting a 7 in Math SL is much better than getting a 4 in Math HL on your diploma. You can get some nice college credit for it, too.


Holt McDougal Welcome to Holt McDougal Online Register or log in with your user name and password to access your account Holt Mcdougal Mathematics Printable Worksheets Holt Mcdougal Mathematics Showing topworksheets in the category Holt Mcdougal Mathematics Some of the worksheets displayed are Holt mathematics coursepre algebra, slope and rates of change, Integers and the coordinate plane, Lesson study guide slope and rates of change, Holt algebra , Scoring guide for sample test , Chapter at home practicea expressions and integers, UnitDepartment of Mathematics CSUSM Welcome to the Department of Mathematics Mathematics students will develop the ability to explore, conjecture, and reason, as well as solve a variety of problems Sandrine Holt Wikipedia Early life Holt was born Sandrine Vanessa Ho in Croydon Her middle name was later changed to Claire Her father, Man Shun Horace Ho, is Hong Kong born ChineseHe was educated at the University of London, receiving a BSc Physics and Applied Mathematics MSc Computer Science Her mother, Christiane ne Nicolette , is French At age five, she and her family moved to Toronto, Canada Holt Ney Zatcoff Wasserman hnzw In January , the founders of Holt Ney Zatcoff Wasserman, LLP left one of the largest law firms in the Southeast to pursue their shared goal of forming a law firm with a national practice in acomfortable small firm environment Laura Pendergest Holt Wikipedia Laura Pendergest Holt born July ,is a convicted Ponzi scheme artist, financier, and former Chief Investment Officer of Stanford Financial Group, who was charged with a civil charge of fraud on February ,On May , , Pendergest Holt was indicted by a federal grand jury on two counts of a criminal complaint of obstructing a fraud investigation and conspiracy to obstructWinn Holt ES Homepage gcpsk Margaret Winn Holt Elementary School Learning for All Whatever It Takes Best Download Holt Mathematics [ By ] Holt, Rinehart, and Winston, Inc. [ Kindle ePUB or eBook ] – soaringeaglecasino.us
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Validating credit card dating connecticut
Additionally, by having access to the current card type, you can better manage the state of your credit card form as a whole.
The question is that how to validate the expiration date which is often a required part in a payment form.
American Express :- Starting with 34 or 37, length 15 digits. Master Card :- Starting with 51 through 55, length 16 digits.
Discover :- Starting with 6011, length 16 digits or starting with 5, length 15 digits.
FYI, various credit cards are available in the world.
The check digit (x) is obtained by computing the sum of the non-check digits then computing 9 times that value modulo 10 (in equation form, ((67 × 9) mod 10)).
If the included checksum matches the calculated checksum, then the number is valid.
Most credit cards and many government identification numbers use the algorithm as a simple method of distinguishing valid numbers from mistyped or otherwise incorrect numbers.
The sum of all the digits in the third row is 67 x.
Credit card numbers are generated according to a specific set of rules.
This gives merchants a way to verify the validity of a card number prior to accepting the customer's payment.


Lately I’ve been asked by a number of people how to make the sleeves in my Passing Showers cardigan long-sleeves instead of short.
Because a sweater like this should have tapered sleeves (smaller circumference at the wrist than at the upperarm), the challenge is to figure out how many stitches you need to decrease and how often do you work these decrease rounds. Below I’ve provided a step-by-step tutorial on how to figure out the numbers.
- Typically a sleeve measures approx. 18″ from cuff to underarm. Measure yourself (or a favorite sweater) and see if this is true for you. For this exercise we’ll assume it will be 18″ but if not, you can follow along with the calculations.
- Decide how much of a cuff you want. Let’s assume you want 1″ of garter stitch for your cuff. So this means that your “above the cuff” to underarm measurement is 17″ (18″ – 1″ cuff).
- The other measurements to account for are that you will want to work even (i.e., no decreases) for approx 2″ from the underarm and 1″ above the top of the cuff. So this means that area you have to work your decreases is 14″ (18″- 1″ for cuff – 2″ work even below underarm – 1″ work even above cuff).
- Your row gauge in this pattern is 7 rows = 1″. So, this means you have 98 rows to work your decreases (7 rows per inch * 14″).
- But wait, you still need to figure out how many stitches you want to decrease! For this example, I will assume weâ€™re doing the size medium which has 66 sleeve stitches (after stitches are picked up at the underarm). For a sweater like this, for this size, I would want a wrist circumference of around 7.5″. To figure out what kind of wrist circumference you want, measure a sweater you love! I’ll take this measurement of 7.5″ and multiple it by the stitch gauge of 5 stitches per inch: 7.5 * 5 = 37.5. Let’s round this number up so it’s even to 38. So now we’ll take our upperarm stitch count of 66 and subtract our desired wrist stitch count of 38 and we get 28. So we need to loose 28 sts over 98 rows. And because sleeve decreases are worked 2 per decrease round, this means we’ll need 14 decrease rounds (28/2 = 14). Your first decrease round will take place right under the 2″ you worked even at the underarm. So this means you will need 13 decrease rounds left to work over the length of the sleeve.
- So how do you figure out how to space these 13 decrease rounds over the 98 rows? I have a slightly complicated formula I use when designing, but since I’m trying to make these nice and easy in this post, I will give you the easy version (slightly less precise but it will definitely do the job!). Take the number of rows (98) and divide by the number of decrease rounds (13). In this example, that gives me 7.5. Now we’re going to do some general rounding because we can’t decrease every 7.5 rows. But we can decrease every 7th round for about half of the decrease rounds and then decrease every 8th round for the other half. So the instructions, after you have picked up the underarm stitches and are ready to work the sleeve in the round, would read like this:
- Work even (knitting every round) until measures 2″ from underarm
- Decrease round: k1, ssk, k to 3 sts before end of round, k2tog, k1
- Work in stockinette stitch (knitting every round), repeating above decrease round every 7th round 7 times then every 8th round 6 times. Total decrease rounds worked: 14. Total sts: 38.
- Work even (knitting every round) until measures approx 17″ from underarm or 1″ less than desired sleeve length
- Switch to 1 needle size smaller and work in Garter stitch in the round (purl 1 round, knit 1 round) until measures 1″. BO loosely.
And voila – you have made a short-sleeve sweater long-sleeves. Yes it requires a little bit of math, but hopefully this tutorial took some of the mystery out of the calculations and now you feel empowered to make such edits on your own!


