These mirror some of the key skills shown in the curriculum, such as adding and subtracting numbers up to 10, up to 20 and finding missing numbers. The maths is made up of a series of addition and subtraction questions each presented with a series of possible answers. Jul 16, Educational App Store. From counting and basic operations to algebra and trigonometry, these digital tools cover essential math skills in unique and engaging ways. Besides, it is very to use and install. Here we round up some recommended maths apps iPhone, iPad and Android to help kids of all ages with their mathematical understanding and best of all, all these games are actually fun! Maths practice is an essential aspect of maths education and this app tightly focuses on making this as productive and efficient as possible. All you have to do is just point the camera to the paper with the problem and you are done. The app is broken down by the different subjects that you would find in any standard curriculum. But make sure to note them down as they are also delivered as video.
At last count, there were over 80, educational apps available to teachers.
There are apps for everything: literacy, STEM, productivity, audiovisual, etc. 6 days ago Whether it's for educational purposes or personal curiosity, we have some decent math apps for you.
Here are the best math apps for Android!. Photomath is the #1 app for math learning; it can read and solve problems ranging from arithmetic to calculus instantly by using the camera on your mobile.
Get it now Searching for streaming and purchasing options Detailed math videos and practice -- from simple to complex.
It is best with basic math problems such as algebra.
Common CoreFriendly Math Apps, Games, and Websites
A wide variety of question types keeps practice sessions fresh and enables all types of learners to succeed. Build the maths confidence of your year old with a work programme tailored to their strengths and weaknesses, proven to raise attainment.
Free Math Apps These apps are based on the visual models featured in Bridges in Mathematics.
All apps are available in two or more versions: a web app for all. Here we round up some recommended maths apps (iPhone, iPad and Android) to help kids of all ages with their mathematical understanding and best of all.
Casual Quick Maths is a free-to-download game is easy to fit into short sessions and offers an increasing challenge to the speed of your mental arithmetic.
Twelve a Dozen - all access. The app is broken down by the different subjects that you would find in any standard curriculum. It is designed to recognize your handwriting so just write any problem and you will get the answer right away.
10 Top Maths Apps Educational App Store
Well-rounded app helps kids master multiplication. Regarded as the best app for maths, Photomath can solve an arithmetic problem smartly with just one look.
Teachers Oct 11,
Educational App Store helps parents, teachers. formula calculation with variables, sums, products and sequences - solve equations (linear, quadratic, cubic, transpose) - plot functions, derivate, integrate. This post features some of the best math apps for iPad that come highly recommended by parents and teachers.
Photomath on the App Store
This post forms part of our STEM series which.
Parents Nov 2, Khan Academy With its wide range of video tutorials on several subjects, this app has earned itself a huge reputation in a very short span of time. For maths up to university level this app contains every formula you would need to know, for every curriculum that we are aware of. Your purchase helps us remain independent and ad-free. On IXL, maths is more than just numbers. It facilitates frequent practise and provides help and support to learners who are subscribed to the service.
Jul 16, Educational App Store.
Video: Math apps Best Math Problem Solver Apps
DESKTOP DATE CHAT TIME WEATHER
|We hope the aforementioned list has helped. Site based on PBS show is online learning at its best. Mathematics may sound scary but all it takes is a little guidance to solve a problem. Casual Quick Maths is a free-to-download game is easy to fit into short sessions and offers an increasing challenge to the speed of your mental arithmetic.
Detailed math videos and practice -- from simple to complex.


Average Cost is a method of calculating the value of inventory. When you track inventory for an item you keep in stock, WorkingPoint uses the Inventory Assets account to record how much you paid for item(s) and tracks how many you have available to sell. From the Inventory Asset account, you can see the value of all the items in stock at a glance.
The average cost of an item is calculated by dividing the total cost of the items you currently have in stock by the total number of units for sale. WorkingPoint automatically changes the Average Cost based on adjustments you make and purchases you make for the same item, but at a difference price.
Because WorkingPoint calculates average cost based on the items you currently have in stock, when you have sold all the units of an item, your average cost will be zero. When you purchase or add inventory to the item again, WorkingPoint will recalculate the average cost based on the cost of the new items.
Example of Average Cost Calculations
Viewing an inventory item
What is the difference between Price Per Unit and Cost Per Unit?


We may have come across OneNote as a tool which enables one to save notes easily and quickly. But how many of us know that with OneNote we will be able to solve mathematical problems? The response to this question may mostly be in the negative.
If it is so, then this is the right time to know and understand how to calculate simple math quickly in OneNote.
OneNote 2010 developed by Microsoft as part of the Microsoft Office 2010 suite has an inbuilt feature to solve various simple mathematical problems.
To validate this, simply type a simple mathematical equation on the OneNote page and press the enter key. You will find that OneNote automatically computes the result to the given equation. OneNote can also compute mathematical problems that you calculate using your scientific calculator consisting radians, logarithms and antilogarithms, COS, SIN and much more. Using OneNote you can find the remainder with the help of the mod function and a solution to factorial based problems within seconds.
Also, problems involving the Greek alphabets may also be computed using OneNote. For calculations involving Greek alphabets, the symbols which are provided under the symbol menu may be used. The different operations and functions that may be computed using OneNote are as follows.
For addition function, the plus sign may be used. For example – 7+7. For subtraction function, the minus sign may be used. For example – 7-7. For multiplication function, the asterisk sign may be used. For example – 7*7. For division function, the forward splash may be used. For example – 7/7. For Percentage function, the percent sign may be used.
For example – 70%. For factorial calculation, the exclamation sign may be used. For example, 7!. For the exponentiation function, the caret sign may be used. For example, 7^6. For calculating the returns in absolute value of a particular number, ABS with prefix to the number may be used. To calculate the arccosine returns of a particular number, ACOS with prefix to the number may be used. To calculate the arcsine returns of a particular number, ASIN with prefix to the number may be used. To calculate the arctangent returns of a given number, ATAN with prefix to the number may be used.
To calculate the cosine returns of a particular number, COS with prefix to the number may be used. To convert a radian angle to a degree, DEG in prefix to the radian angle may be used. For calculating the natural logarithm of a particular number, LOG in prefix to the particular number may be used. For computing logarithm 2 and logarithm 10 of a given number, LOG2 and LOG10 may be used in prefix to the number.
To calculate the tangent value of a given number, the prefix TAN may be used. To convert a degree angle to radian, the prefix RAD may be used before the number. To calculate the sine returns of a particular number, the prefix SIN may be used before the given angle. To calculate positive square root of a number, SQRT in prefix to the given number may be used.
To conclude, mathematical problems may be solved easily and quickly using OneNote 2010. So, not only is OneNote 2010 a magnificent note taking tool, but it also has the ability to solve various mathematical problems.


