2021. 3 Opened the AI Mobility Convergence Major
2015. 9 Opened Big Data Convergence Major
2011. 3 Opened an Asian actuarial expert training program
2009. 3 Established a dual degree program with Towson University in the USA
2009. 2 Opened an interdisciplinary program of actuary and risk management
2006. 9 Opened an interdisciplinary program of financial engineering and actuary
2005. 3 Changed the department name to Department of Statistics and Actuarial Science and reorganized the curriculum
2000. 3 Newly established a graduate school doctoral program (statistics and actuarial science)
1998. 3 Changed the department name to Department of Information and Statistics
1993. 3 Newly established the statistics master's program (statistics and actuarial science)
1988. 3 Established Department of Statistics
|Opened Big Data Convergence Major
|Opened an Asian actuarial expert training program
|Established a dual degree program with Towson University in the USA
|Opened an interdisciplinary program of actuary and risk management
|Opened an interdisciplinary program of financial engineering and actuary
|Changed the department name to Department of Statistics and Actuarial Science and reorganized the curriculum
|Newly established a graduate school doctoral program (statistics and actuarial science)
|Changed the department name to Department of Information and Statistics
|Newly established the statistics master's program (statistics and actuarial science)
|Established Department of Statistics
We aim to contribute to the development of Korean society by nurturing experts in statistics and actuarial science who can scientifically think about uncertain phenomena.
Our educational goal is to nurture human resources who can respond to the 21st-century academic flow and the needs of the nation and the local community. To be specific, our basic educational goal is to nurture professional manpower with information analysis ability to use statistics in various applications and research on statistical methodology, which is an essential field in the modern information society. In addition, it is an important educational goal of the department to provide students with an actuarial science track with practical characteristics to nurture specialists in the field of insurance and finance. We make the best effort to educate the theory and application of statistics to achieve these educational goals. We also focus on teaching basic theories and methodologies in the field of actuarial science to increase students' application of these theories to real-world problems.
1. Cultivate statistical experts who efficiently collect and analyze data to produce useful information for decision-making.
2. Cultivate professional talents who can handle mathematical theories and analysis methodologies related to insurance such as life insurance, indemnity insurance, medical insurance, annuity, and reinsurance
3. Nurture talents with international competitiveness through faithful theoretical education that focuses on practicality.
Students learn basic statistical knowledge through subjects such as Basic Statistics, Sampling Theory, Experimental Design, Linear Planning, Mathematical Statistics 1, Mathematical Statistics 2, Regression Analysis 1, and Regression Analysis 2. They learn how to use statistical packages such as SAS, SPSS, R, and S-LINK in the course of taking these basic courses. In the advanced course in statistics, they learn statistical knowledge actually required by society through subjects such as Decision Making Theory, Time Series Analysis, Data Mining, Multivariate Analysis, and Categorical Analysis. They will be able to acquire statistical analysis skills by analyzing actual data, along with the theory courses. In particular, the data mining class allows students to learn the analytical methods used in customer relationship management (CRM), which has recently become important.
Students learn how to use basic programs for data processing and statistical analysis using programming languages such as C language, Java, and R through subjects such as Programming Practice, Numerical Analysis, Computational Statistics 1, Computational Statistics 2, and Simulation. The intensive education on how to use package programs such as SAS, SPSS, S-LINK, and Arc allows students to develop the ability to use a wide range of statistical packages.
Our educational program is the major program of actuarial science established for the first time in Korea and provides a professional and systematic training course to nurture international-level actuaries. Students can acquire systematic and advanced knowledge about actuarial management through subjects such as Financial Mathematics, Actuarial Science, Actuarial Model Theory, Annuity Mathematics, Insurance Principles, Insurance Management, and special lectures on actuarial management. They may also take the Actuary Qualification Exam after completing the program of coursework in the second year.
An actuary is a profession that performs all kinds of work on actuarial gains or losses.
Actuaries are highly specialized in product development, calculation of insurance premiums and liability reserves, profit and loss analysis, and risk management, which is distinct from insurance planners. In foreign countries such as the United States, actuaries are considered as the most promising occupations, surpassing lawyers and certified public accountants.
Even in Korea, actuaries are emerging as high-level personnel due to environmental changes such as globalization, and their expertise ensures long-term job safety.
This is a major course where students can comprehensively study financial engineering and actuarial science, which are closely related to each other. Financial engineering is a new academic field that has emerged as a result of the rapid development of the financial industry worldwide and the diversification of financial products. After graduation, the majors in this field are responsible for presenting realistic solutions to various topics in finance and insurance based on mathematical methods. Therefore, they need comprehensive knowledge in various fields such as financial theory, insurance, actuarial science, and basic mathematics. Students, who intend to complete this interdisciplinary program, should attend various courses such as Accounting Principles, Management Principles, Economic Principles, Financial Market Theory, Financial Risk Management, Security Analysis, Derivatives Theory, and Financial Engineering, along with those of information statistics and actuarial science.
Established for a joint degree program with Towson University in the USA, this program is a course where students can comprehensively study the fields of actuarial science and risk management. Similar to the interdisciplinary program of financial engineering and actuarial science, students will study various statistical and actuarial methods for two years each at Soongsil University and Towson University. To apply for a joint degree program with Towson University, you must take the required courses. (For more information, refer to the specialized program menu.)
This is the undergraduate major course for big data convergence established for the first time in Korea, which is jointly operated by three departments: the Department of Statistics and Actuarial Science, the Department of Software, and the Department of Smart System Software. In order to finish the big data convergence major, you must complete five required subjects and seven elective subjects in the S3IT curriculum. (For more information, refer to the big data convergence major menu.)
This is a convergence major course jointly operated by three departments: the Department of Statistics and Actuarial Science, the Department of Mechanical Engineering, and the Department of AI Convergence to foster AI mobility experts. In order to finish the AI mobility convergence major, you must complete 5 required subjects and 12 elective subjects in the AI mobility curriculum. (For more information, refer to the AI mobility convergence major menu)


Two-step Equations Worksheet Pdf
Solving quadratic equations by completing square. Solving linear equations using substitution method. Order of rotational symmetry of a square.
Multiple choice questions Identify the correct two-step equation or value from the given multiple responses. Mixed Review Solve these mixed equations which involve fractions, integers and decimals. Word problems on types of angles. Unitary method inverse variation.
Linear inequalities word problems. Translating the word problems in to algebraic expressions. Solve the equations which have fractions as their coefficients. Simplifying logarithmic expressions.
Integers and absolute value worksheets. Converting customary units worksheet. Solving equations involving integers In these worksheets solve the two-step equations with integer coefficients. Converting repeating decimals in to fractions. Time and work word problems.
Multiplication & Division
Solve these mixed equations which involve fractions, activiti in action pdf integers and decimals. Graphing absolute value equations. Sum and product of the roots of a quadratic equations.
Two Step Equations
Arrive the solution to the equations in just two steps. One step equation word problems. Construction of triangles - I. Trigonometric ratios of some specific angles. Word problems on constant speed.
Construction of perpendicular bisector. Horizontal expansion and compression. Converting metric units worksheet. Order of rotational symmetry. Converting metric units word problems.
Solve these interesting problems following the given hints. Solving absolute value equations. Basic proportionality theorem. Construction of perpendicular.
Solving equations involving integers. Distance between two points.
Converting customary units word problems. Figure out the two-step equation from the given expressions to find the value of the unknown. Transformations using matrices.
Complementary and supplementary worksheet. Constant of proportionality. Word problems on quadratic equations. The properties of the geometric shapes are the clues to solve these word problems.
Word problems on unit rate. Reflection through x -axis.
Two Step Equations Worksheets - Printable Worksheets
Domain and range of rational functions. Word problems on comparing rates. Area and perimeter worksheets. Decimal representation worksheets. Trigonometry heights and distances.
Writing and evaluating expressions. Double facts word problems. Analytical geometry calculators. Domain and range of rational functions with holes. Square root of polynomials.
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Luis Salinas, Director of Science, Curriculum Standards and Student Support Division, Texas Education Agency
Jim Doris, Director of Social Studies, Arts, and Languages, Texas Education Agency
Jo Ann Bilderback, Director of Mathematics, Texas Education Agency
Joe Cisneros, Director of Spanish Language Support, Curriculum Standards and Student Support Division, Texas Education Agency
This session provides the latest information on curricular resources and the STAAR program for all of the foundation subject areas. TEA presenters will discuss the state and federal requirements and recent policy changes regarding reading language arts, mathematics, science, and social studies. Attendees will be given the opportunity to ask questions.