In the comments on the linked site several people refer to the Monty Hall problem, which is not relevant in this problem. When I first heard of the Monty Hall problem years ago, I modelled it with playing cards, and by actually doing the experiment I was quickly convinced of the obviousness of the not-so-obvious correct solution.
With this problem also, it is very easy to model. Flip a coin. If it is heads, wake up SB on Monday and ask her the odds of flipping heads. It is 50/50. If it is tails, wake her up on Monday and on Tuesday and ask her on both days the odds of flipping heads. It is 50/50. "Thirders" are incorrectly assuming that each of the three outcomes is equally likely. Ain't so.
Chance that upon awakening it is Monday is 75% (50% Monday and heads, 25% Monday and tails). Chance upon awakening that is Tuesday is 25%.


Learning Resources Minute Math Electronic Flash Card, Early Algebra Skills, 3 Difficulty Levels, Ages 6+: Toys & Games
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Provides positive, corrective feedback—both visual and auditory
Ideal for ages 6+; Durable, triangle–shaped unit with volume control measures 5.5"H
Build number fact fluency with this electronic flash card. Practice addition, subtraction, multiplication, and division and get corrective feedback. Offers 60-second timed mode, untimed mode, and 3 levels of difficulty.
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Build number fact fluency in just a minute. Familiar fact family triangle is now electronic. Practice operations (add/subtract or multiply/divide) and early algebraic skills (equations and commutative property). Offers 60-second timed mode; low-pressure, untimed mode; and 3 levels of difficulty. Color-coded screen frames reinforce parts of the equation. Gives positive, corrective feedback (visual and auditory). Durable unit with volume control measures 5 1/2"H. Requires 3 AAA batteries, not included. For individual practice or two students taking turns.
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I've been posting a lot of philosophical geekery lately, so I'll balance that today with some math geekery. Today's math term is equivalence class. The basic idea is simple: if you have a big set of things, you can reduce it to a smaller set of things, each of which is a subset, or "class", of those things that are “equivalent” in some well-defined way.
Here's an example: how many five-card poker hands are there? Well we can pick any card from a 52-card deck, then pick a second card from the 51 remaining, and so on five times. This gives us 52×51×50×49×48 hands, or 311,875,200. Those 300 million hands include A♥4♦A♣9♥4♣ and also 4♣9♥A♣A♥4♦, so we can immediately reduce that by a factor of 120 by noting that poker rules don't care what order the cards are in. So we collect all those together and reduce our number to 2,598,960.
But we can go further still. That 2.5 million counts our two hands above (along with other combinations like 9♥4♦A♥4♣A♣) as equivalent, but it counts separately the hand A♠A♥4♥4♦9♠, which is the “same” hand in the sense of being identically valued—it is “two pair, aces and fours, nine kicker”, just like the first two. So how many poker hands are there, only counting those that are actually of different value in the game? As it turns out, only 7,462. Number one at the top of that list of 7,462 is simply “royal flush”, which accounts for four of our 2.5 million hands, and 480 of our 300 million. Number 2 is “king high straight flush”, and so on down to number 7,462 which is “no pair, 7-5-4-3-2” (which accounts for 1,020 of our 2.5 million, or 122,400 of our 300 million).
Notice a major difference between our two reduction operations: in the first case, we reduced the big set into subsets that were all the same size. Each of our 2.5 million hands contains exactly 120 of our 300 million—that's the number of different ways you can arrange 5 cards. As a consequence of this, the probability of each of those 2.5 million hands is exactly the same, just as is the probability of each of the 300 million. The 7,462 sets, however, are of different sizes. There are hundreds of times as many ways to get 7-5-4-3-2 as there are to get a royal flush, so the probability of each is different.
One common application of equivalence classes is in computer science: sometimes you need to do something to a very large set of inputs, and you can simplify and speed up the operation by reducing them to a smaller set. If you ask Google for pages about “poker”, not only would you expect it to return pages that mention “Poker” and “POKER”, but Google would save time and disk space by indexing those only once.
This can be applied to life as well. Perhaps there is a large set of things you'd like to improve about your life in some way. If you can group them by things that might have a similar cause or similar solutions, not only will you reduce the number of things to think about, you might notice that some groups are much larger than others, giving you guidance about what to focus on.


In probability theory, an event is a set of outcomes of an experiment (a subset of the sample space) to which a probability is assigned. A single outcome may be an element of many different events, and different events in an experiment are usually not equally likely, since they may include very different groups of outcomes. An event defines a complementary event, namely the complementary set (the event not occurring), and together these define a Bernoulli trial: did the event occur or not? Typically, when the sample space is finite, any subset of the sample space is an event (i.e. all elements of the power set of the sample space are defined as events). However, this approach does not work well in cases where the sample space is uncountably infinite, most notably when the outcome is a real number. So, when defining a probability space it is possible, and often necessary, to exclude certain subsets of the sample space from being events (see Events in probability spaces, below).