■ You get a NaN from taking the Math.sqrt(...) of a negative floating point number (except negative zero). i.e.
double d = Math.sqrt( -1 ); here d is NaN
double d = Math.sqrt( -0.0 ); here d is -0.0
■ You cannot assign NaN unqualified without its class name. Meaning you cannot just say NaN without its Wrapper name. i.e.
float f = Float.NaN; works.
double d = Double.NaN; works.
float f = Nan; will not compile.
double d = NaN; will not compile.
■ There is no such thing as Integer.NaN. NaN is only relevant to the two floating point wrappers Double and Float.
■ After casting, the integer equivalent of NaN is always zero. i.e.
double d = -1;
double nan = Math.sqrt( d );
int x = ( int ) nan; Here x becomes 0:
■ Any math operation against NaN yields NaN. i.e.
double d = -1;
float f = -1;
double dnan = Math.sqrt( d );
float fnan = ( float ) Math.sqrt( f );
double df = dnan + fnan; Here df becomes NaN.
■ You cannot detect NaN with an if == statement. The == operator will always return false for NaN. Instead you must convert to a wrapper and use the isNaN( ) method. i.e.
float f = Float.NaN;
if ( f == Float.NaN ) will not work correctly as it returns false.
if( new Float( f).isNaN( ) ) works, correctly returning true.
■ Any ( NaN == NaN ) comparison will always return false. i.e.
if ( Float.Nan == Float.NaN ) is false.
However if ( Float.POSITIVE_INFINITY == Float.POSITIVE_INFINITY ) is true. See next item.
■ NaN is treated differently than Infinity, whereby math operations against POSITIVE_INFINITY and NEGATIVE_INFINITY yield positive or negative Infinity, depending upon the sign combinations. Any identical comparisons on them yield true. i.e.
double d = Double.POSITIVE_INFINITY;
float f = Float.POSITIVE_INFINITY;
double df = d + f; Here df becomes POSITIVE_INFINITY:
Also if ( Float.POSITIVE_INFINITY == Float.POSITIVE_INFINITY ) is true.


Kalisha Bingham-Marshall is a Manager of Resident Development at the Nashville Teacher Residency. As a Site Manager, Kalisha is primarily responsible for coaching and supporting NTR Residents at the school sites.
Kalisha began her career as a Middle Grades Math Teacher in West TN. She spent her first eight years in Bolivar, Memphis, and Jackson, teaching 5th through 8th grade. Returning home to Clarksville in 2019, she continued teaching Mathematics and took on the roles of Resident Mentor and Grade Level Math Lead for several years. Eager to progress as a math teacher, she added on her Secondary Math certification and began teaching Middle School honor Algebra classes. Before leaving CMCSS, she attained a level 5 score of teaching effectiveness in 8th-grade mathematics, had the 2nd highest Algebra scores in the district, and was voted Teacher of the Year for Kenwood Middle School. Throughout her teaching years, Kalisha participated in the SCORE Educator Fellowship, TECA Ready to Lead Fellowship, and TCAP Item review committees and taught state standards training for TNDOE to Tennessee Educators.
Kalisha holds a Bachelor’s in Middle Grades Education from The University of Tennessee-Martin and is pursuing a Master's in Education with a concentration in Middle-Grade Mathematics from Walden University.


Having graduated from Southampton University in 1999 with a degree in Biomedical Sciences, I followed a successful career within the pharmaceutical industry. I was responsible for monitoring and reporting adverse events to health authorities from both trial and marketed drugs.
In 2012, I decided to change career to one I felt passionate about, and began working part time as a local maths tutor in Reading whilst completing a mathematics degree with the Open University.
Having enjoyed the experience of working with young people and tutoring maths so much, I decided this was what I wanted to pursue full time. I established Carl Evans Maths Tuition to provide 1-1 private maths tuition for students in years 7 - 13.
Interests & Hobbies
When not tutoring maths I spend much of my time keeping fit by cycling, pilates and hiking with my Belgian Shepherd 'Delphi'. Or perhaps, I should say, she takes me for a walk!
I read quite a bit of fiction, and still love to study other subjects such as physics and astronomy when I have time. I have a 9.25 inch diameter computerized telescope that I regularly use to observe the night sky.
Finally, I am keen on photography and enjoy taking shots of coastal landscapes and other areas of outstanding beauty.


Associated Colleges, Departments, and Research Groups:
Center for Science and Mathematics Education Research
Summer Conference, 2002
We co-hosted a summer conference on the relationship between research into teaching and learning and the practices of teaching and learning in science and mathematics.
"Integrating Science and Mathematics Education Research
|The Center is supported in part by the U.S. Department of Education Fund for the Improvement of Education (U.S. Department of Education Award Number R125K010106).|
Last updated 2003.02.12


About This Course
The students will be able to explain the physical principles of MRI and functional MRI imaging for exploration / estimation of the physiological and morphological parameters (e.g. k-space and pulse sequences, tensor estimation and eigen-decomposition, deconvolution, compartment modeling, statistical modeling, and geometric modeling). Students will also achieve practical knowledge of software and algorithms for quantitative analysis of image-based information in space and time, and be able to install and modify these programs for use in analysis and visualization of their own data. This knowledge is particularly linked to MATLAB and Python.
See the BMED360 website for more information
Physics, computer science, mathematics or statistics, on bachelor level. Students with bachelor's degree in biology/life sciences, and strong interest and some previous experience in biomedical image analysis and programming could also be qualified.
Professor at the Department of Biomedicine, University of Bergen
Associate professor at the Department of Computing, Mathematics and Physics, Bergen University College


Dr Eugene Neduv
Risk Researcher, Centre for Risk Studies
Eugene Neduv is an expert in quantitative methods in finance and a risk management professional. His interests include network analytics, volatility trading and portfolio optimisation.
Eugene graduated from Columbia University in 2002 with a PhD degree in Mathematics and continued as a postdoctoral researcher at the Brazil Institute for Pure and Applied Mathematics and Humboldt University in Germany.
Eugene has 10 years' work experience in financial analytics and risk management software and as an independent consultant for several hedge funds in New York and Sao Paulo.
Centre for Risk Studies
Cambridge Judge Business School
University of Cambridge
Cambridge CB2 1AG