The 725 Table
Dimensions: 89cm x 40cm
The 725 Table can be compared to seeds or pods or sheaves of grass. It is named for the number of individual pieces of wood that had to be shaped, sanded, sanded again, and tenoned into place. It is then fumed in ammonia to give the wood its rich, dark hue.
‘So many things in nature grow in a spiral. The mediaeval Italian mathematician, Fibonacci, gave us the Fibonacci sequence of numbers, which yield what is known as the Golden Ratio. This ratio describes every spiral that we find in nature, from nautilus shells and pinecones, to spiral galaxies. The exploration of the possibilities yielded by such mathematical sequences is often reflected in my work.’


What is Mining Pool Luck?
A look at the useful metric displayed by mining pools.
Luck is a common metric for mining pools. I hope to give you a better understanding of what luck is, how we can use it, and some pitfalls of not understanding it.
Flip a coin. You already know the odds of getting heads or tails. It’s a 1 in 2 chance. Mining cryptocurrencies is in many ways like flipping a coin repeatedly. Except this coin has way more than two sides and instead of flipping a coin to see if the chosen side lands face-up, we hash block headers to see if the resulting hash is valid.
We know how many times we can expect heads or tails when we flip a coin. For example, if you flip a coin 100 times, you expect 50 tails. Similarly, we can know how many blocks we can expect when we submit shares to a pool. We call this metric “expected blocks” and will use it later to determine “luck”.
To understand how to get “expected blocks”, let’s take a closer look at the coin example. Suppose that every time the coin lands on tails, we get a block. We know that the probability of getting tails is 1 in 2, so we expect every other flip to reward us with a block.
In a hypothetical pool with the same rules as in our example, we expect 2 shares will yield a single block. If 2 shares are 1 expected block, then a single share is 0.5 expected blocks.
The real formula for determining the “expected blocks” of a single share is simple:
ExpectedBlocks = StratumDifficulty / NetworkDifficulty
Once we have identified the “expected blocks” of a share we can simply aggregate the value as new valid shares are submitted to determine how many blocks are expected.
In the previous scenario, we expect to find a block every time we submit a second share, but there is a problem. Shares, blocks, and the results of coin flips are all random.
Sometimes, we find a block after only one share, and sometimes we have to submit several shares before a block is found.
This random deviation from what we expect is represented by pools as "luck". When calculating the luck of a single block, the formula is simply "expected blocks" displayed as a percent
(expected * 100 = luck).
So let’s say we submit 3 shares to our hypothetical pool and find a single block. Each share expects 0.5 blocks so we expect 1.5 blocks
(0.5 * 3 = 1.5).
We can now convert the expected blocks into luck
(1.5 * 100 = 150%), then we can say that it took 150% of the expected work to find this block, or more simply that the block has 150% luck.
Notice that "bad" luck is greater than 100%. "Good" luck is less than 100%.
Each block will be found after a random number of shares, and so it follows that each block will have a random amount of luck. It seems block luck isn't very useful.
However, we can average the luck of many blocks and get a value of about 100%. The more blocks we average, the more true this becomes.
Since earnings come from found blocks, 100% luck means that earnings are 100% of expected. It also means that earnings always average out to the expected amount if enough blocks are found.
A pool that is very unlucky over a very large number of blocks may have a problem with dropping blocks or many miners who drop blocks.
Conversely, a pool that is overly lucky over many blocks may have a problem with its measurements, or many non-block shares are dropped by the pool or miners.
This is not to say that a pool will not have very good or bad luck when averaging fewer blocks over shorter durations. Small pools will find fewer blocks over the same period than larger ones, so they will have more variance over shorter periods, but still average to 100% luck.
This means that a pool that has been very lucky lately will become unlucky for a while to average out, and one that is very unlucky will become lucky for the same reason. It's just a matter of patience to see it happen.
Since luck is random, and people tend to assign reasons to randomness where there are no reasons, luck can sometimes lead miners to wrong conclusions.
A miner can inadvertently judge a pool based on short-term luck by judging it based on short-term earnings.
A pool with “bad" luck will earn less in the same period than a pool with "good" luck. But luck averages to 100%, which means that the pool with bad luck will have good luck later and the pool with good luck will have bad luck later.
Ultimately, earnings from both pools would be about the same if enough time was given.
Miners may try to determine the expected rewards by extrapolating from the daily earnings of various pools. While this might be effective on a pool that has too much of the network hash rate, it is problematic in smaller pools.
For example, a smaller pool in a time of good luck can yield higher earnings than a larger pool. When the pool inevitably goes through its bad luck, the perceived loss seems greater because the expectation was too high.
Conversely, when a miner extrapolates earnings during a bad luck period, the miner may think that something is wrong with the pool after trying another pool that is currently lucky.
Sometimes miners expect that “good” luck is the norm and that “bad” luck should not happen. It’s common to be unexcited when a pool's luck is particularly good but to complain when it inevitably goes through bad luck.
This misjudgment is understandable since we call it "good" and "bad" luck and often write bad luck in red as if it were a serious problem.
The reality is that both good and bad luck are normal and, with enough time, almost any well-running pool will help you earn what is expected to be earned.
Armed with a little more understanding of mining pool "Luck", you can feel a little better about whatever pool you choose.
If your pool doesn't seem so profitable at the moment, try not to feel bad, it will get better and you will earn what is expected.
If it seems more profitable than expected, try not to feel too excited, it will get worse but you will still earn what is expected.


This paper addresses the problem of learning similarity-preserving binary codes for efficient similarity search in large-scale image collections. We formulate this problem in terms of finding a rotation of zero-centered data so as to minimize the quantization error of mapping this data to the vertices of a zero-centered binary hypercube, and propose a simple and efficient alternating minimization algorithm to accomplish this task. This algorithm, dubbed iterative quantization (ITQ), has connections to multi-class spectral clustering and to the orthogonal Procrustes problem, and it can be used both with unsupervised data embeddings such as PCA and supervised embeddings such as canonical correlation analysis (CCA). The resulting binary codes significantly outperform several other state-of-the-art methods. We also show that further performance improvements can result from transforming the data with a nonlinear kernel mapping prior to PCA or CCA. Finally, we demonstrate an application of ITQ to learning binary attributes or “classemes” on the ImageNet dataset.