1) University of Leicester, U.K. M.S. in Pharmaceutical Chemistry 2007
2) Volunteered as a Math and Science Teacher in Uganda, Africa for a year 2007-2008.
3) Worked at Santa Barbara Middle School as a Math teacher for 6th-9th grade- 2009-2015.
4) Taught homeschooling math and science classes 2014-present
5) Have been privately tutoring and coaching from 2009 to present with ages 5-60 years old.
6) Worked at Santa Barbara City College as a supervisor and tutor in their math lab for the disability department.
I specialize in all levels of math from beginner up to Calculus, Chemistry, AP Chemistry, Physics, A.P. Physics, and all common core and traditional curriculum's in all subjects above.
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Um mestrado pode ser feito após o termino de um programa de graduação. Para obter um mestrado, você precisa completar de 12 a 18 matérias na faculdade que geralmente envolvem a conclusão de testes e/ou de uma tese.
Contate as Escolas - Compare 33 Mestrados em Matemática Aplicada 2020
The Master’s degree program in Mathematics at the University of Klagenfurt teaches students advanced and in-depth knowledge and skills in the field of (Applied) Mathematics an ... +
Our Master’s program offers a student an extensive knowledge in principal areas of applied mathematics. Courses offered in our Master's program cover a wide range of areas, su ... +
Mathematics has always been crucial to many different forms of scientific inquiry. Now, more than ever, advances in scientific research are found to benefit from the formulati ... +
This degree program focuses on mathematical models, advanced simulations and computer calculations. These means and methods are increasingly finding use in new technological d ... +
The MSc in Applied Mathematics aims at providing high-level competencies for the formalization and the consequent mathematical analysis of problems arising from applied scienc ... +
The main aim of the program is to provide the students with effective knowledge what they can successfully apply both in the mathematical modeling and in the solution of probl ... +
Computational Mathematics has a distinct focus on the important areas of applied mathematics relative to other branches of Information and Communication Technology, which the ... +
Applied and Computational Mathematics (A.C.M.) is an interdisciplinary program of graduate study. A.C.M. involves both mathematics and a partner discipline such as engineering ... +
The program gives a comprehensive knowledge of several areas in applied mathematics. The advanced courses present state of the art issues of the given area, e.g. in statistica ... +
Create innovative computing solutions, mathematical models, and dynamic systems to solve problems in industries such as engineering, biology, and more.
The 37-credit Master of Science degree program in Applied Mathematics offers specializations in either Classical Mathematics or Computer Mathematics. Classical Mathematics foc ... +
Created in 1989, the Applied Statistics Program at Syracuse University is an interdisciplinary program within the College of Arts and Sciences that includes faculty from compu ... +
The Master's Degree Program Continuum Mechanics: Fundamentals and Applications is aimed to prepare masters, who are able to formulate and solve a wide range of problems arisin ... +
The technology we use in today's society is to an ever-increasing extent based on mathematical models and calculations. Analysis with Mathematical Physics gives you a comprehe ... +
The Applied Mathematics and Computational Sciences (AMCS) program educates students to construct and solve Mathematical and Computational models of real-world problems.


The Application of Mathematics and Statistics to Legal Analysis
Perhaps many do not know or may not be familiar with this fact, but the study of the law does not escape the application of quantitative methods in its discipline. Indeed, mathematics and statistics are regularly applied to the law to solve some crucial legal issues such as jury discrimination, jury selection, or predict which rule of evidence will be used during trial. Mathematics and statistics are essentially used in criminal and civil law to determine potential jury outcomes.
The importance of mathematics in the administration of justice has risen with the growth of identification forensics and its influence continues to permeate questions of proof and judgment. Probability theory is the main mathematical method used in the law to analyze legal problems because the fundamental characteristic of the law is based on uncertainty. In the book Quantitative Methods in Law (1978), Michael Finkelstein argued that legal thought is threaded with assessments of probability and descriptions of a statistical nature. In this book, the author uses statistical analyses to demonstrate that true legal issues often cannot be understood without the application of certain mathematical methods such as the multiple regression analysis. In addition to jury discrimination and voting problems, statistical techniques are also applied to such issues as the meaning of ‘preponderance of evidence’, the probative force of statistical identification evidence, the measurement of economic concentration, solvency control for insurance companies…etc.
In legal context, probability can help fact-finders assess the impact of evidence on the truth or otherwise of a particular proposition. Evidence may, on occasion, point directly to incriminating or exculpating a suspect of a particular crime, but will more likely have a probative value in discriminating between competing propositions for either the source of some material found in relations to a scene of the crime or an alleged activity connected to a crime. Evaluation of evidence using the likelihood ratio often involves the use of datasets and statistical assumptions. The likelihood ratio is the probability of the evidence that proposition is true A divided by the probability of the evidence assuming that proposition B is true. Hence likelihood ratios are generally attached to DNA evidence in which a ‘match’ of some degree is found between suspect’s DNA profile and the DNA profile derived from a trace found at the scene of the crime.
Regression analysis is extensively used in litigation. And the goal of using regression analysis is to convert an observation of correlation into a statement of causation. Regression analysis is crucial in litigation because it establishes a causal relationship between a defendant’s alleged misconduct and a plaintiff’s damages when direct evidence of harm is absent. For example, regression analysis is used in cases of employment discrimination to show a causal relationship between certain alleged discriminatory conduct and hiring, firing, or promotion decisions.
To conclude, mathematics and statistics have been playing a crucial role in solving some important legal issues. They have helped attorneys and litigators use the scientific method to strategize case outcomes and jury decisions.
 Strutin, Ken. “Calculating Justice: Mathematics and Criminal Law” Law and Technology Resources for Legal Professionals. (2013).  Finkelstein, Michael O. Quantitative Methods in Law: Studies in the Application of Mathematical Probability and Statistical to Legal Problems. (1978).  Ibid.  Biedermann, Alex; Champod, Christopher; Hutton, Jane; Jackson, Graham; Lord Kitchin, Neoclous, Tereza; Spiegelhalter, David; Willis, Sheila; Wilson, Amy. “2. Probability and the Principles of Evaluating Scientific Evidence.” The Use of Statistics in Legal Proceedings: A Primer for Courts. (2020). The Royal Society of Edinburgh. p.13. ISBN: 9781-78252-486-1  Ibid. p. 13  Ibid. p. 16  Ibid. p. 17  Ibid. p. 17  Litigation Services IMS Experts. “Regression Analysis in Litigation.” The National Law Review. (2014). Volume 11, Number 213.  Ibid.  Ibid.