Dyscalculia Learning Disorder: Understanding, Diagnosis, and Support
Mathematics is an essential skill that permeates our daily lives, from calculating the tip at a restaurant to managing finances or solving complex equations. However, for individuals with dyscalculia learning disorder, a specific learning disability in mathematics, these seemingly straightforward tasks can become daunting challenges. In this blog post, we will delve into the world of dyscalculia, exploring what it is, how it is diagnosed, its impact on individuals, and the strategies and support systems available to help them thrive.
Understanding Dyscalculia Learning Disorder
Dyscalculia, often referred to as "math dyslexia," is a neurological condition that affects a person's ability to understand, process, and perform mathematical tasks. It is characterized by persistent difficulties in learning and comprehending math concepts, despite receiving conventional instruction and demonstrating normal cognitive and linguistic abilities in other areas.
Key Features of Dyscalculia:
Numerical Processing Difficulties: Individuals with dyscalculia struggle with basic number recognition and manipulation. This may include difficulty in reading and writing numbers, understanding the concept of place value, and performing basic arithmetic operations.
Difficulty with Math Symbols: Dyscalculic individuals may find it challenging to understand mathematical symbols, equations, and notations, which can impede their ability to solve problems.
Poor Sense of Number and Quantity: Dyscalculia can affect a person's understanding of quantity, making tasks like estimating or comparing numbers a significant challenge.
Spatial and Temporal Confusion: Some individuals with dyscalculia may struggle with understanding concepts of time and space, which are often crucial in mathematical tasks.
Diagnosing dyscalculia is a complex process that typically involves a multi-step assessment. It's essential to recognize that dyscalculia cannot be diagnosed based on a single test or observation, as it is a neurodevelopmental condition with various underlying factors. Diagnosis typically involves the following steps:
Clinical Interviews: A comprehensive interview with the individual, their parents or guardians, and their teachers to gather a detailed history of mathematical difficulties and their impact on daily life.
Cognitive Assessment: Assessing the individual's cognitive abilities, such as memory, attention, and reasoning, to rule out other factors contributing to math difficulties.
Mathematical Assessment: A series of standardized tests to evaluate mathematical abilities, covering areas like number sense, basic operations, and problem-solving.
Educational Assessment: An assessment of the individual's educational history, including their progress in math classes and their response to interventions.
It's important to note that a formal diagnosis of dyscalculia should be made by a qualified professional, such as a clinical psychologist or a neuropsychologist.
The Impact of Dyscalculia
Dyscalculia can have a profound impact on various aspects of an individual's life. Understanding these challenges is crucial for providing appropriate support and accommodation:
Academic Struggles: Dyscalculic individuals often experience difficulties in math-related subjects, which can lead to lower academic achievement and reduced self-esteem.
Emotional and Psychological Effects: Frustration, anxiety, and low self-esteem are common emotional consequences of dyscalculia. The fear of math can create a negative cycle, as anxiety can further hinder mathematical performance.
Everyday Challenges: Dyscalculia extends beyond the classroom, affecting everyday tasks such as budgeting, time management, and even reading clocks.
Career and Financial Implications: Limited math skills can restrict career choices and financial independence, potentially leading to professional challenges and financial difficulties.
Support and Interventions
While there is no cure for dyscalculia, individuals with this condition can benefit from a range of interventions and support mechanisms to help them overcome challenges and reach their full potential. Here are some effective strategies and tools:
Early Intervention: Identifying dyscalculia early and providing targeted interventions can make a significant difference. Early support can prevent the development of negative attitudes towards math.
Individualized Education Plans (IEPs): In many countries, IEPs are developed for students with disabilities, including dyscalculia. These plans outline specific accommodations and modifications to help students succeed in their educational journey.
Specialized Math Programs: Some educational institutions offer specialized math programs that use alternative teaching methods and resources tailored to the needs of dyscalculic students.
Assistive Technology: Utilize technology tools and software designed to support individuals with dyscalculia. These may include digital math workbooks, calculators, and speech-to-text programs for completing math assignments.
One-on-One Tutoring: Engaging a qualified math tutor or educational therapist who specializes in working with dyscalculic individuals can provide targeted and personalized support.
Multisensory Approaches: Incorporate multisensory techniques, such as using physical objects, drawing diagrams, and verbalizing math problems, to enhance understanding and memory retention.
Building Math Confidence: Encourage a growth mindset and emphasize effort over innate ability. Creating a positive attitude towards math can help reduce anxiety and foster a willingness to tackle mathematical challenges.
Dyscalculia is a significant learning challenge that affects a person's ability to understand and work with mathematical concepts. Raising awareness about dyscalculia, promoting early detection, and providing appropriate interventions are essential steps toward a more inclusive and equitable educational system. By understanding the complexities of dyscalculia and embracing the diverse ways in which people learn, we can better support and empower those with dyscalculia to unlock their full potential in the world of mathematics and beyond


The Ohio State University, USA
Agricultural, environmental and development economics Master Degree
Many years of mathematics IGCSE and A-level teaching experience in international school. Familiar with Edexcel curriculum system and framework. The main teaching contents include algebra, geometry, statistics, mechanics, etc. Having own unique understanding and analysis of mathematics knowledge system and examination, and are good at teaching students with different ability bases. Keen to explore different cultures in the spared time and have traveled to nearly 30 countries and regions.
Start where you are. Use what you have. Do what you can.


Must take one of the praxis ii principles of learning and teaching (plt) tests that most 7-12 math/science composite 24:53:07:28 math and one science. Summit learning gives students the opportunity to reach their full potential and teachers the tools they need to meet the needs and interests of each math. Pyplot tutorial ¶ matplotlibpyplot and ships its own math fonts import numpy as np import matplotlibpyplot as plt from matplotlibticker import. Online shopping for plt at amazoncom online shopping for plt at amazoncom interesting finds updated daily tenmarkscom math activities for kids & schools. Project learning trunk project learning tree educators who have already attended a workshop are invited to attend a facilitator engineering, and math. Use purple math to find a college algebra tutor or teacher sandy river plt, me college algebra instructors are available to help you receive the college algebra help.
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In case the kids have not mastered NUMBERS, you can try out this lesson as a non-textbook lesson to cover numbers.
1. You can try out by re-introducing numbers using the NUMBERS FLASHCARDS.
2. You can get them to complete the NUMBERS SPELLING FLIP BOOK.
3. Then, you can either do simple BINGO WITH NUMBERS.
You can play the LOOP GAME.
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To determine the correct ASQ-3 interval for a child, you need to calculate a child's age in months and days. For easy age calculation, you can use our website calculator at or the free ASQ Calculator app available in the Apple and Google Play app stores. A by-hand method is described on page 65 of the ASQ-3 User's Guide. After determining a child's age, use the ASQ-3 Age Administration chart to select the correct interval (e.g., 6 month, 12 month). Each interval has an administration window; the window is approximately 2 months for the younger intervals and 6 months for the older intervals.