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Written in EnglishRead online
|Series||Monographs in spatial and environmental systems analysis ;, 6|
|LC Classifications||QA278.2 .R6|
|The Physical Object|
|Pagination||, 164 p. :|
|Number of Pages||164|
|LC Control Number||75327493|
Download Statistical analysis of spatial dispersion
Get this from a library. Statistical analysis of spatial dispersion: the quadrat method. [Andrei Rogers]. Statistical analysis of spatial dispersion: The quadrat method (Monographs in spatial and environmental systems analysis) Hardcover – by Andrei Rogers (Author) › Visit Amazon's Andrei Rogers Page.
Find all the books, read about the author, and more. See search results for Author: Andrei Rogers. The fully revised and updated book on statistical and spatial analyses in a GIS environment.
It's been four years since the publication of the groundbreaking Statistical Analysis with ArcView GIS®, and ArcView continues to be one of the most popular desktop GIS among geographers and other GIS users because of its capabilities for spatial-quantitative by: Spatial filtering models 17 Time series analysis and temporal autoregression Moving averages Trend Analysis ARMA and ARIMA (Box-Jenkins) models Spectral analysis 18 Resources Distribution tables Bibliography Statistical Software Test Datasets and data File Size: 1MB.
Statistical analysis of spatial dispersion: the quadrat method / A. Rogers Pion ; Distributed by Academic Press] London: [London ; New York Wikipedia Citation Please see Wikipedia's template documentation Statistical analysis of spatial dispersion book further citation fields that may be required.
Statistics is the discipline that concerns the collection, organization, analysis, interpretation and presentation of data. In applying statistics to a scientific, industrial, or social problem, it is conventional to begin with a statistical population or a statistical model to be studied.
Populations can be diverse groups of people or objects such as "all people living in a country" or "every. GIS, Spatial Analysis and Spatial Statistics Article (PDF Available) in Progress in Human Geography 20(4) December with 6, Reads How we measure 'reads'.
The measure of dispersion helps us to study the variability of the items. In a statistical sense, dispersion has two meanings: first it measures the variation of the items among themselves, and second, it measures the variation around the average.
If the difference between the value and average is high, then dispersion will be high. In statistics, dispersion (also called variability, scatter, or spread) is the extent to which a distribution is stretched or squeezed. Common examples of measures of statistical dispersion are the variance, standard deviation, and interquartile range.
Dispersion is contrasted with location or central tendency, and together they are the most used properties of distributions. , p.: ill. ; 24 cm. Spatial analysis (Statistics) Quadrat analysis Retail trade -- Mathematical models.
Distribution (Probability theory) Statistical analysis of. Request PDF | Analysis of spatial concentration and dispersion | The aim of this chapter is to present a number of statistical approaches to the study of the spatial concentration and dispersion.
Book Description. An introductory text for the next generation of geospatial analysts and data scientists, Spatial Analysis: Statistics, Visualization, and Computational Methods focuses on the fundamentals of spatial analysis using traditional, contemporary, and computational ing both non-spatial and spatial statistical concepts, the authors present practical applications of.
Spatial patterns of disease, geodemographics, environmental management and macroscale inventories of global impetus for this book is the relative lack of research into the integration of spatial analysis and GIS, and the potential benefits in developing such an integration.
Andrew F. Siegel, in Practical Business Statistics (Seventh Edition), Summary. Variability (also called diversity, uncertainty, dispersion, and spread) is the extent to which data values differ from one gh measures of center (such as the average, median, or mode) indicate the typical size of the data values, a measure of variability will indicate how close to this central.
D.L. McCormick, in A Comprehensive Guide to Toxicology in Nonclinical Drug Development (Second Edition), Statistical Analysis. The statistical analysis of tumor incidence data is a critical element of the interpretation of the results of carcinogenicity bioassays.
Unfortunately, the complexity of the statistical analyses required, when considered with the number of different statistical.
SPATIAL POINT PATTERN ANALYSIS 1. Examples of Point Patterns We begin by considering a range of point pattern examples that highlight the types of statistical analyses to be developed. These examples can be found in ARCMAP map documents that will be discussed later.
We introduce the use of spatial point pattern analysis for addressing ecological and conservation questions related to the spatial dispersion of species. Our goals are to describe common characteristics of point data and related point patterns, introduce different types of statistical models used to identify spatial point patterns and the scale Author: Robert Fletcher, Marie-Josée Fortin.
Title: The ESRI Guide to GIS Analysis Vol. 2: Spatial Measurements & Statistics Author: Andy Mitchell Publisher: ESRI Press Year: Aimed at: GIS/Analysts/Map Designers - intermediate Purchased from: This textbook acts as companion text for GIS Tutorial 2: Spatial Analysis Workbook (for ArcGIS x) where you can match up the chapters in each book.
Statistical Methods for Spatial Data Analysis offers plenty of information for the analysis of spatial data in a variety of disciplines. It is clearly written and well organized.
The chapters are highly topical and come at a time when the literature on statistical methods for spatial data analysis is. Spatial Data Analysis: Theory and Practice, first published inprovides a broad ranging treatment of the field of spatial data analysis.
It begins with an overview of spatial data analysis and the importance of location (place, context and space) in scientific and policy related research. Statistical Analysis with ArcView GIS also features: Examples that show steps of statistical calculations-as well as ways to interpret the results.
More than illustrations, including statistical charts, maps, and ArcView screen captures. Helpful end-of-chapter : $ Title: The ESRI Guide to GIS Analysis Vol. 2: Spatial Measurements & Statistics Author: Andy Mitchell Publisher: ESRI Press Year: Aimed at: GIS/Analysts/Map Designers – intermediate Purchased from: This textbook acts as companion text for GIS Tutorial 2: Spatial Analysis Workbook (for ArcGIS x) where you can match up the chapters in each book.
Spatial analysis. Analysis is one of the key capabilities of GIS. Spatial analysis is the quantitative analysis of phenomena, considering the geometric, geographical or topological properties of their ties such as position, distance and area are relevant when performing spatial analysis.
These statistical tools let you do a number of things, including determining central tendency or identifying the overarching directional trend, identifying hot and cold spots or spatial outliers, assessing overall patterns of clustering or dispersion, and modeling spatial relationships.
More than illustrations, including statistical charts, maps, and ArcView screen captures. Helpful end-of-chapter references. Suitable for professionals as well as students of geography, this book is an important tool for anyone involved in the statistical analysis of GIS data.
Spatial Interaction and the Statistical Analysis of Lattice Systems University of Liverpool [Read before the ROYAL STATISTICAL SOCIETY at a meeting organized by the RESEARCH SECTION on Wednesday, March 13th,Professor J. DURBINin the Chair] The formulation of.
Data sets for many of the book's examples, appropriate for use with a variety of statistical and GIS software can be downloaded here. Reviews “I have thoroughly studied and tried out a number of textbooks for the third-year course, Statistical Methods for Geographers, and was disappointed.
ISBN: OCLC Number: Description: xviii, pages: illustrations ; 25 cm: Contents: Preface --About the Authors --Descriptive uction and Background --Data and Measurement --Descriptive Classical Statistics: Elementary Summaries --Descriptive Classical Statistics: Central Tendency, Dispersion, and Relationship --Descriptive Spatial.
where is the dispersion of the random errors. These formulas form the base of the second stage in dispersion analysis — to wit, the clarification of the effect of the first and of the second factor on the experimental results (in agricultural trials the first factor is the "soil" type, the second is.
Dispersion. Dispersion models the movement of a geographic phenomenon such as an oil spill or a wildfire. Least-cost Path Analysis. This surface shows the costs of traveling from one point to the next. Cost can be a function of time, distance or other criteria that is defined by the user.
More: Overview of Least Cost Path Analysis. Statistical Analysis and Modelling of Spatial Point Patterns is ideally suited for researchers in the many areas of application, including environmental statistics, ecology, physics, materials science, geostatistics, and biology.
It is also suitable for students of statistics. Statistical analysis is also used to identify and confirm spatial patterns, such as the center of a group of features, the directional trend, or whether features form clusters.
While patterns may be apparent on a map, trying to draw conclusions from a map can be difficult-how you classify and symbolize the data can obscure or overemphasize. The book enables readers to: * Identify types and characterize non-spatial and spatial data * Demonstrate their competence to explore, visualize, summarize, analyze, optimize, and clearly present statistical data and results * Construct testable hypotheses that require inferential statistical analysis * Process spatial data, extract explanatory.
Statistical Analysis of Spatial and Spatio-Temporal Point Patterns - CRC Press Book Written by a prominent statistician and author, the first edition of this bestseller broke new ground in the then emerging subject of spatial statistics with its coverage of spatial point patterns.
Griffith D.A. () Theory of Spatial Statistics. In: Gaile G.L., Willmott C.J. (eds) Spatial Statistics and Models. Theory and Decision Library (An International Series in the Philosophy and Methodology of the Social and Behavioral Sciences), vol Cited by: 7. Statistical Methods for Spatial Data Analysis answers the demand for a text that incorporates all of these factors by presenting a balanced exposition that explores both the theoretical foundations of the field of spatial statistics as well as practical methods for the analysis of spatial data.
This book is a comprehensive and illustrative /5(2). Statistical Analysis and Modeling of Geographic Information with ArcView GIS is an update to Lee and Wong's Statistical Analysis with ArcView GIS, featuring expanded coverage of classical statistical methods, probability and statistical testing, new student exercises to facilitate classroom use, new exercises featuring interactive ArcView Avenue scripts, and a new overview of compatible.
Spatial statistics – redirects to Spatial analysis; Spatial variability; Spearman's rank correlation coefficient; Spearman–Brown prediction formula; Species discovery curve; Specification (regression) – redirects to Statistical model specification; Specificity (tests) Spectral clustering –.
Statistical dispersion relation for spatially broadband fields MINGGUANG SHAN,1,2 VIOREL NASTASA,1,3 AND GABRIEL POPESCU1,* 1Quantitative Light Imaging Laboratory, Department of Electrical and Computer Engineering, Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, Urbana, IllinoisUSA.
Spatial Analysis by Tonny J. Oyana,Construct testable hypotheses that require inferential statistical analysis Process spatial data, extract explanatory variables, conduct statistical tests, and explain results Spatial Measures of Dispersion Random Variables and Probability Distribution Conclusion3/5(2).Bivand RS, Pebesma E, Gomez-Rubio V Applied Spatial Data Analysis with R, Chapter 7.
Springer: New York. Brunsdon C and Comber L An Introduction to R for Spatial Analysis and Mapping, Chapter 6, - Sage: Los Angeles. O’Sullivan D and Unwin D Geographic Information Analysis, 2nd Edition, Chapter 5.
John Wiley & Sons: New Jersey.


Chartists can add two extra Fibonacci numbers to the Fibonacci Retracements Tool using the CTRL button. First, open a SharpChart for annotation. The Fibonacci tools are at the top and in the middle of the icon row. Next, select the Fibonacci Retracements Tool and move to the desired starting point. Hold the CTRL button, left click the mouse at the starting point, hold that click and drag to the ending point. Release and two more Fibonacci numbers will appear: the 23.6% retracement and the 1.618% extension.
Click this image for a live chart.
Using the US Dollar Index ($USD) as an example, the Fibonacci Retracements Tool extends from the January 2012 high to the May 2011 low. For drawing purposes, chartists need to start at the high and work backwards to the low. A 61.8% extension of this move would extend just above 87 and this level can be considered a Fibonacci target. MAC users should use the “Command” key instead of the CTRL key.