Doing math homework can sometimes feel hard, but when you have the right tools, it can become easier. We live in an era where technology has made it easier than ever to tackle math problems with the help of many apps. In this article, we’ve curated a list of the best apps to solve math problems.
These apps do more than just offer solutions, they also enhance your comprehension of mathematical concepts. Additionally, they provide comprehensive guidance, ensuring that students can navigate math problems effectively and gain a profound understanding of the subject matter.
Best Apps to Solve Math Problems
Photomath is one of the best apps to solve math problems. It offers essential math problem-solving features for free, including step-by-step solutions and explanations.
In addition to being the best math solver app, it also features an advanced scientific calculator designed to simplify your complex mathematical problems. It comprehensively addresses various key math areas, encompassing numbers and quantities, functions, algebra, trigonometry, angles, sequences, calculus, and more.
For an even more powerful math learning experience, consider Photomath Plus. With a subscription, you gain access to a vast library of expert explanations, multimedia learning tools, and insights into the “how” and “why” of math problem-solving.
- Access detailed, step-by-step guidance at no cost
- Receive clear instructions for solving word problems
- Engage with interactive graphs for visual learning
- Explore video tutorials for enhanced comprehension
- Utilize various solution techniques for flexibility
The Cymath math problem solver app brings its powerful math engine to your fingertips, allowing you to tackle math problems on the go. With Cymath, you can effortlessly input a math problem from your homework, and the app will provide a detailed step-by-step solution.
Cymath covers a wide range of math topics. In algebra, topics like equation solving, factoring, logarithms, exponents, and much more. For calculus, product rule, quotient rule, integration by parts, trigonometric substitution, and more.
- Solves math problems and provides step-by-step solutions
- Helps users understand the logic behind solutions
- User-friendly interface for easy navigation
- Available as a free online tool
Mathway is another one of the best apps to solve math problems. It covers a wide range of math topics, from basic arithmetic to advanced calculus. Moreover, it offers instant answers and detailed explanations, making math less intimidating.
Mathway Problem Solver offers a dedicated section where students can readily access a range of solved math problems. Navigating this resource is straightforward, students can input a math problem directly into the search bar or explore predefined categories for relevant examples.
For added convenience, a “Popular Problems” column on the right provides quick and easy access to commonly sought-after examples, ensuring that students have a variety of options for enhancing their math skills.
- Covers a wide range of math topics, from basic to advanced
- Instant answers and detailed explanations
- Accessible on various devices and platforms
- Offers both free and premium subscription options
4. Microsoft Math Solver
Microsoft Math Solver is a comprehensive app that handles algebra, calculus, and other advanced math topics. It offers detailed explanations and graphs to help users grasp complex concepts.
The Microsoft Math Solver app employs advanced AI technology to effortlessly tackle a wide array of mathematical problems. This user-friendly math solution app offers three convenient input methods. You can either input an equation through its calculator-like interface, capture a photo of the problem (similar to Photomath), or handwrite the math problem.
- Covers algebra, calculus, and more
- Provides detailed explanations and graphs
- Offers educational quizzes for practice
- Use AI to solve math problems
Gauthmath is a real-time math help app that connects students with experienced math tutors. It’s perfect for those moments when you need personalized assistance with your math problems.
The Gauthmath stands out as an exceptional app that solves math word problems by taking a picture. It addresses mathematical challenges, providing accessible, free tutoring for algebra, graphing, calculus, and a multitude of intricate mathematical problems.
- Real-time math problem-solving assistance
- Round-the-clock access to live math experts
- Receive math solutions accompanied by detailed step-by-step explanations
- Gauthmath specializes in tackling challenging word problems
- Simply capture a photo of your math question, and watch it get resolved within seconds
Symbolab is the best app for solving math questions like algebraic equations and calculus problems. This app is designed to simplify complex mathematical expressions and provide step-by-step solutions that help users grasp the underlying concepts.
While Symbolab offers a free version with basic features, it also provides premium subscriptions that unlock additional benefits such as ad-free usage, offline access, and enhanced step-by-step solutions.
- Symbolab is your go-to app for symbolic math problem-solving
- It excels in solving equations, calculus problems, and various mathematical expressions
- It offers graphing capabilities for visualizing functions and curves
- Symbolab supports a wide range of math topics, from algebra to advanced calculus and beyond
- With an intuitive interface, it’s user-friendly for both students and professionals
Question.AI is another one of the best apps to solve math problems. It is revolutionizing the way we approach math problem-solving. Powered by artificial intelligence, this app is your intelligent math assistant, capable of understanding your questions and providing accurate solutions.
QuestionAI a quick math solver is your trusted study companion! With a quick snap of your camera, you can effortlessly seek answers to your study questions. Its advanced AI technology enables you to scan any problem and promptly obtain precise solutions.
- Capture a photo, and QuestionAI offers step-by-step solutions effortlessly
- Beyond math, it covers history, literature, and more for all educational levels
- Ensures accurate and speedy responses through advanced AI technology
- 24/7 access with no usage limits or hidden fees for stress-free learning
- Analyzes prompts and provides intelligent writing suggestions, improving content quality
To Wrap Up
With these top 7 apps to solve math problems, solving math problems becomes a breeze. Whether you’re a student seeking academic success, an educator looking to enhance teaching methods, or someone facing math challenges in everyday life, these apps offer invaluable support and opportunities for learning. Say goodbye to math-related anxiety and wholeheartedly embrace the technological solutions that empower you to solve complex mathematical problems.