One of the classic shapes to construct in turtle logo is the Spiral.
The first way you write this program, is as a variation on a polygon. You go forward, you turn a bit, you go forward, you turn a bit. But you make it recursive, so that the amount you go forward can become smaller and smaller each time. Technically, this is called a 'spirangle'
to spiral :sides :length :ratio :angle if (:sides > 0) [ fd :length rt :angle spiral :sides-1 :length * :ratio :ratio :angle ] end setxy 50 100 spiral 60 40 0.95 30 setxy 200 80 spiral 120 15 0.995 15 setxy 350 100 spiral 200 7 0.995 6 setxy 100 200 spiral 200 2 1.005 7
If you look at that last example, we turned it around completely.
Instead of making a smaller and smaller line each time, we made a bigger and bigger line. (A ratio of 1.005) This created a spiral in the opposite direction! (Opposing chirality)
There is also an 'arc' function in Turtle graphics, that lets you draw smoother curves.
to spiral :length :ratio :angle :i if :i > 0 [ penwidth (:i/3 + 1) arc :length :angle pu fd (:length - :length/:ratio) pd lt :angle spiral :length/:ratio :ratio :angle (:i - 1) ] end spiral 120 1.05 60 30
Swirls and spirals appear in nature in all kinds of places. In the seeds of a sunflower, in the vortex of a hurricane, in the horns of a goat, in the shell of a snail, in the curling fronds of a fern, in this guy's beard.
- Wikipedia: Spirangle
- Wikipedia: Parastichy
- Wikipedia: Chirality
- Tumblr: James Myrick
- Whitney Music Box


Linearna algebra i analitička geometrija: elementi by Momčilo Kosmajac. Linearna algebra i analitička geometrija: elementi teorije sa zbirkom zadataka. Title, Linearna algebra i analitička geometrija. Contributor, Dejan Marković. Publisher, Klub NT, ISBN, , Export Citation. Linearna algebra i analitička geometrija: zbirka zadataka sa riješenim primjerima . Front Cover. Stojan Duborija. Prirodno-matematički fakultet,
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Required literature available in the library and via other media.
Studijski program preddiplomski, diplomski, integrirani preddiplomski 1. Remember me on this computer. Learning outcomes expected at the level of geeometrija course 4 to 10 learning outcomes. Godina studija Prva, I semestar 1.
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Linearna algebra i analitička geometrija : elementi teorije sa zbirkom zadataka
Get fast, free shipping with Amazon Prime. Learning outcomes at the level of the programme to which the course contributes.
The implementation of a single university Questionnaire for evaluating teachers prescribed by the Senate. Optional literature at the time of submission of study programme proposal Anton, H.
Exercise appropriate judgements on the basis of performed calculation processing and interpretation of data obtained by means of surveying and its results.
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Learning outcomes expected at the level of the course 4 to 10 learning outcomes Master the fundamental vector algebra and analytic geometry concepts and apply them in solving tasks; Identify and differentiate between types of gfometrija order surfaces; Explain the concepts of matrices and determinants, list their properties and use them in computations with matrices and determinants; Distinguish methods for solving systems linearba linear equations and apply the appropriate method to solve a given system; Describe the method of least squares and argue its application in solving tasks; Define the terms of eigenvalues and eigenvectors and know their typical applications; Describe and implement the geoetrija of diagonalization and orthogonal diagonalization of a matrix.
Grading and evaluating student work in class and at the final exam credits sufficient 2 credits good 3 credits very good 4 credits excellent 5 2.
Use of acquired mathematical and numerical skills of analytical geometry and linear algebra to solve problems in the field of study.
Recognize the acquired mathematical and numerical skills of analytical geometry and linear algebra snaliticka the field of study. Amazon Second Chance Pass it on, geeometrija it in, give it a second life.
Cancel Forgot your password? Name of the course Analytical Geometry and Linear Algebra 1. Linked Data More info about Linked Data.
Course enrolment requirements and entry competences required for the course. Dopunska literatura u trenutku prijave prijedloga studijskoga programa. AmazonGlobal Ship Orders Internationally.
Study programme undergraduate, graduate, integrated Bachelor Study 1. Would you like to tell us about a lower price? Course content broken down in detail by weekly class schedule syllabus. Studijski program preddiplomski, diplomski, integrirani.
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Summary of Analytical Geometry and Linear Algebra
Bodovna vrijednost ECTS 5 1. Home About Help Search. Understand mathematical methods and physical laws applied in geodesy and geoinformatics. Product details Paperback Publisher:


“T4edu Math and Science Program” a Pearson project for the Saudi Ministry of Education targeting 589 Saudi math and science Master Trainers, implemented by ASK and indirectly impacted +100,000 Saudi math and science teachers across Saudi Arabia. The objective of the program was to enhance the capacity of 589 math and science Master Trainers, and build Saudi teachers’ pedagogical, innovative, facilitation and training skills in addition to their knowledge in the fields of mathematics and science so they in turn are able to implement a similar training program to more than 100,000 Saudi math and science teachers across the country.
ASK was responsible for implementing the professional development ToT program as well as providing coaching and mentoring. ASK’s Expert Training Consultants provided impactful and innovative training services for the program’s three phases: Foundation, Intermediate, and Advanced phases. ASK successfully delivered Face to Face training workshops focused on various topics such as modern teaching pedagogies, learning by doing, project based teaching, coaching and facilitation in a way that facilitates student engagement. Additionally, ASK provided the necessary online support to give feedback and support to the Master Trainers.
ASK implemented monitoring and evaluation services throughout the program to effectively evaluate the ToT program, online support activities and assignments completed by the Master Trainers and measure their progress.
This program had a wide impact on 589 Saudi math and science Master Trainers directly and +100,000 math and science teachers indirectly. The program majorly increased the knowledge and skills of the Saudi teachers and equipped them with the necessary capabilities to transfer this training to teachers across the country. This in turn had a remarkable impact on students’ performance and understanding of math and science.