A math shirt has a mathematical equation on it. These shirts are popular among geeks, nerds, and other people who enjoy math.
The popularity of these shirts has been growing ever since then, with many companies producing their own versions of the shirts.
Math is a subject that many people are not fond of, but this shirt is here to change that. The shirts come in a variety of colors and styles, and they make you look like a true math nerd.
Stylish Math Shirts
There are many different types of shirts with math puns on them – from the classic “I’m so smart I made a graph” to more obscure ones like “I’m so cool I can solve all equations.”
A math shirt is a form of geeky apparel that takes math to a whole new level. It is a shirt with a mathematical equation printed on it. The idea was the brainchild of two brothers who were tired of seeing the same old t-shirts and wanted to wear something new.
Math is an important subject for many people, so wearing something that shows off your love for it can be fun and even trendy. Some people like to wear these shirts as part of an outfit and others like to just wear them around their house as a reminder that they are smart.
A math shirt is a shirt that has some form of mathematical humor printed on it. They are typically for those who are into math and science or those who just enjoy geeky shirts.
Math shirts can be found in many different styles and types, such as the classic “I’m not a nerd, I’m a geek” shirt or the more modern “I’m not a nerd, I’m an engineer” shirt.
Math humor tees are a new trend of shirts that are designed to make people laugh. They often feature puns and jokes about math. These shirts are usually for people who enjoy math, but they also appeal to those who don’t like math.
A math shirt has mathematical equation or mathematical joke printed on it. They are sometimes referred to as geeky shirts, nerd shirts, or smart tees.
Math Is All Jokes!
Math humor tee has jokes about math, logic, and other related topics. These shirts are often worn by people who like to make fun of the subject matter and poke fun at those who don’t understand it.
We have seen many companies using these types of shirts to market their business – from banks to insurance companies and airlines.
A math shirt is a type of shirt that has an equation or mathematical formula printed on the front. They are popular among people who enjoy math and science, such as students, engineers, programmers, and scientists.
Math is cool. It’s the one subject that most people don’t mind – even kids love math. Math is also a very popular subject for shirts. So we’ve created this shirt to celebrate the math-loving geek in all of us!


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The reasoning behind geometrical constructions offers opportunities for students to develop their understanding of points and lines, says Colin Foster…
Geometrical constructions such as perpendicular bisectors and angle bisectors are often given to students as procedures to follow, and students don’t always understand why the procedures that they have been taught produce the construction of that name. For example, why does the procedure for drawing a perpendicular bisector of a line segment actually bisect it? And why does it do so at right angles? In this lesson, students are encouraged to think about why this construction works and how they might justify it. They are provided with ample opportunity to practise the technique on a coordinate grid and improve their precision while also exploring the points through which their perpendicular bisectors pass. Attempting to find line segments whose perpendicular bisectors pass through or near to the origin gives students a reason to be accurate in their constructions. They have to think carefully about the relationship between the ends of the line segment and the direction of the perpendicular bisector in order to anticipate where the perpendicular bisectors of their chosen line segments will go.
Why Teach This?
Visualisation and spatial reasoning are important skills that enable us to make sense of geometrical situations and predict how points and lines will behave. This lesson gives students the opportunity to examine positions that are the same distance from two fixed points.
Q. I want you imagine two identical circles next to each other, one on the left and one on the right. (Close your eyes if that helps.) Now imagine that the circles slowly move closer together until they overlap. Can you describe what you see?
The circles overlap at two positions. A student could draw on the board what they see, or you could draw or project this image on the board:
Q. I’m going to join up the centres of the two circles with a purple line.
Q. Now, in red, I’m going to join up the two points where the circles intersect.
Q. What can you say about the red line?
Students will probably say that is vertical, or at right angles (perpendicular) to the horizontal line.
Q. How do you know that the purple and red lines are perpendicular?
This is quite hard to justify rigorously, without vague references to “symmetry”, and students could discuss this in pairs. To see why the angles created must be right angles could involve drawing in some additional lines, such as the blue lines below, creating the blue rhombus (it is a rhombus since all of the sides are equal to the radius of the circles).
Now we have two pairs of congruent isosceles triangles (shown below): one pair with the purple length as the third side, and one pair with the red length as the third side. These isosceles triangles mean that we have pairs of equal angles, shown shaded below.
So in the original diagram this means that the four black angles in the centre must be equal to each other, and since they add up to 360° each one must be 90°. Students are likely to need help putting these ideas together to make a convincing argument.
This means that two overlapping circles of the same size gives us a good way to construct right angles. Students will probably have seen this perpendicular bisector construction before, but may not have thought very carefully about why it works.
Put some axes on the board from –5 to 5 both ways. Q. Can someone tell me where to plot the points (–1, 3) and (3, 4), please. Students could come to the board to show where the points are. If no mistakes are made, you could ask students what mistakes someone might make, if you think that these could arise in the class. For example, coordinates might be plotted the wrong way round, such as (4, 3) instead of (3, 4), or negative numbers might cause confusion, so students might plot (1, 3) instead of (–1, 3), for example. Q. Let’s label (–1, 3) as A and (3, 4) as B. Can you tell me a point that is exactly the same distance from A as it is from B? Students will probably say (1, 3), and you can put a cross there. Q. And another? And another? This is harder now. Place a cross at whatever points students say, unless other students object, in which case ask them to say why they object. Carry on until you have 4 or 5 points. Because of the visual effect of the axes, some students may think that points such as (0, 5) are nearer to A than to B. Students could measure or count squares to decide whether they agree or not. Students may suggest points that don’t have integer coordinates, which is fine. Q. What’s happening? Why? Try to get students to describe what they see in words. A line is being formed that is at right angles to a line joining A and B. They might use words like perpendicular bisector – if they don’t, then you could – or they might try to find an equation for the new line (e.g., 2x + y = 5 or y = –2x + 5). Students may not immediately see how this relates back to the starter. If they carry out the construction for a perpendicular bisector of AB they will get the line that passes through the points marked with a cross. See if they can explain why this is. Q. Draw some more axes from –5 to 5 both ways and plot the points (–3, 3) and (1, 4), please. Construct the perpendicular bisector. Does it go through the origin? This is a good test of accuracy, because the perpendicular bisector goes near to the origin but doesn’t pass through it exactly. Q. I want you to construct the perpendicular bisectors to these line segments and decide which one passes closest to the origin: Line 1: (0, 2) to (2, 1) Line 2: (0, 3) to (3, –1) Line 3: (–1, 2) to (2, –2) Line 4: (–3, –4) to (2, 5) Line 5: (–3, –2) to (2, 3) You need to do it very accurately to be sure! What other pairs of points can you find that have perpendicular bisectors that pass near to the origin? To estimate the closest distance of the perpendicular bisectors from the origin, students could measure by eye with a ruler or use a set square to help. Another way would be to make an accurate drawing on a large piece of paper and then use compasses to construct a perpendicular line from the origin to the perpendicular bisector, and then measure the length of this line. (If a perpendicular bisector passes very close to the origin, this will be a bit fiddly, but it will be easier with lines that do not approach the origin so closely.) Students could make a poster to illustrate their “best” examples. You could conclude the lesson with a plenary in which students talk about the examples that they have found and what they have learned. They should have had ample opportunity to practise their skills in constructing perpendicular bisectors. They might also have become more adept at anticipating where such lines will go. The five lines given all pass quite close to the origin. The order of the lines, in terms of how close they get to the origin, is: 5 < 2 < 4 < 1 < 3. Line 5 passes through the origin exactly. The approximate distances are given in the table below. 1 0.22 2 0.10 3 0.30 4 0.19 5 0.00 What other points did students choose and how close did the associated perpendicular bisectors get to the origin? To check students’ work it may be useful to know that in general the closest distance from the origin to the perpendicular bisector of the line segment joining (a, b) to (c, d) (assuming that these two points are different) is given by. So for the example in which the line segment went from (–3, 3) to (1, 4) this gives a distance of 0.12 (correct to 2 decimal places).
A natural environment for exploring perpendicular bisectors is that provided by Geogebra, which is available free of charge from www.geogebra.org/cms/en. It is easy to generate a perpendicular bisector of a line segment and then move the ends of the line segment around and see what happens to the perpendicular bisector.
Stretch them further
Confident students could choose three points and construct the perpendicular bisectors of the line segments joining each pair of points. Provided that these points are not collinear (lie on a straight line), they will form a triangle, and the perpendicular bisectors of a triangle are coincident – i.e., they all pass through the same point. This point is called the circumcentre of the triangle, and a circle (the circumcircle) can be drawn, with this point as its centre, passing through all three vertices of the triangle. Students could try to find a triangle whose circumcentre is the origin. (One example would be the triangle with vertices at (-1, 3), (3, -1) and (1, -3).)
About our expert
Colin Foster is an Assistant Professor in mathematics education in the School of Education at the University of Nottingham. He has written many books and articles for mathematics teachers (see www.foster77.co.uk).