Okay so here’s the math on how many grams we need to get off this plant to break 2 grams per watt… So three bulbs at 315watts (945 total), spread out over 2 of the 4 by 8 foot tables (gives us 8*4*2=64) 945÷64 = 14.76 watts per square foot. This plant is about 3.5′ * 2.5′ = 8.75 square feet… SO 8.75 * 14.76= 129.15 = 1 GPW, so 258 grams is 2 GPW… Which would be about 9.2 raw ounces… I’m thinking we’re going to get at least 6oz, so, that’s about 1.5 GPW…. Still incredibly impressive if this plays out like that!
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A Reanalysis of Theodor Landscheidt’s Findings Regarding
Mars-Saturn Angles in Birth Charts of Scientists
In the May-June, 1998 issue (Vol 40, #3) of the Astrological Journal (published by the Astrological Association of England) Theodor Landscheidt presents several findings regarding the distribution of planets in birth charts of famous people. One of his findings is that the angular distance of Mars and Saturn in the birth charst of 16,800 scientists and physicians is more often in a golden ratio aspect than would be expected by chance. Specifically, the following angles were found to occur more often these charts than would be expected by chance: 47.5, 55.6, 68.8, 85, 111.2, 137.5, 145.6, 158.8 and 175 degrees. For an explanation of Landscheidt’s golden ratio aspects, see the article at http://astrosoftware.com/articles/GauqPaper1/GauquelinPaper1.htm
written over 12 years ago, there appears to be little follow-up on this study. Landscheidt reports that the data analyzed was gathered by Mulller at the
All six professional groups in the Gauquelin data have birth dates ranging from the 1790’s or 1800’s to the 1920’ to 1940’s. The Sirius software allows the user to produce a distribution of a planetary angle over any period of time to represent the random distribution of the planetary period over that time period. I found that the specific dates used had little effect on the distribution as long as a range of 100 or more years was used. I used a range of 1800 to 1930 for this control group in the analysis. Note that creating a control group for astrological research is difficult in that the definition of the population from which the sample is collected is ambiguous given the uneven and non-normal distribution of birth dates through the time period. However, the full distribution of Mars-Saturn angles for 130 years used represents the likely distribution if births were equally spread across this time period and given the stability of this distribution and the deviations with very small orbs found in this study as described below, other definitions of a control group would very likely produce very similar results.
Shown below in Figure 1 is the random distribution of Mars-Saturn angles the distribution of the scientists in the Gauquelin data collection. Angular distances are rounded to the nearest degree from 1 to 180. The average percent of charts at any degree is therefore 100/180, or 0.55. As expected from the much larger number of charts in the random distribution, the random distribution represented by the green line fluctuates less than the distribution of scientists as represented by the blue line. The random distribution is based on 130 years x 365 days, or over 47,000 Mars-Saturn calculations.
Figure 1. Distribution of Mars-Saturn angles in scientists and the random distribution.
To visualize deviations from the random distribution in another way, a graph of the percent difference between the scientists and the random distribution is shown in Figure 2 below.
Figure 2. Percent difference of Mars-Saturn angles in scientists from a random distribution.
The Sirius software also lists the values for each degree so that the difference at each degree is known. Referring to this list, I noted the degrees that the graph in Figure 2 indicates that the Mars-Saturn angle occurs more often for scientists than for the random distribution. These angles are 76-78, 80-82, and 85-87 degrees. In this exploratory phase of research hard and fast rules are not used to determine at which angular distances the scientists and control group differ but salient peaks are fairly clear. In general the findings do not confirm Landscheidt’s finding. The peak at 85 degrees is confirmed but overall the results do not closely agree with Landscheidt’s findings. Of the three peaks identified in the graph, the peak at 76-78 degrees is most impressive to me because the graph stays very high across three degrees whereas the other two peaks extend for only two degrees and are pronounced only at a single degree. Note that in the line graph angular distances vary from 0 to 179 so the range of 76 to 78 degrees is actually a range of greater than or equal 76 to less than 79 degrees. Interestingly, a 3/14 aspect is 77.14 degrees and therefore is approximately in the middle of this range. In earlier research it was found that 14th harmonic aspects involving Saturn are more likely in the charts of scientists in the Gauquelin data (see http://astrosoftware.com/DISCOVERY.HTM) . The current findings suggest that it may be especially the 3/14 aspect that is important for scientists.
Shown in Figure 3, Figure 4, Figure 5, Figure 6, and Figure 7 are the percent difference in the charts of the other five professional groups in the Gauquelin data.
Figure 3. Percent difference of Mars-Saturn angles in musicians from a random distribution.
Figure 4. Percent difference of Mars-Saturn angles in writers and journalists from a random distribution.
Figure 5. Percent difference of Mars-Saturn angles in politicians from a random distribution.
Figure 6. Percent difference of Mars-Saturn angles in military leaders from a random distribution.
Figure 7. Percent difference of Mars-Saturn angles in painters from a random distribution.
Interestingly, four of the six professional groups have above average Mars-Saturn angles in the 76-78 degree range, which as mentioned above, is a 3/14 aspect. Painters have average scores in this range, and musicians have a dramatic decrease at 77 (which is 77 to 78 degrees), the center of these 3 degrees. These findings are difficult to interpret, but may be fairly consistent with the early study of the Gauquelin data (http://astrosoftware.com/DISCOVERY.HTM) which found that harmonics based on 11 occur more often in the charts of musicians. The 11-based harmonics are hypothesized to promote dynamic movement and restlessness. Music may be a natural outlet for people with this restless energy. The 3/14 aspect might represent a quiet and focused energy, almost a stillness. We can imagine children who become very restless thinking about an algebra problem and those who can focus on it very quietly and intently. Nevertheless, achieving excellence in music would presumably require great focus of energies as well but the dynamic movement involved in this concentrated activity may be qualitatively different than in studying science, for example. However, painters have an average distribution of Mars-Saturn at the 3/14 aspect, and one might imagine that painting would benefit from concentration as well. In short, the findings support the idea that some 14th harmonic aspects are important in science, as found in the previous study, and that the 3/14 aspect perhaps promotes quiet and still focused concentration. However, the findings are not unambiguous and may also be random fluctuations that do not represent a consistent astrological variable.
Other researchers may be able to notice other interesting details in these graphs. For the present time I am content to conclude that this study does not confirm the golden ratio aspects but does suggest that particular angular relationships based on harmonics may occur at measurable levels in individuals whose behavior can be distinguished from a random group. As Landscheidt pointed out, if there is validity to the astrological proposition that human behavior is associated with the angular distance between planets, the angular relationship is not likely to be in simple fractions of the circle as as ½, 1/3. ¼, etc. as most often used by astrologers.
A great amount of additional exploratory research along these lines can be conducted. Using measurements in right ascension and direct distance rather than in zodiac longitude, heliocentric positions, and the analysis of other planets besides Mars and Saturn are among some of the most obvious possible avenues for future research.
As noted earlier, Landscheidt’s study, despite the very promising findings which he presents, appears to have remained dormant for over a decade. Perhaps the lack of funding for astrological research and a lack of motivation and interest in this kind of research by astrologers are contributing factors. I suggest that even negative findings are important because the findings provide information regarding the limits of astrological information. At astrological conferences and discussion groups many astrologers voice their disinterest in scientific research in astrology, but even if skeptics within the field of astrology and outside the field of astrology are correct, confirming to what extent astrology may produce measurable results is an important contribution to our understanding of a mysterious subject that continues to be used and supported by a great many people despite its status as a largely fringe subject outside mainstream academia.
As often seems to be the case, the results are intriguing but very far from a validation of astrological principles. I conclude that if astrology is capable of producing measurable results, we have yet to identify a formula for doing so and if a measurable effect of astrology is found, it is not likely to conform to the analytical procedures typically used by astrologers.