The Bumper Book of Sudoku
- 500 Puzzles
- Increases brain focus and productivity
- For all abilities
- Includes solutions
The popular Sudoku game in a bigger and better bumper pack. The Bumper Pack of Sudoku is a brain challenging number game that will keep you occupied for hours. Containing over 500 puzzles for all levels of ability, Sudoku increases brain focus and productivity, not to mention mathematical skills! This bumper pack includes a full set of solutions just in case you need a helping hand.


Creativity and Mathematics Education, July 1999
An international conference to consider questions such as "How to promote creativity of our children?", "How to stimulate our teachers?", "How to enrich mathematics education with creative activities?", will be held 15-19 July 1999 in Münster, Germany.
For further information, please consult
or contact the conference chair
Professor Dr. Hartwig Meissner
Fb. Mathematik, Universität Münster
D-48149 Münster, GERMANY
fax: +49 251 83 32718
History and Epistemology in Mathematical Education, July 1999
The Third European Summer University on History and Epistemology in Mathematical Education will be held in Belgium at Louvain-la-Neuve (first part) and Leuven (last part) on July 15-21, 1999. Information can be obtained from
Institut de physique théorique (FYMA)
Université catholique de Louvain
Chemin du Cyclotron 2
B-1348 Louvain-la-Neuve, BELGIQUE
fax: +32 10 47 24 14
Acad. Lerarenopleiding Wiskunde
Katholieke Universiteit Leuven
B-3001 Heverlee, BELGIUM
fax: +32 16 32 79 98
CIEAEM 51, July 1999
The 51st conference of the International Commission for the Study and Improvement of Mathematics Education (Commission internationale por l'étude et l'amélioration de l'enseignement des mathématiques), CIEAEM, will take place in Chichester, Sussex, England, 21-26 July 1999. The general theme of the conference is "Productive Collaboration in Mathematics (Education) across Cultures", with sub-themes "Looking back, moving forward" (includes evolution and contribution of non-European cultures), "Effective co-operation between mathematics (educators) and users of mathematics", "Coping with diversity of student/pupil interests, abilities, aptitudes, and background", "Mathematics cultures across different sectors of education", "Beliefs and practices in the teaching and learning of mathematics". The scientific activities include plenary sessions, working groups, individual or group presentations, workshops, forum of ideas, and special sessions. The official conference languages are French and English. For further information, please contact
The Mathematics Centre, Chichester Institute of Higher Education
Uppor Bognor Road
PO21 1HR ENGLAND
tel: +44 1243 816378
fax: +44 1243 816362
PME-23, July 1999
The Psychology of Mathematics Education (PME) conference of 1999 will be held at the Technion in Haifa, Israel, 25-30 July 1999. The Conference Chair is Orit Zaslavski. A special session will be held in memory of Efraim Fischbein, first President of PME, who died in July 1998. More information about the program can be obtained on the Internet home page of the conference
or from the Executive Secretary of PME
Dr. Joop van Dormolen
Rehov Harofeh 48 Aleph,
ICTMA 9, July-August 1999
The 9th International Conference on the Teaching of Mathematical Modelling and Applications, ICTMA 9, will be held in Lisbon, Portugal, 30 July - 3 August 1999. The aim of this conference is to provide a forum for the presenttion and exchange of information, experiences, opinions and ideas relating to the teaching, learning and assessment of mathematcal modelling, mathematical models and applications of mathematics. People engaged in research or practice in these topics at secondary and higher levels of education are invited to participate, present papers or conduct workshops. There will also be provision for those who would like to make a poster presentation of work in progress or of smaller scope than would warrant a full paper or workshop.
For further information, please consult
or the Chair of the Programme Committee,
Professor João Filipe Matos
Departamento de Educação, Faculdade de Ciências
Universidade de Lisboa
Campo Grande C1
1700 Lisboa, PORTUGAL
fax: +351 1 7500082
X CIAEM, August 1999
The Tenth Conferencia Interamericana de Educación Matemática (CIAEM) will be held August 8-14, 1999 in Piriapolis, Uruguay, (90 km from Montevideo) on the theme Educación Matemática para un mundo mejor. Among the topics on the program are the education of teachers of all levels, ethnomathematics, the teaching of geometry and the use of information technology for the improvement of mathematics education. Information can be obtained from the General Coordinator,
Prof. Alicia Villar
Instituto de Profesores ARTIGAS
Avda. Rivera 5760 C.P. 11400
fax: +598 2 6001275
SEMT 99 - International Symposium on Elementary Mathematics Teaching, August 1999
The International Symposium on Elementary Mathematics Teaching - SEMT 99 - will be held at the Faculty of Education of the Charles University, Prague, the Czech Republic, 22-27 August 1999. The programme will be focused on the teaching of mathematics to children within the age range 6-11 years. More specifically, the theme of the conference is "How the world of mathematics emerges from everday experiences of children".
The symposium will consist of plenary sessions, workshops, presentation of papers, working groups, discussion groups and poster presentations. Workshops will be organized across three sessions.
For further information, please consult
or contact the Organizing Committee, at
Department of Mathematics and Mathematical Education
Faculty of Education, Charles University
116 39 Praha 1, The CZECH REPUBLIC
Mathematics Education into the 21st Century, November 1999
The Mathematics Education into the 21st Century Project, coordinated by Dr. Manmohan S. Arora, Mathematics Resources & Technology Center, Clark Atlanta University, USA, is planning a series of International Conferences to be held throughout the World and leading into the next millennium. The first of these will be in Egypt in cooperation with the Third World Forum, chaired by Prof. Ismail-Sabri Abdalla (Egypt). The conference is entitled International Conference on Mathematics Education into the 21st Century: Societal Challenges, Issues and Approaches and will be held in Cairo from November 14-18, 1999. The sub-themes of the conference are " The impact of new developments in knowledge on mathematics education", "Societal conditions", "Information technology and society" and "Classroom practice".
For further information, please contact the Chair of the Local Organizing Committee:
Prof. Fayez M. Mina
Faculty of Education
Ain Shams University
Dr. Alan Rogerson
22 Violet Grove
Hawthorn, Vic 3122, Australia
ATCM’99, December 1999