Wordle 296 Answer Today April 11 Wordle Solution Puzzle Hints.
5 Letter Words With W - Wordle Hint - Gamer Journalist.
Wordle 296 April 11: Wordle word hints and today's answer | East Lothian Courier.
The best Wordle strategy – according to science
Wordle may seem like a word game, but really it’s a mathematical one. Rather than debate the best opening word, why not calculate it with information theory?
As promised in the video, you can find the top 100 opening words for easy and hard mode, with stupid words included or excluded, here: https://steele.link/top-wordles
# Video chapters
06:22 SCARY LOGIC
07:42 SOARE FAILS
10:16 FIRST PLACE
# Further viewing
If this video wasn’t nerdy enough for you, @3Blue1Brown made a deeper dive into the mathematics of entropy as applied to Wordle which came out as I was editing this! Check it out here: https://www.youtube.com/watch?v=v68zYyaEmEA
Many thanks to Tran Nguyen for all her help with this video…in particular, for inspiring the graphs showing the entropy of different opening words!
Also many thanks to Jason Liszka for open-sourcing his Wordle-solving code, which I hacked mercilessly to do the calculations for this video: https://github.com/jliszka/wordle
# And finally…
Follow me on Twitter https://twitter.com/statto
Follow me on Instagram https://www.instagram.com/andrewjsteele
Like my page on Facebook https://www.facebook.com/DrAndrewSteele
Read my book, Ageless: The new science of getting older without getting old https://ageless.link/
Wordle 296 April 11: Wordle word hints and today's answer | East Lothian Courier
Wordle 288 answer for April 3: Crack today's Wordle in FEW attempts! Check hints, clues and solution | How-to.
Wordle 240: Hints for today's tricky word puzzle - pennlive.com.
Wordle 285: Hints for today's word puzzle (3/31/22) - pennlive.com.


LINKS AND DOWNLOADS
CONTEXTThis game was part of Pete Hawkes' graduate research at UCLA Design Media Arts.
PEOPLEPete Hawkes : Game Designer
In Binary Glove, each finger represents a bit value in a simple binary sequence: 1, 2, 4, 8, and 16. Pressure sensors in the ends of each finger register each bit as on or off. The sum of each active bit is displayed on the glove along with a visual representation of the current sequence. 5 bits allow the wearer to create any number from 0 to 31 on one hand.
The glove has a learning mode for experimentation and play. Each number combination plays a different tone. Once the wearer is comfortable with the system they can activate a game mode and test their skills. A random number from 0 to 31 is displayed and the user is timed to see how fast they can create the correct bit sequence.
Simple interactive exercises like these teach useful concepts that might otherwise appear too abstract for some students. Once the skill is learned and the pattern recognized, further learning poses fewer obstacles for the visual learner.
[update] The Binary Glove is a finalist in FILE PRIX LUX Sao Paulo.


• Grade completion requirement – applicant must have completed 9th, 10th, 11th, or 12th grade
• GPA Requirement – minimum 3.5 GPA for the current academic year
• A=4, B=3, C=2. If numerical grades are used, the following scale will be used unless the school’s letter grade conversion is given on the transcript: A=90-100; B=80-89; C=70-79
• Honors, Advanced Placement, International Baccalaureate, and dual credit college level academic courses will earn one half (.5) extra Grade Point. Grades for academic subjects only are calculated – history/social studies, English, mathematics, sciences, foreign languages, computer sciences, visual and performing arts if indicated as an academic subject. A grade lower than a C in an academic subject will mean automatic rejection of the applicant. Grades for non-academic courses will NOT be calculated - art, band, choir, orchestra, home economics, health, driver education, physical education, shop, and any other class marked non-academic on a transcript.
• There will be no special status designation for a 4.0 GPA other than for a national champion who also has a 4.0 GPA.
• Applicants must have swum an individual pool time equal to a 2018 Winter Junior qualifying time in any individual event during the SAA qualifying period (August 16, 2018 – August 15, 2019) with qualifying times in SWIMS – list of times are posted on the USA Swimming website. A qualifying time will be available for selection from the SWIMS database during the application process. Only ONE time is necessary and only ONE application is necessary.
To apply you must have an account set up with USA Swimming and be logged into their website. You can follow this link to the application.


Faster analysis of relationships between large sets of data is possible to be done with quantum computers compared to classical computers according to a study by an international team. Also, the analysis is now possible for a wider range of data types than was expected earlier.
A “quantum linear system algorithm” was proposed by a study that was published late last week in American journal Physical Review Letters. The new algorithm is able to analyze data related to problems like as commodities pricing, social networks and chemical structures and is able to undertake quantum computation that can be used for artificial intelligence.
Research on artificial intelligence or quantum forms of machine learning have has been spurred on by the linear system algorithm that operates on a large matrix of data and was first propounded in 2009.
“There is a lot of computation involved in analyzing the matrix. When it gets beyond say 10,000 by 10,000 entries, it becomes hard for classical computers,” explained Zhao Zhikuan, the paper’s corresponding author from Singapore University of Technology and Design.
Application to a very specific type of problem is possible by the previous quantum algorithm of this kind, Zhao also said. This is due to the fact that with the rise in the number of elements in the matrix, there is a corresponding rapid increase in the number of computational steps. There is an eight-fold increase in the length of the calculation for every doubling of the size of the matrix.
Compared to both the classical and the previous quantum versions, a new algorithm was found to be faster by colleagues of Zhao in Singapore, Switzerland and the United Kingdom, he said.
The new system is dependent on a technique that is also known as quantum singular value estimation. This technique is able to deal with data that is not limited to “sparse” ones as had been required previously by the earlier versions.
Zhao said that while the relationships among the elements in sparse data is limited, for real-world data, this doe not often hold true.
Take for example the attempt of a trader to forecast the price of goods in the future. This new matrix is able to get hold of historical data related to movements of price over a certain period of time as well as information about features which might be impacting the prices such as the rates of currency exchange.
Then, by “inverting” the matrix, the new form of algorithm is able to calculate the strength of the correct relationship of each feature with another one. The resultant data can be made use of to understand the future price by the process of extrapolation.
But larger quantum computers would be needed to exhibit that the real quantum has an advantage compared to the classical algorithms.
According to estimates by Zhao, another three to five years would be required till such time that the hardware can be actually put to use for conducting any form of useful quantum computation that would also have some applications in artificial intelligence.
(Adapted from Xinhuanet.com)


June 15, 2018
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Catering, #MadeFresh... and into math. Can you solve it?
4 days ago
How are you staying cool this summer? 😎
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Writing: Continue with Tuesday's essay question in one of three ways
- If you haven't done so already, begin writing a response to the prompt.
- If you have already written a repsonse, do revisions based on my comments.
- If you finish with your corrections and improvements, comment on others' writing directly on their blogs.
- For homework, finish 1-3 above by Tuesday.
Math: Finishing up with Algebra basic concepts
- Knowledge share: Students recommend math websites or online lessons to each other.
- Geometry essay to introduce next week's topic
- Equation word problems #1-6, page 572 of Steck-Vaughn GED textbook
- For homework, finish any problems from page 572 that we do not cover in class.