Nicolas graduated from Ecole Centrale Paris and Ecole Normale Supérieure (Cachan) in 2002, specializing in applied mathematics. He started his career at Murex as a consultant and later worked as a quantitative developer. In 2005 he joined Barclays Capital in London to develop the first CVA models for the front office. In 2012 he earned a PhD in Quantitative Finance from Ecole Centrale Paris. After further extending the XVA models at Barclays, he returned to Paris to lead the quantitative analytics team of Riskdata.
In 2016 he co-founded Quarisma Finance. He also teaches XVA at masters level.


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Ph.D. Student at the University of Michigan, Ann Arbor in Macromolecular Science & Engineering. B.S., Polymer Science & Engineering,...
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17 April 2013 - 10:24 PMIs angle ABE trisected by NDA at exactly 4 graph paper squares to the left of point B along line AB ?
Again, how exactly do you determine a perfect trisection of ABE without using the graph paper as a ruler, which violates rule of using only compass and straightedge, and not ruler of any type ? It might be better that you redo graphs with plain white background, not graph paper ?
The graph paper is a drafting convenience and no measurements are made using it.
The drafting represents the geometry, which is described in the notes.
The diagram is constructable using only a straight-edge and compass.
The geometry is a suggested true trisection.
15 April 2013 - 06:51 PMMy link at < http://users.tpg.com...g_any_angle.htm >
has a new suggested trisection for comment.
05 March 2013 - 09:20 PMThe site : http://users.tpg.com...g_any_angle.htm
has been updated.
The update was incorrect, and has been removed.
18 February 2012 - 12:36 AMNo Jay, I wasn't talking about software. I was talking about methods. There are also mechanical methods that pretty much boil down to the same thing as successive approximations with SE&C and an image
youposted seems to be of this ilk.
EDIT: sorry, it wasn't you that posted it but still, all I can see that you have done is constructions where an initial angle is tripled.
If you look at Diagram-1: You can see that the trisecting angle DCI is not required to construct angle HIJ.
If you look at Diagram-2: There is no initial angle to triple.
16 February 2012 - 06:00 PMJoe, to put it briefly you are merely confusing the issue. You have not given a solution which meets the requisites of the ancient problem that was proven to have no solutions and there is no novelty that constructions of some kind exist wherin there are angles with a 3 to 1 ratio.
Do you get what I meant when I talked about successive approximations vs. a finite step SE&C construction?
I am not confused and to me the trisection problem is no more than a curious puzzle. I have no interest whatever in the software based endless approximations, as they are not USE&C constructions. My original intention with
< http://users.tpg.com..._any_angle.htmt > was feedback on the possibility of locating a 'given acute angle' within an automatic trisecting model such as Diagrams 1 and 3.
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Through an immersive, gamified learning experience, Adapted Mind Math helps K-6 students improve their math skills through instruction and exercises. All of Adapted Mind Math’s offerings are in line with common core standards and are designed specific to each grade level.
Learning math does not have to be an exercise in tedium. The Adapted Mind platform is specifically designed to create a fun and interactive learning environment by operating with a game-centric setting, incentivizing learning through virtual prizes.
As students progress through the learning exercises, they earn points, which they can spend on collecting these virtual prizes. They only way they get points, however, is by learning and mastering new skills. By incentivizing the process, students are more likely to push through barriers and reach new levels of learning. According to a survey of parents whose children have taken part in the platform, more than 95 percent of them show an increase in both confidence and overall math ability.
Adapted Mind Math is a provider of innovative online materials that help young learners navigate complex mathematical concepts and boost competency. Subject areas addressed by Adapted Mind Math include dividing mixed numbers. This starts with turning mixed numbers into improper fractions, such that 1 5/6 becomes 11/6.
Keeping the first fraction constant, the second fraction is flipped over and multiplied across instead of divided. The multiplication is undertaken horizontally, above and below the fraction line. For example, take 2 1/2 divided by 1/4. The first fraction is written as 10/4, the second as 4/1. Multiplying out gives the fraction 40/4, which simplifies down to 10.
AdaptedMind provides targeted repetition that benefits those new to dividing mixed numbers. The program defines problem areas based on students’ correct and incorrect answers, and deploys a tailored set of questions.
Bringing together the knowledge provided by mathematics teachers and the creativity of game designers, Adapted Mind Math offers K-6 mathematics students the opportunity to learn while having fun. Addressing a wide range of topics, including algebra and geometry, Adapted Mind Math adapts to the needs of learners to create an interactive and immersive experience.
As students reach middle school, they will be confronted with the various classifications of triangles, each of which must be understood. They are:
Equilateral Triangles. These have three equal sides and angles. In all cases, each individual angle in an equilateral triangle will measure 60 degrees.
Right Angle Triangles. As the name suggests, these are triangles that feature one right angle. The other two angles will be acute, which means they measure less than 90 degrees.
Isosceles Triangles. These are similar to equilateral triangles, except that an isosceles triangle will only have two equal sides and angles.
Scalene Triangles. Perhaps the most awkward classification of triangles, these have no equal sides. Technically, a right angled triangle is also classified as a scalene triangle.
Acute Angle Triangles. These are triangles in which all three angles are below 90 degrees. Both isosceles and equilateral triangles are also acute angle triangles.
Obtuse Angle Triangles. These are triangles in which one angle is above 90 degrees.
An innovative educational platform provider, Adapted Mind Math is focused on creating fun ways for children to learn mathematical and reading skills. Placing the emphasis on adaptive learning, the Adapted Mind Math platform makes use of incentives, such as virtual badges and trophies, to reward users for their progress.
Such incentives have become common in gaming and are used by designers to encourage players to explore their games in more depth. Badges and trophies not only give players something to work toward, but also set higher expectations than players may have placed on themselves.
Some, including Jamie Madigan in an article posted on The Psychology of Games, a website devoted to examining how video games and psychology intersect, argue that the use of such virtual achievements offers a point of reference that players fixate on until they achieve the goals required to unlock the associated badge or trophy.
Further, achieving goals leads to a sense of satisfaction that encourages players to push toward the next achievement so they can experience the same feelings again. This desire to pursue similar goals increases player engagement with the game and leads to them spending more time with it, resulting in increased familiarity and mastery of the topics around which the game is built.
Adapted Mind Math offers multiple ways to work on math concepts. And because there are a number of ways to practice your mathematics skills, Adapted Mind Math’s available resources can be used to explain difficult concepts from a different angle.
Some of the more common ways to practice math is through repetition and worksheets. These types of exercises give you the chance to practice concepts through a variety of different examples and are a mainstay of elementary education. However, until a concept has been fully grasped, practice sheets can end up being more of a frustration than a help for students. Another resource that can be used are dynamic practice sections on websites that adapt based on what questions you answer correctly. This type of resource gives you more practice with concepts that are unfamiliar or more difficult, and they allow you to move past sections that are more easily grasped, resulting in a more focused practice based on the individual needs of each student.
Adapted Mind Math uses web-based instructional videos and gaming elements to improve a child’s math skills. Adapted Mind Math problems cover a range of mathematical topics, from basic addition and subtraction to advanced algebra and geometry.
Math fluency is a term used to describe a child’s ability instantly to recall the basic components of mathematics. Children generally begin learning addition and subtraction in the first grade, and it is around this time that the development of math fluency begins. Though a first grader’s math fluency may be limited to relatively simple concepts such as 0+0, and later 9+8, these instances of recall serve as the building blocks for more complex equations further down the line.
Basic addition facts can be defined as single digit equations with sums lower than 19. The operations used to solve a problem such as 3+2 should become reflexive as a child progresses in his or her education, to the point that teaching a child to add double digit figures with sums exceeding 19 or 20, equations that require the mathematical skill of regrouping, represents a progressive lesson rather than a brand new academic concept.
Of course, the development of math fluency is not as simple as repeatedly presenting children with addition and subtraction facts. Children learn at vastly different rates, regardless of age and intelligence, and a child must first possess the basic concepts of mathematics before initiating fluency. For example, teachers must first convey to students the concept that the order of numbers does not affect an equation. Without an understanding of basic concepts such as this, the development of math fluency will not progress as intended.