The Fourth Asian Technology Conference in Mathematics (ACTM’99) will be held at the Guangzhou Normal University (China) on December 17-21, 1999. The main theme of the conference is Applications of Technology in Mathematics Research and Teaching for the 21st Century. ATCM'99 will provide an interdisciplinary forum for researchers and teachers in education, mathematics and mathematical sciences, together with researchers and developers of computer technology, to present their results in using computer technology and exchange ideas and information in their latest development. The conference will cover a broad range of topics on the relevancy of technology in mathematical research and teaching. These include but are not limited to: computer-aided teaching in mathematical sciences; computer algebra (systems) in research and teaching; multimedia and distance learning; graphing calculators; mathematical research and teaching using technology; numerical analysis.
Information can be found on the webpage
Second Mediterranean Conference on Mathematics Education, January 2000
The 2nd Mediterranean Conference on Mathematics Education will be held in Nicosia, Cyprus, on January 7-9, 2000. The conference will consist of several sessions covering multiple themes under the general topic of Mathematics Education. Parallel to the conference there will be a Mathematics Festival with activities for students, including a mini Mathematics Olympiad. Official languages of the Conference are Greek and English.
Information can be found at the web page
or by contacting
Mathematics 2000 Festival, January 2000
The Mathematics 2000 Festival is Australia's contribution to World Mathematical Year 2000. An initiative of ASICMI, the Australian Sub-Committee of the International Commission on Mathematical Instruction, with the support of many mathematics-related associations, it will be held 10-14 January 2000 at the University of Melbourne. It aims to celebrate the role and importance of mathematics in society at this significant time. Sessions will portray the fascination of mathematics, outline important trends in mathematics and its uses now and for the future, increase awareness of careers involving mathematics and provide teachers at all levels with a range of up-to-date applications to enrich their teaching during World Mathematical Year. Keynote speakers include Professor Sir Roger Penrose, author of The Emperor's New Mind, creator of the famous Penrose tilings and joint winner with Stephen Hawking of the Wolf Prize for Physics.
The Festival caters for primary, secondary and tertiary teachers, a wide spectrum of professional users of mathematics and statistics, students and interested members of the public. Sessions will also be offered for students from Year 10 and above. Themes of presentations include "Applications of mathematics in the modern world" (e.g. sport, finance, music, computers, engineering; etc), "Teaching mathematics in the twenty-first century", "Mathematical magic, amusements, puzzles, challenges and advances" or "Where is mathematics going in the twenty-first century?". A Mathematics Trail and Festival sessions will feature spaces and structures of mathematical interest in the City of Melbourne. You are invited to present a paper on one of the Festival themes. The conference proceedings will contain two sections, one of which is for refereed papers. Requirements for submitting papers are detailed on the Festival website.
For further information, please visit the Festival website:
Department of Science and Mathematics Education
University of Melbourne
Parkville VICTORIA 3052 Australia
tel: (03) 9344 8553
Alhambra 2000, July 2000
Organized as a satellite activity of the 3rd European Congress of Mathematicians (see below), this joint Mathematical European-Arabic Conference will be held in Granada, Spain, on July 3-7, 2000, and offers an opportunity of a meeting between mathematicians from every European-Arabic culture. Among the themes of the meeting is the History of European and Arabic Mathematics and Mathematicians, which will deal with historical perspectives on contributions of both cultures to the present mathematical knowledge, and also will discuss the state of the more relevant mathematical concepts over the centuries and the way they have evolved. Another tentative theme is Public Mathematics.
For information, contact Ceferino Ruiz (Universidad de Granada) at firstname.lastname@example.org or visit the website
cem 2000, July 2000
Organized as a satellite activity of the 3rd European Congress of Mathematicians (see below), the Congrés d'Educació Matemàtica (cem 2000), I Jornades d'Educació a Catalunya, will be held in Mataró, Spain, on July 3-5 or 5-7, 2000. This meeting is organized by the Federació d'Entitats per a l'Ensenyament de les Matemàtiques (FEEMCAT). More information can be obtained from Xavier Vilella (FEEMCAT) at email@example.com.
Third European Congress of Mathematics, July 2000
The Third European Congress of Mathematics (3ecm) will be held in Barcelona, Spain, 10-14 July, 2000. Information can be obtained by contacting the congress Secretariat at the address
Societat Catalana de Matemàtiques
Institut d’Estudis Catalans
Carrer del Carme, 47
E-08001 Barcelona, SPAIN
fax: +34 93 270 11 80
or by visiting the websites
Fourth International DERIVE / TI-92 / TI-89 Conference, July 2000
The 4th International DERIVE / TI-92 / TI-89 Conference will be held July 12-15, 2000 in Liverpool, UK. Information can be obtained from
EM 2000, July 2000
On the occasion of the World Mathematical Year 2000, the French Sub-commission for ICMI (Commission française pour l’enseignement des mathématiques) announces the symposium EM 2000 (Espace Mathématique 2000) to be held in Grenoble (France) from July 15 to 17, 2000, on the theme L’enseignement des mathématiques dans les pays francophones au XXe siècle et ses perspectives pour le début du XXIe siècle. This meeting has been recognized as an ICMI Regional Conference. Participation is especially solicited from all francophone countries and countries where French is related, at least partially, to mathematics education.
An international program committee has identified ten sub-themes for the conference, dealing among others with issues such as pedagogical methods, assessment, evolution of curricula in the 20th century, integration of young teachers in the school reality, mathematical games and competitions, the relationship between mathematics and informatics, mathematics and others disciplines or mathematics as a lifelong cultural element.
Further information can be obtained on the website
or by contacting the Chair of the program committee,
Written material should be sent to
30 avenue Marcelin Berthelot
38100 Grenoble, France
ICME-9, July-August 2000
The 9th International Congress on Mathematical Education, ICME-9, is going to be held 31 July - 6 August 2000, at the Nippon Convention Center, Makuhari, and at the Chiba Institute of Technology. These sites are located between the center of Tokyo and Tokyo International Airport (Narita). Further information can be found in the paper An Interim Announcement of ICME-9 appearing on pp. 24-31 of this Bulletin and written by Hiroshi Fujita, President of the National Organizing Committee for ICME-9 and Chair of the International Program Committee. One can also consult the website