ET FROM RACECAR WEIGHT & HORSEPOWER
by Bob Szabo
IHRA DRM - 2007 Issue #2
Lets get back to simple relationships from drag race performance. In our past articles, some simple math relations were reviewed to help with run analysis. We reviewed two of these in DRM issue 18 and 20 from 2006. They were as follows:
HP = (vehicle weight x 200) / (ET x ET x ET)
HP = vehicle weight x (MPH / 234) x (MPH / 234) x (MPH / 234)
Actual horsepower, vehicle weight, ET and MPH were examined to develop these relationships (called algorithms). Several examples were also provided in the articles that were from various IHRA drag race vehicles. Again, my experience with these math relationships was quite successful as tuning analysis tools.
A THIRD RELATIONSHIP: Going the other way in the first relationship from above, there is a different solution:
ET = (vehicle weight x 200 / HP) to the one third power
The words “to the one third power” can scare some. It forced me to review math from my school days. However, today a simple scientific calculator can run the numbers at will. The function xy is the math function to select from the calculator. The variable “x” is the result from vehicle weight times 200/HP. The variable “y” is 1/3rd or 0.33333…
TOP FUEL DRAGSTER: Going back to one of the spectator favorites, Top Fuel Dragster, we can examine some values that I played with: vehicle weight = 2,400 race weight (with fuel, oil, etc.) and HP = 5,300. With those values, the ET computes to 4.49 seconds (Clay Millican’s Werner Enterprises, Top Fuel Dragster National Record). Don Jackson Engineering measured power levels far beyond that from his on-board dyno instrumentation. However, the calculated values show the amount of horsepower that is getting to the ground. Again remember the horsepower loss from aerodynamics and the slipper clutch. Those items consume much horsepower that is not indicated by the final racecar performance.
TOP FUEL FUNNYCAR: Look now at Bob Gilbertson’s Autolite, Trick Tank, 10.000 RPM Clutches, ’05 Dodge Stratus Funnycar run record of 4.841 at San Antonio. Weighing in at an average estimate of 2,500 pounds, the Top Fuel Funnycar performance can be noted from the following:
ET = (2,500 x 200 / 4,400) to the one third power = 4.84 seconds
Again with the addition of a lot higher frontal area compared to the Dragster as well as the other losses, a reduced amount of horsepower over Top Fuel is noted. These relationships are more novel and less meaningful than looking at other IHRA vehicles where the tires are hooked up, most of the run.
OTHER IHRA CLASSES and their class speed records:
|class||driver||Description||approx. weight*||ET record||HP req’d for ET|
|Pro Mod||Scott Cannon||’06 GTO Hemi 526||2,8006.019||2,566|
|Alc. FC||Rob Atchison||’02 Firebird / Chevy||2,3005.685||2,502|
|Pro Stock||Robert Patrick||’06 Shelby GT500/Ford 817||2,4506.315||1,950|
*exact weights were not available; author estimated weights for illustrative purposes only
ANALYSIS: The power levels that are shown do not necessarily reflect the losses from aerodynamic loading and tire spin. Alcohol Funnycar is an example where black tracking (tire spin) even in high gear is common and the ET does not reflect the true power. As you get to slower vehicles, the numbers are more realistic.
OTHER RACECARS: Looking at other combinations, the ET is calculated from the various power levels and vehicle weights from different classes:
|class||approx. weight||dyno horsepower||ET (quarter)|
STILL ANOTHER FIRST IN IHRA DRM! Regarding the 1/8th mile, recall the determination for horsepower from weight and the 1/8th mile ET. They was derived from quarter mile relations in the previous DRM Tech Stop article in Issue #15 from 2006.
HP = vehicle weight x 52 / (ET x ET x ET)
Going in the other direction:
ET = (vehicle weight x 52/HP) to the one third power
Reexamine the previous table for quarter mile ET’s, but revised for eighth mile ET’s:
|class||approx. weight||dyno horsepower||ET (eighth)|
These algorithms are based on the original relationships done by Chrysler racing in the ‘60s. With advances in tire traction, new relationships may be needed in many IHRA class racecars. If the results from your racecar do not quite fit these numbers, try changing those multipliers: 200 for the quarter mile relation and 52 for the eighth mile relation. Whether you use the algorithm in these articles or determine new ones for your racecar, you can now watch your run performance. For quarter mile runs, you can examine your ET from horsepower and horsepower from ET. You can examine your eighth mile performance that is within your quarter mile timing slips. You may be OK in the eighth and down on power in the quarter. That could indicate a high-end problem and rule out many low-end suspects.
TRICK: For those without a scientific calculator, play with the numbers by picking an ET and multiplying it by itself three times to see if it matches the relationship on the right of the equals sign. You can use the following for the quarter mile numbers:
ET x ET x ET = (vehicle weight x 200 / HP)
You can use the following for the eighth mile numbers:
ET x ET x ET = (vehicle weight x 52 / HP)
About the Author
Bob Szabo is an owner / driver of a blown alcohol drag racecar and one of the few technical racing book authors. His new book: “5,000 Horsepower on Methanol, with Nitro, Racing Gas, Nitrous, & Ethanol Technology” covers fuel injection, carburetors, normally aspirated, supercharged, and turbocharged setups. His current book, “Fuel Injection Racing Secrets” provides added tuning info for methanol. Both are becoming popular gifts for birthday and anniversaries such as that first 9 or 8 or 7 second ET! Check the DRM Yellow Pages for Szabo Publishing or look on the Internet at https://www.racecarbook.com or call (916) 419 6649.


Share First notions of mathematics with Lego blocks
Lola Rovati @Lolarovati
There is no better way to learn than through the game, so I want to share with you a fun idea to teach the little ones the first notions of mathematics with Lego blocks .
Children need to visualize the abstract concepts of mathematics, and nothing better than using their own toys to familiarize them with terms such as major, minor or make their first addition and subtraction.
For starters, you just need a base and two-color Lego blocks. You have to place them in a bowl with three divisions, if you have, or else on the table in well-differentiated piles.
You put each color separately and on the other hand, the numbers and the major and minor symbols. For more advanced, I would add the plus sign, minus and equal, and a third color for the result.
You can start playing by placing the numbers and symbols and the child blocks. And then the other way around. As the child grows, more complex operations can be made, adding addition and subtraction, and even multiplications.
Construction games can be good allies when it comes to learning math. I loved the proposal! It is ideal to start putting them in topic before returning to school. Do you like it?
Via | One perfect day In Babies and more | "Mathematics is fun", interview with the mathematician Malena Martín


Where can your child develop teamwork, creativity and problem-solving?
Where can they play, invent... and learn at the same time?
Bricks 4 Kidz after-school enrichment classes build on the universal popularity of LEGO bricks to deliver a high quality of educational play. Each hour-long class is a fun, enriching experience for your child. The classes explore architecture, engineering and technology. Kidz build a new project each week using the classic LEGO bricks loved by generations of children. Our unique models cannot be found on the shelves of a toy store. Each unit is based on engaging themes such as space, inventions, famous buildings and more. (less)... Read more
2016 Summer Program
Join us for some fun learning and building this summer!
Our summer program will be held at several locations in Jersey City this summer. Please check our website for a location near you.
Summer classes and weeklong summer program will start the week of June 27, 2016
Bricks 4 Kidz NYC provides fun and educational programs designed to teach children, age 3 and up, science, technology, engineering and math concepts using Lego bricks. We offer a variety of fun summer camp options - Lego/STEM model building, Jr. and Advanced Robotics, Coding, Stop Motion Animation, and more! Check us out!
Our programs provide an extraordinary atmosphere for students to build unique creations, play games, and have loads of fun using LEGO bricks. The activities are designed to trigger young children's lively imaginations and build their self-confidence.
Children for years have been fascinated with LEGO bricks and now through Bricks 4 Kidz, your child will be able to learn while they play. At Bricks 4 Kidz, we are focused on introducing children to principles of STEM - Science, Technology, Engineering and Mathematics plus Architecture. Bricks 4 Kidz was developed as a hands-on enrichment class where students build and design simple machines, famous landmarks, catapults, and robots using LEGO Bricks. Building takes place after students have participated in a STEM based curriculum about the model of the day.
Many kids already know how to build with LEGO Bricks, but with a little coaching they can learn engineering, architecture and concepts of physics and mathematics using the plastic components.
One of our main goals is for children to play and socialize with friends while learning concepts based around science, technology, engineering and mathematics in a non-competitive setting. Our programs provide an exciting atmosphere for the students to build using LEGO bricks, models created by Bricks 4 Kidz, experiment their own innovations, play games, and has loads of fun. The activities are designed to trigger young children's lively imaginations and build their self-confidence. Children work with exciting themes such as simple machines, outer space, amusement parks, transportation, energy sources, and many more...
We offer classes for ages 3-13, starting from motorized Lego model build to Jr.Robotics to Advanced Robotics using Lego Mindstorm!
Contact us if you are interested! Please visit our website for more information about our programs and current sessions. (less)... Read more
Bricks 4 Kidz offers After-School Programs, In-School workshops, Summer Camps and Birthday Parties. What Bricks 4 Kidz does is it takes building with LEGO bricks to introduce and expand STEM concepts (Science, Technology, Engineering and Mathematics) to children from ages Preschool to up to 5th grade. Bricks 4 Kidz classes follow the Bricks 4 Kidz's motto: We learn, We build, we Play with....LEGO Bricks. We Learn - teachers provide a 10 minute themed lesson, usually involving Science, Engineering, Math and Technology topics. We build - students build the motorized model of the day with simple step by step instructions. We Play - students explore their own creativity through creative construction time where they use their critical thinking skills and problem solving skills. (less)... Read more
Spirit of Math Schools is an "after-school school" exclusively for high performing students in grades 1 to 7. SMS offers so much more than tutoring. The unique drill system, curriculum, problem solving and cooperative group work together provide an all-encompassing program that has produced many top math students for more than 25 years. Students experience a truly exciting learning environment where their thinking is stretched to new levels both by the teachers and their peers.
Students attend a 1 1/2 hour class each week. The program in each grade progresses through the regular school year. Students can start any time during the year.
The success of the program as evaluated through national competitions has been unrivaled by any other mathematics program. (less)... Read more