Poker odds - Home Poker Games EXPLANATION: Without possible straights and flushes, the only possible way to flop a pair or better is to have the flop hit your hand. So, I calculated the odds of ... Six Plus Hold'em/Short Deck Poker Odds and Probabilities - Pokerfuse 26 Oct 2018 ... Six Plus Hold'em/Short Deck Poker Odds and Probabilities. One of the ... Let's take a look at the odds/probabilities of hitting some of the hands: ... Texas Hold'em - Wizard of Odds
Forget math, use these 11 Texas Hold'em odds instead
The Texas Hold’em odds of connecting with the flop might make you rethink some of the common hands you play Odds of connecting with the Flop in Hold’em This is where true strategy and comparing pot odds to the actual odds of hitting a better hand come into Poker Drawing Odds & Outs | Pokerology.com Table #3 – Poker Odds Chart. As you can see in the above table, if you’re holding a flush draw after the flop (9 outs) you have a 19.1% chance of hitting it on the turn or expressed in odds, you’re 4.22-to-1 against. The odds are slightly better from the turn Poker Odds, Outs And Math To Improve Your Game It could take some time to remember all of the information regarding poker hands odds and outs. However, you have a shortcut to apply correct poker math on the go and quickly calculate the probability of hitting your hand while playing. Poker Odds for Dummies - #1 Beginner's Guide to Poker Odds Calculating Poker Odds for Dummies - A FREE, #1 guide to mastering odds. How to quickly count outs to judge the value & chance of winning a hand in 2019.


The Edmund and Rosa Hlawka Award for Mathematics is given to mathematicians holding Austrian citizenship and no older than 45 for outstanding scientific achievements in the fields of number theory and geometry, especially the theory of equidistribution and the geometry of numbers.
Scientists working at a university or a non-university research institution in Austria are invited to nominate suitable candidates.
Self-nominations are not accepted.
Prize winners are decided by the Division of Mathematics and the Natural Sciences of the OeAW at the recommendation of an awards committee on the basis of international peer review.
- Tabular CV including list of publications for the nominee
- Selection of a maximum of 3 of the nominee’s most important publications documenting the prizeworthy achievement
- Personal statement by the nominator covering the following aspects:
- nominee’s scientific career and international visibility in the scientific community
- nominee’s influence on the development of research in the field
- outline of the nominee’s research achievements
For the nomination the ONLINE FORM is to be used.


Want a weekend stitching project? Do a little crocheting (well, okay, a lot) with a chaotic attitude, and you could even win some bubbly:
Dr Hinke Osinga and Professor Bernd Krauskopf, of Bristol University’s engineering mathematics department, used 25,511 crochet stitches to represent the Lorenz equations.
The equations describe the nature of chaotic systems – such as the weather or a turbulent river.
The academics are offering a bottle of champagne to anyone who cares to follow the pattern published in the journal Mathematics Intelligencer.
Thanks to Bob DuCharme for the pointer.


Today, we finished off the week by making our superhero designs on our biscuits! We then evaluated how it went and most of us agreed that eating them was the best part!
Check out our pictures below.
What a great start to the year! All the children in Palm Class are settling in so well. They have already been working so hard and this week we have been looking at place value in mathematics and building different numbers using the maths equipment. We have started our class story 'George's Marvellous Medicine' to. Keep an eye on this page for photos and up dates of what we have been getting up to!


Another very important indicator, although not a stochastic one, is called Bollinger Bands.
Named for their inventor, technical analyst John Bollinger who invented them in 1982, Bollinger bands are indicators of volatility – rapid movement that is often a prelude to trend change.
Bollinger Bands are placed on top of a given price chart. They consist of a moving average based on the price, along with upper and lower ‘bands’ that define pricing "channels."
As always, you will not be obliged to make these calculations, as your forex platform will place the Bollinger bands on the chart for you. But you should understand how they work.
As you know, working with moving averages is a basic concept in technical analysis by forex traders. Bollinger introduced the idea of using standard deviation along with moving averages.
Standard deviation measures the amount of variability or dispersion around an average. Standard deviation is also a measure of volatility. Generally speaking, dispersion is the difference between the actual value and the average value.
By definition, one standard deviation includes about 68% of all data points from the average in what is referred to as a normal distribution pattern, while two standard deviations include about 95% of all data points.
Bollinger Bands consist of a middle band with two outer bands. The middle band is a simple moving average that is usually set at 20 periods.
A simple moving average is used because the standard deviation formula also uses a simple moving average. The look-back period for the standard deviation is the same as for the simple moving average.
The outer bands are usually set 2 standard deviations above and below the middle band.
The Bollinger Bands show the dispersal of rates when compared to the moving average, thus creating buy and sell channels. The area between the moving average line and each band produces a range, or channel.
The area above the moving average is referred to as the buy channel as spot rates displayed in this region remain higher than the moving average and suggest upward momentum.
The sell channel is created by spot rates falling below the moving average. As the spot rate is declining more rapidly than the moving average, it suggests that the exchange rate has downward momentum.
Moves above or below the bands are not signals per se. As Bollinger puts it, moves that touch or exceed the bands are not signals, but rather "tags".
On the face of it, a move to the upper band shows strength, while a sharp move to the lower band shows weakness. Momentum oscillators work much the same way.
Overbought is not necessarily bullish. It takes strength to reach overbought levels and overbought conditions can extend in a strong uptrend. Similarly, prices can "walk the band" with numerous touches during a strong uptrend.
It’s important to learn to use Bollinger Bands in combination with pattern observation and other indicators. Used in this way, they are a powerful aid to trading.