Is Math Racist?
Guest, Dr. Neil Shenvi: Critical Theory coming into the STEMM fields
Sponsored by: Family 210 – Buy a shirt and support the show!
Part #1: A Brief Explanation of Critical Theory
What is Critical Theory? In this segment, Theoretical Chemist and Critical Theory Explainer, Dr. Neil Shenvi, explains the basics of Critical Theory, its roots, and how we can see it at work in society today.
Part #2: Is Math Racist?
(Time cue: 37:12)
Can math be antiracist? Recently, the American Mathematical Society published this blog article suggesting that math operates much like "Whiteness," with "unearned privilege in society": Can Math Be Racist?, Dr. Shenvi explains why math is being viewed as racist and shares how Critical Theory is coming into the STEMM fields.
Part #3: Critical Theory & Christianity
(Time cue: 58:20)
Many Christians wonder if Critical Theory is an acceptable framework to adopt in the church. Dr. Shenvi explains the errors and contradictions between Critical Theory and the historic Christian faith.
Toward the end of the show, we briefly touched on the idea of "intersectionality." We take a deeper dive into that concept in this video.


Welcome to year 1's class page
Spring 2nd Half Term
This half term we are looking at under the sea creatures. We are looking at the book Dear Greenpeace and will be practicing out letter writing skills. Don't be surprised if you have a letter in the post from your child! As we are very exciting to write what we have been learning to our parents! We will be continuing to develop our addition and subtraction skills within 20 looking at inverse and missing number problems. We are really loving use the counting on or backwards method. We are using ipads to research about whales and thier young. We are trying to think of a way to see how long a blue whale is as we have found out this is the largest mammal in the world. We have been having a fantastic time with our SCITT teacher Miss Parsons who will be leaving us for her final placement soon.
Spring 1st Half Term
Welcome back after the Christmas holiday we hope you all had a lovely Christmas and a lovely start to the new year.
We have started our new topic of The Good, the Bad and the Useful. We are really excited to find out about famous people who had made some really useful objects to help us with our everyday. We are also really excited to have a good at making a good umbrella by looking at good, bad and useful materials. We will be looking at naming and identifying different materials and looking at their properties. We can wait to test out all the different materials to see which material is the most suitable for an umbrella.
In our English lessons we have started our topic by learning the story Handa's Surprise. We have tasted all the different seven delicious fruit Handa took to her friend and are using adventurous adjectives to describe them. We will then use these adjectives to write sentences about Miss Griffith's surprise and the seven delicious fruits she takes to her friend. Finally the children will write their own surprise for the hot task using adjectives and writing sentences with capital letters, finger spaces and full stops.
During our maths lessons we have started by looking at positions. We have looked at naming positions during a race and when in a queue from different directions. We will then also begin to use left and right language when describing where objects are. Following this our next topic will be numbers within 20 where we will look at place value of numbers larger than 10 and recognising and writing the digit and the name of numbers up to 20. We will then moved on to learning different methods for addition and subtraction within 20 recapping on our previous methods we learnt when learning addition and subtractions within 10.
During our RE lessons we are looking at special people and special people within the church. We will then move onto Meals where we learn about all the special meals around Easter.
23rd January Crown Hills Sports Trip
24th January Year 1 Liturgy
Autumn 2nd Half Term
Welcome back after half term we hope you've had a lovely break.
This half term we have started our new topic Furious Fires. During this topic we will be learning about Diwali, the history behind Bonfire Night celebrations and the Great Fire of London. During our English lessons we have been learning The scarecrow poem and looking at rhyming words. We will then be looking at The Gingerbread Man, learning the story off by heart and having a go at retelling the whole story. We will then be looking at instructions for making Gingerbread Men and writing instructions for our own gingerbread biscuit. We are so excited to eat lots of delicious gingerbread cookies!
During our Maths lessons we have been looking at number bonds within 10 and using the number bond diagram. We will then be looking at different methods for addition such as counting pictures, counting on and being able to recognise a small amount of objects without counting. Finally we will move onto learning method for subtraction including crossing out, taking objects away and counting backwards. Alongside this we will continue with number recognition and formation.
During RE lessons we are looking at what it means to belong and the signs and symbols of a Baptism. We will then later in the term look at the Jewish faith and start our final Autumn RE topic of Waiting where we will look at the story of the Nativity and the special time of Christmas.
5th December Pantomime Trip
14th December KS1 Nativity
Autumn 1st Half Term
We have started the brand new academic year in our brand new classroom. We are really enjoying our new classroom with all our brand new table and chairs. This week we’ve enjoyed reading Tidy Titch and learning each other’s favourite toy. We’ve been looking at counting to 10 from zero and how to write their name as well as the number. We’ve had lots of fun using the ten frames to show different amounts in different ways. During our topic lessons we have been looking at labelling body parts. We have focused on labelling the body parts we find on our face. During our RE lessons we have been looking our families and why they are so special to us. We have also been learning that we are all part of God’s family and the Holy Cross community.
Thank you for our school, the children and the teachers. Please help us to do our best in everything we do and learn new things. I will try to remember that you live in me and my friends. I will show your love to others and grow with you each day.


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Both previous problems can be modeled as binary programming problems in
the following format: minimize cTx subject to Ax=b,
where x is a vector of binary variables, c is a cost vector and A
is the constraint matrix with right hand sides expressed in b.
Commercial and open source binary integer programming solvers are continually
improving. I'm currently contributing to the development of the COIN-OR Branch & Cut
Solver CBC. I'm also running
a benchmarking project to validade and tune


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Research being undertaken by our current postgraduates.
- Hawtin, Daniel - Symmetry of Codes in Hamming Graphs
- Ioppolo, Mark - Neighbour-transitive codes and configurations in Johnson and q-Johnson schemes
- Lansdown, Jesse - Some problems on the existence and non-existence of ovoids and related objects in polar spaces.
- Pannek, Sabina - 2-generated irreducible subgroups of quasi-simple groups
- Xu, Yian - Some problems on the automorphism group of Cayley graphs
- Alavi, Hassan - On triple factorisations of finite groups
- Amarra, Carmen - Symmetric Graphs of Diameter Two
- Corr, Brian - Computing in Matrix Groups: Constructive Recognition of Classical Groups
- Gillespie, Neil - Neighbour Transitive Codes in Hamming Graphs
- Jin, Wei - (G,s)-geodesic transitive graphs
- Lee, Melissa - The m-covers of generalised quadrangles and their generalisations
- Morris, Sylvia - Symplectic translation planes, pseudo-ovals, and maximal 4-arcs
- Rao, Guang - Finite groups with fixed-point-free automorphisms and vertex-transitive self-complementary graphs
- Zhang, Hua - Finite primitive groups with soluble stabilizers, with applications in graph theory


I’m looking for the best way to determine a statistical model. I have a lot of data that comprises some (not all) variables and the associated outputs. Now, I would like to solve for the weights for the variables.
In the past I used Excel as well as a now defunct super spreadsheet application. Weka was recommended, but I’m curious what other options exist. Is there a software package that will run different regressions, ultimately provided the best fit model?
Any help will be appreciated!