Common Core State Standards: RF.K.3c, K.CC.4a, K.CC.4b, K.CC.4c, K.OA.5,K.CC.6
A fun way to review counting, number words, simple addition and subtraction as well as greater and less than.
Includes a blank set for you to program with whatever...+ math symbols: + - = so students can make equations and solve them, as well as 2-pages of tips of what to do with the cards, including games.
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Enter your email address to subscribe to this blog and receive notifications of new posts by email. Better and safer the world average win $60 / hour with $1 chips. Sessions of loss are very rare. (Some two thousand rounds). It is an original system - a new version of an old system. Has never before been published. The two missions are every time - bass (1-18) and the third dozen (25-36) table: Episode 1-18 1-18 of roulette in Paris covers numbers 1 to 18. This bet pays even, which means that it pays a bet of $1 $1, if one of the numbers 1-18 in the next round. Two-thirds of betting dozen bets the third dozen or 12 3rd at the roulette table top the numbers 25 to 36. This bet pays two to one, meaning it was a pays $1 $2 betting, if one of the numbers 25 and 36 in the next round has occurred. Assemble the two bets: 1-18 and three dozen, can 30 numbers in the design of the wheel by two bets at every opportunity to cover: 1-18 and the third dozen. Only 8 numbers can cause you to lose: 0, 00, 19, 20, 21, 22, 23 and 24. You must place two bets on a sufficient amount of 3 blade 1-18 and 2 chips in 3 dozen. Why? If you allow 1 to 18, can make smart 3 tokens 1-18 and the loss of 25 2-36, for a gain of 1 coin. If you have between 25 to 36 win 4 chips in the bet and loses 3 sheet 1-18 for a gain of 1 token. How many times can you miss two bets? You will be pleased to learn that together the two betting not very often and not too many times in a row lose. Has therefore to lose any chance of 30 victory against only 8 equal. The pages are significant to his favor. After thousands of shots with test tours registration Casino, ever more frequently, that both of the bets were lost four times. Four times is incredible in a row! At an average of 1 000, must only 210 losses, loss of two in-a row 40. 9 losses of three in-a-row; 2 loss of the four-in-a-row and 5-0 in a row or more losses. These figures are based on mathematical probability. During our tests, the numbers have ranged from each group 1 000, but not much. We have never seen a loss of five-in-a-row in our tests. This is not to say five in a row or are not possible. Everything is possible, but the chances of five losses in a row or more are astronomical. On average, more once every 40 rounds get a loss or two-in-a-row. With a low-loss line, you can win simple chord progressions, make these major obstacles to use. A winner of the progression, if applicable, the eight losers, the numbers 0, 00, 19, 20, 21, 22, 23 and 24, loses two bets for a total loss of 5 coins. If you lose five hand bets on every corner you money in the long run. However, if you increase the two episodes after a loss, make more money in the long run you will lose you in the short term. Here is an award-winning development: a loss: 3-chip 2 dozen and our basic commitment is 3/2 (3 blade 1-18). Continue to play 3/2, until you have a loss, (if there are 0, 00, 19, 20, 21, 22, 23 and 24). After your first bet, raise the bet at 9-6 loser. If he wins the bet, the next is also 9/6. If you win, you have a profit of 1 token. Only two rounds of consecutive win a profit to show. For example, the first round is 21 to lose 5 tokens. 9. the following sheets in 1-18 and 6 cards in 3 dozen. The next round is 4. 9 1 18-short presentations of the winning and losing 6 dozen 3-chip for a gain of 3 tabs. Then subtract 5 leaves, who has lost in the first round, you're still 2 chip. Another bet is equivalent to 9 tokens and 6. The next round is 7. Love this twist is I new chip 3. He added that with his shadow and forelimbs, 2 are 1 chip. Now back to the bet card base 3/2. Two defeats here: our basic commitment is 3 / 2 (3 blade 1-18) and 3-chip 2 dozen. After the first loss, the next bet is 9/6. If he loses the bet, the next insert 33/22. If he wins the bet, the next is also 22/33. If you win, you have a profit of 1 token. The next action is again 3/2 three defeats rank: 3-chip 2 dozen and our basic commitment is 3/2 (3 blade 1-18). After the first loss, the next bet is 9/6. If he loses the bet, the next insert 33/22. If he loses the bet, the next 74/36 is. If he wins the bet, the next is also 36/74. If he wins the bet, the next is also 36/74. Here is the new 3/2. If one of the last two episodes of forgiveness, loss of $185 and later to play. Risk no more than $100 in rotation. The total balance is $185 on an average of 1 000 round should earn $630. ($ 1 000 of less 2 losses from $185). As already mentioned, the loss generated only four-in-a-row 2 thousand rounds. The above progression is, that if we play this system. Discover your progress if you wish. Conversion losses four-in-a-row winner. We found a secret that eliminates the loss of four-in-a-row! If roulette sniper v2.0 one of the eight losing number is displayed, go to two bets before the next episode: (the next episode after a loss, 9 place 19-36 tiles and sheets in 1 to 6 dozen). Then go to your normal usage. Consider this sequence of rounds: 19 19 23 19 21 21 (19-36-Paris and the first dozen turns into a victory!) 19 (to 18/1-3 dozen will return this loss) 23 (19-36-Paris and the first dozen turns into a victory!) It is really the best Roulette and more secure system in the world. Good luck. And don't forget to test the system before you play for money. .


- Little Wrens Pre-school
- Nursery - Penguins Class page
- Reception - Pelicans & Swans Class Page
- Year 1 - Owls & Eagles Class Page
- Year 2 - Kingfishers & Seagulls Class Page
- Year 3 - Jays & Ravens Class Page
- Year 4 - Robins & Bluebirds Class Page
- Year 5 - Ospreys & Starlings Class Page
- Year 6 - Toucans & Puffins Class Page
- Maths Zone
- English Zone
At Tidbury Green, we are Maths crazy!
At Tidbury Green, we recognise that maths is a part of our daily life and so we strive for our children to become confident mathematicians and life-long learners. We follow the National Curriculum (2014) and ensure that our lessons, underpinned by the White Rose Scheme, are routinely planned to incorporate the three aims of fluency, reasoning and problem solving.
The way we calculate in school today may be different to the strategies and methods you were taught so here are the mental strategies and written methods used by each class so that you can support your child at home:
Mathematical Vocabulary - Here are some key words to use when talking about different mathematical symbols.
Please support your child to learn the Key Instant Recall Facts (KIRFs) for their year group. A new KIRF will be sent out each half term.
Learning multiplication facts are extremely important in Mathematics. It not only makes mental arithmetic easier but also enables children to understand relationships between numbers and grasp more complex methods quickly. In Year 4, children will also complete a ‘Multiplication Times Table Check’ so practise and preparation is vital to improve children’s knowledge of times tables and confidence to answer these type of questions.
Here are some useful websites to help us with our Maths, just click on the links below.
www.mathletics.com – all our KS1 and 2 children have their own username and password to access this brilliant website!
http://www.bbc.co.uk/education/subjects/zjxhfg8 - these Bitesize pages provide revision tips and support for those children in Years 2 and 6 sitting their SATS!
https://www.mathsisfun.com/ - a great website at explaining concepts to children and providing activities to develop their learning further.
http://www.primarygames.com/math.php - these sites provide games and puzzles!


123 School Bus by CreateOn
Only limited to shipments within Singapore; deliveries outside of Singapore unavailable
A collaboration between CreateOn and Magna-Tiles®, your little one can have fun with his or her very own Magna-Tiles® Structures bus! The school bus set is a great way for children to practise math while tapping into their creativity.
All pieces feature CreateOn's SuperColor® technology on both sides. The front of the tiles has all the bus pieces, while the second side has numbers and symbols so your child can learn numbers and basic math skills.
Each set contains:
- 18 three-inch square tiles
- 2 wheeled chassis
For Ages 3+. Compatible with other Magna-Tiles® sets.