calculators which are listed in the list of acceptable calculators are
permitted to be used in the examinations.
Features For Use In MMU
arithmetic operations such as +, -, x, ÷, +/-, brackets (two or more levels).
(b) Memory keys such as MR, Min, M+,
M-, Kout, Kin.
(c) Special keys such as SHIFT, MODE, DEG, RAD, GRA, FIX, SCI, NORM, ENG, EXP, , XY,
XK, RND, RAN#, CONST.
(d) Base-N keys such as DEC, BIN, HEX, OCT, AND, OR, XOR, NOT, NEG, A-F.
(e) Function keys such as sin, cos, tan, hyp, their inverse, log, In, ,
, x!, %, RP, PR .
(f) Engineering symbols such
as f, p, n, , m, k, M, G, T .
(g) Complex number calculation
keys such as Re-im.i,
(h) Statistical keys such as LR, SD, KAC, DATA, DEL, nPr, nCr, XD, YD, Xn, Yn, , , A, B, r,


I'm a big fan of crazy watches, especially ones that provide a little challenge in terms of telling time. The futuristic-looking Scope watch from Japan features a scanner that homes in on the correct time--the vertical line represents the hour, the horizontal line the minutes in increments of five. In order to figure out the exact minutes, you then have to add the number of red LEDs that are lit up on the right. So, for instance, if the intersecting lines indicate that it's 5:35, and four LEDs are lit up, then the time is really 5:39. Cool. Tells time and doubles as a math aid to boot.


The objective of this cooperative learning activity is for the student to connect the concept of slope and the y-intercept from a linear equation to its graph. Since this activity is designed for exploration, it is best done before formally discussing forms of equations of lines.
The following activity is designed for two students working together; however, instructors may need or want to increase the number of students in one group.
The activity is conducted in two parts.
Each pair of students is given a random equation (preferably in standard form) from the List of Equations. Note that these equations are grouped with the same slope, for instructor convenience. Depending on the number of students in your classroom, you may want to remove or add equations.
After each pair of students is given an equation, the instructor will need to give each student a Relating Linear Equations and Their Graphs Worksheet along with a copy of Graph Paper. Students are then asked to find the following information about their line:
From this information, pairs of students will then look for other pairs of students that have the same slope as their own line. In a newly formed (larger) group, students complete the following:
Now, in part 2, the original pairs of students get back together with their original equation and find the y-intercept of the line.
After each pair of students has found the y-intercept of their original line, they should find other pairs of students in the classroom with the same y-intercept. In the newly formed group, the students complete the following:
At the end of the activity, instructors may wish to bring the class together and discuss the conclusions that were made from Part 1 and Part 2.
Instructors may assess this activity by the level of student participation during the activity and responses on the Relating Linear Equations and Their Graphs worksheet.
Note that this activity is a modification of “Cooperative Learning Activities” by Sue Parsons (Cerritos College) presented at the NISOD International Conference on Teaching and Leadership Excellence on May 21-24, 1995 in Austin, Texas.


PIC UART baud rate calculator
Another quick post. I needed to calculate the UART baud rate generator register value for different rates and the error I was having because the internal clock I was using, 32 MHz, does not neatly divide into any of the more standard values so I fired up a LibreOffice spreadsheet and made it show me what configuration matches the desired baud rate the best, the error, and it also neatly paints the error values in red / yellow / green colours depending on whether the error percent is above 1%, below 1%, or exactly 0% so for my 32 MHz clock it shows:
Download the LibreOffice Calc document here.
Only some not really standard but widely supported baud rates like 250000 and 500000 bps match exactly, although many standard rates have error margins well below 1% but if I had chosen a proper UART clock like 12.9024 MHz the table would look greener:
And also some “can’t do” baud rates where the “correct” register value would be negative 😉


Hey salut tuturor. Am si eu 5 probleme de fizica la care as dori un pic de ajutor. Din pacate sunt in engleza, dar daca e STRICT NECESAR pot sa explic contextu sau chiar sa fac rost de ele in romana si pot sa si bag imagini. Mersi MULT!
A ship is launched toward the water on a slipway making an angle of 5 degrees with the horizontal direction. The coefficient of kinetic friction between the bottom of the ship and the slipway is uk = 0.08 . What is the speed of the ship after accelerating from rest through a distance of 120m down the slip-way to the water?
An automobile traveling at speed v on a level surface approaches a brick wall. When the automobile is at a distance d from the wall, the driver suddenly realizes that he must either brake or turn. If the coefficient of static friction between the tires and the surface is us , what is the minimum distance that the driver needs to stop (without turning)? What is the minimum distance that the driver needs to complete a 90 degree turn (without breaking)? What is the safest tactic for the driver?
A puck of mass m1=1.50kg slides in a circle of radius R = 20.0cm on a frictionless table while attached to a hanging cylinder of mass m2=2.50kg by a cord through a hole in the table. What speed keeps the cylinder at rest?
4.A block of mass 3.00 kg is pushed up against a wall by a force P that makes a50.0 degree angle with the horizontal as shown in the diagram.
The coefficient of static friction between the block and the wall is 0.250. Determine the possible values for the magnitude of P that allow the block to remain stationary.
The Midas II spy satellite was launched into a circular orbit at a height of 500km above the surface of the Earth. Calculate the orbital period of this satellite.