Learn The Pokerfather's simple mathematical trick to estimate
your Poker Hand Odds in 5 minutes...trust me it's worth it!
Unless you are a talented mathematician, it is very hard to calculate
or estimate the precise odds of getting your drawing hand when
you're sitting at a poker table. This now leaves you with two
possible options: The first option is buy a calculator and calculate
all the odds for every single possible combination of draws out
there (A LOT!) and then memorize them. This way, no matter what
situation arises, you always will know the odds you face (no estimating
needed). However, most of us do not have a photographic memory,
and furthermore, there is an easier way!
The second option, and the easier option, is too learn The Poker
Father's simple trick for calculating / estimating your poker
How you ask?
The first thing you need to determine is how many "outs"
you currently have (an "out" is any card that gives
you a possible made hand). In order to do this, count the total
number of cards available that give the hand you are currently
drawing to. For example: lets say you hold an 'Qd' & '6d'
and on the flop a '10h', '7d', & '2d' turn up. You now have
a possible flush draw. There are thirteen diamonds in the deck
and you have four of them - the two that are in your hand plus
the two that flopped on the board. This now leaves a possible
nine diamond cards left in the deck, and you have two chances
to hit at least one of them (the river card and/or the turn card).
To figure out the estimated chance (in percent form) of hitting
your flush is to multiply your number of outs (9) by the number
of chances available to hit it (2). In the above example, you
have nine outs multiplied by two chances, which equals eighteen.
Then take that number (18) and multiply it by two, and then add
the percent sign. So, 36% of times you will make your flush. Not
bad considering the real calculated percent is 34.97%.
Another example using the same flop ('10h', '7d', & '2d'),
let's say you hold a '9c' & '8h'. In this case you have a
possible open-ended straight draw with eight outs to hit it (four
jacks and/or four sixes). You have a 32% chance of hitting your
straight. Again this is not a bad estimate given that the actual
percent is 31.46%. (32% = Eight outs times your two cards to come
(river card and turn card) equals sixteen outs. Then multiply
sixteen by two and you get your 32%)
One important thing to remember is that the estimated percent
is ONLY the percent of you making the hand you are going for and
NOT the percent of times you will win the pot. You may have hit
your target hand but you could still lose. In the first example,
if a '10d' were to turn up you would hit your flush, BUT the '10d'
would pair up with the '10c' on the table and could give someone
a full house. You would then lose even though you hold a flush.
In the second example, say a 'Jd' and a'6d' were to come on the
river and the turn. You would have hit your straight, BUT, it
there is also a GOOD possibility that there is flush out there.
Again, even though you hit your hand, you could still lose to
Knowing the estimated likelihood of making your hand is a good
starting point of becoming a better poker player. Furthermore,
you should not only be calculating your outs, but also your opponents
outs as well. Knowing your opponents possible hands (and percents)
will allow you to bet strategically.
Please Also See:
Poker Tips - Poker
Lessons - Tournament Tips
- Poker Rules
Poker Starting Hands - Estimating
Odds - Poker Strategy


Jonas Ranstam's website
Jonas Ranstam, BSc PhD, is a former professor of medical statistics at Lund University, Sweden, and an internationally active medical statistical consultant with extensive experience from collaboration in randomised trials and epidemiological studies. He has long had a particular interest in statistical reviewing, clinical trials, and chronic disease epidemiology and was in 2016 the overall winner of Publons' Sentinels of Science Awards. Of the more than 3 million researchers currently registered at Publons, Jonas Ranstam is still the most experienced reviewer.
Statistics is a science that uses mathematical models as essential tools, but it is not a branch of mathematics. While mathematics is about deduction, statistics is about inference. It aims to develop knowledge about the properties of unknown populations by studying sample data. The main task of statistical reviewers is to evaluate empirical evidence critically. The focus, particularly in clinical trials, causal observational studies, and meta-analyses, is on the limitations imposed upon findings by research questions, study designs, data collection, and statistical methods. Manuscripts based on qualitative studies, hypothesis presentations, and expert opinions do not benefit much from statistical reviewing because subjective opinions need not be evidence-based. The reviewer can perhaps check that unsubstantiated claims are not made.
Jonas Ranstam is a member of ISCB 🔗 and ISI 🔗.


کرک نرم افزار FlexPDE نسخه ۸
برای تهیه این نرم افزار لطفا با شرکت تماس گرفته یا فرم درخواست کرک را پر نمائید.
توضیحات مختصر نرم افزاربه زبان اصلی:
From stress analysis to chemical reaction kinetics to stock option pricing, mathematical modeling of real world systems is dominated by partial differential equations. FlexPDE addresses the mathematical basis of all these fields by treating the equations rather than the application. Why buy a separate software product for each of your mathematical modeling problems, when one product can solve them all?
FlexPDE is a self-contained processing system that
- analyzes your problem description
- symbolically forms Galerkin finite element integrals, derivatives and dependencies
- builds a coupling matrix and solves it
- plots the results.


Property Edge and True Odds in Slot machine games and Bingo
The primary difference between a casino sport and a video poker equipment is that video poker devices require more skill than most casino games. Among this is Texas Holdem, a game of luck, where in fact the outcome is pre-determined. Players choose a hand and the device rolls the numbers for the chosen hand and tells the ball player whether the hand gets the “low” or “high” cards. If it has the high card, the player will win; if it has the low card, the player loses the game. There is absolutely no other way to acquire in Holdem.
The results of a random event has a range, that may be studied using mathematics and statistics. Standard deviation is one such study, which uses probability theory and various assumptions about the distribution of results. One of many assumptions, called the binomial distribution, predicts that the likelihood of an event occurring would depend on the amount of outcomes that occur. For example, in a standard deviation analysis, the typical deviation is used to estimate the range of possible results. This can be compared with the lottery wheel, which uses a finite number of draws to estimate the probability of getting a specific number of “balls”. Each draw occurs in a discrete interval and is independent of the others.
Another popular type of casino game is the slot machine game game. Slot machines are played on revolving pubs, and each time the ball lands on a particular line, the amount paid is correspondingly increased. An average slot machine game gives players an opportunity to win large sums of money, but they aren’t random, since there 엠 카지노 is a greater chance of hitting the winning line. Actually, it is considered a “lier” form of gambling because it would depend on chance.
An added popular kind of casino game may be the card game. Most casinos include a variant of the game, as many players find this more amusing than the more traditional slots. Additionally, there are some variation of the card game in non-casinos, such as for example bingo. Again, due to its dependability on chance, cards are less predictable than slots. However, many players find cards more exciting than the other types.
A significant characteristic of casino games is the house edge. The home edge is the difference between your expected payoff and the amount actually received by the modern casino. In most slot machines, the home edge is about twenty per cent, while it may be only ten per cent in bingo. The house edge can also increase when game variations, such as for example card shuffling, increase the number of hands played out.
In comparison to gambling, casino games require even more calculation skills. While skill in gambling may improve with experience, it isn’t necessarily true for casino video games. While luck may affect the outcome of individual spins, it is impossible to depend completely on luck. The house advantage means that you will find a greater risk of losing money when one partakes in internet casino games than gambling.
Even though house advantage does affect the sum of money that may be won or lost, it is not the principal reason why a casino user chooses a specific machine. Like any other type of gambling, real money is involved. The main motivation for playing is the thrill of winning and this is easier attained in slots. On the other hand, it is much harder to acquire at bingo, the traditional card game. Whether the gambler prefers bingo or slot machines depends on his / her preferences for leisure and the casino’s offerings.
When all factors are believed, it is easy to note that slots win a lot more than bingo. Slots offer an opportunity for the player to get more than one possiblity to win and if the amount wagered is small, as it is generally in most casino settings, more likely than not, the house edge will negate the gains of the average person spins. In this situation, casinos with larger house positive aspects keep their slots open much longer, thereby providing more possibilities to win. If the amount wagered is significant, on the other hand, slot players may would rather play bingo. Irrespective of which casino activity is chosen, the true odds of success will be the same.


When we started Instrumental, we knew that one of the big features we wanted to include was a way to interactively query the data you sent us; whether you wanted to view how many times you sent us the data, the top 25 metrics in a given group, or only graph the logarithm of a value, we knew that there was a lot more to your data than just showing you the average.
That’s why we created the Instrumental Query Language to let you express your data in any number of different ways; we launched the query language with a handful of functions, but knew you’d have some great ideas for us. After receiving your feedback, we’ve added things like historical comparison, logarithmic value and basic mathematical operators to the language to let you express your data however you’d like.
We also incorporated the language into the latest version of the Instrumental API, which many of you have been using to build awesome looking dashboards that communicate app data to your whole team. It’s been incredibly exciting to see you build tools that pull your data back out of Instrumental.
The query language is one cool feature among many, and we can’t wait to show you what we have planned for the rest of 2012 and beyond. Thanks for a fantastic year so far.


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