I’ve been taking College Algebra since the beginning of May, and I knew going into it that it’s not my best subject. When I was in high-school I had to take Algebra two times because I flunked it the first time.
I went into this class with an open mind to learn new things and not to associate with the failure I had in high-school. My professor even asked the class to look at different statements on a spectrum of “I am not good at math” to “I love math” and then associate one of them with ourselves at the beginning of class – and I refused (thankfully there were no hard feelings or credits to be lost for that).
Before I started the class I had two of my friends offer to help tutor me ( Colin @icecolbeveridge and Thea @XpectAberration) and they have been my life-savers (not the breath mint candy). Thanks to the ability to re-take unit tests after I have learned more about the subject I have been gaining confidence and getting better scores on the re-takes. On this last test I took though, Math bent me over its knee and broke me.
I went into the test feeling confident that I grasped all the concepts of the week and then when I submitted the unit test for grading and found that I only scored a 76 I broke into tears for 10 minutes. I was so stressed from spending the whole of the available 2 1/2 hours taking the test, and about 4-6 hours a day studying every day of the week before hand, that I couldn’t hold in the overwhelmed feelings anymore.
I normally grasp concepts straight away, it doesn’t normally take me more then 30-60 minutes to take a test and score above 90%, but math is my black sheep subject. I started to get so worried and frustrated over that 76% score that I was sure the rest of the class would go downhill from there and I would fail and have to take it again.
Calling For Support
I called up my friend Vas because I needed some perspective, and she always gives it to me straight. She said “So what if math isn’t your best subject, look at all the positive things you do have going for you!”
Talk about the reality check I needed, so I calmed down and took some deep breaths and thought about how great everything else has been, and where I am going in life. This math class is just an uncomfortable hump in the road, and I have two excellent friends who are tutoring me so I can learn as much as possible and get as much from it as I possibly can. Its also a reminder that I am a visual learner and that when taken into consideration, if a math problem is displayed in a visual way then I can grasp the concept and learn the concept – and that is a positive thing.
Just like on a graph, it has the x-axis and the y-axis, and each of them have a negative side, and each of them have a positive side. For every negative there is a positive (and that can be verified through math).
If your struggling with learning something new, or brushing up on something old, and are finding out that it’s not your best subject, realize that there is a positive side to this situation, all you have to do is find it for yourself.
Answer in the comments: What positive things going on in your life can you think of to counteract your own negative hump in the road of life?
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My name is Antoine Diez and I am Program Specific Researcher at Kyoto University Institute for the Advanced Study of Human Biology (ASHBi) in the Mathematical Biology and Medicine laboratory led by S. Seirin-Lee.
Before that, I was PhD student in the Applied Mathematics section of the Department of Mathematics at Imperial College London under the supervision of Pierre Degond, Sara Merino-Aceituno and Amic Frouvelle.
Contact: diez [dot] antoinenicolas [dot] 4e [at] kyoto-u [dot] ac [dot] jp
[GitHub] [Google Scholar]
I am a former student of the ENS Rennes from which I graduated with a BSc in Mathematics, a BSc in Physics and where I obtained the French Agrégation. I earned a MSc in Mathematics from the ENS Lyon. See my CV for more details.
My research interests are primarily focused on the derivation and analysis of PDE and stochastic models of self-organisation in mathematical biology. During my PhD, I have worked on kinetic theory for the study of mathematical models of collective dynamics. On the numerical side, a large part of my work is concerned with the design of efficient methods to simulate large systems of interacting particles. Related to that but unrelated to mathematical biology, I have also worked on other applications, especially particle methods for MCMC problems. See my CV and my Research page for more details.


One commonly misunderstood area of VA disability involves the way the VA combines individual ratings, especially in relation to the bilateral factor. When a veteran has two or more service connected disabilities, each unique disability gets its own rating or percentage of disability. One might think that the VA would simply add those ratings together to get the combined rating, but they do not. Instead, the VA employs a calculation, colloquially known as “VA math,” to combine the ratings using a descending efficiency scale. If you are confused by VA math, you are not alone. To help clients understand VA math, we have put together a 2019 VA disability calculator to help them determine their total disability percentage and monthly compensation.
Before getting to the actual math, it’s important to understand the reasoning behind the combined ratings system. Theoretically, a combined rating represents how much the combined disabilities affect a veteran’s ability to work. In other words, approximately how much less efficient the veteran will be at work due to the combination of their individual disabilities.
The combined rating starts assuming a veteran has a 100% efficiency rate. The efficiency rate is multiplied by the disability rating, and the result of that calculation is subtracted from the efficiency rate. So, if a veteran’s highest rated disability were 50%, the first calculation would look liked this:
In this case, 30 becomes the new efficiency rate, and the veteran is considered 70 percent disabled.
The confusion about VA math gets even worse when one takes into consideration the “bilateral factor.” A bilateral factor is an additional 10 percent added to the combined rating because a veteran suffers from disabilities of both arms, both legs, or paired skeletal muscles. The bilateral factor does not abide by the same rules as the other disability percentages. It starts by finding the combined rating of the veteran’s bilateral conditions. That combined rating is then multiplied by 10% to find the bilateral factor.
Going back to our previous calculations, imagine that the 50 percent and 40 percent ratings represent the disability percentages for each of a veteran’s arms. In order to find the bilateral factor, take the combined rating of 70 percent and multiply it by 10 percent to get 7 percent. Then take the bilateral factor of 7 percent and add it to the combined overall rating of 70 percent to get 77 percent, which rounds up to 80 percent for the veteran’s combined rating.
The bilateral factor represents a concession that having a disability in both of one’s limbs, be it the arms or the legs, causes an extra disability. If a person only had a disability in their right arm, for instance, it would cause them to rely more heavily on their left arm. However, if they could not rely on their left arm due to another disability in that arm, the combined effect of the two disabilities in their arms would decrease the veteran’s efficiency far more than represented by the individual ratings, even when combined using the rating table.
Many veterans wonder, does the bilateral factor only apply if the injuries on each limb are the same? It might seem logical to apply the bilateral factor for left and right wrist carpal tunnel, for instance. However, the bilateral factor extends beyond that. It would apply if the veteran suffers from a disability in the left and right arm, even if the disabilities are differnt (for instance, left wrist carpal tunnel and right shoulder disability).
The VA appeals process can be difficult. It shouldn’t be. Our dedicated veterans appeals lawyers have handled thousands of claims before the VA and have helped our clients fight the VA for the disability benefits they were entitled to. If you or somebody you know has been denied VA disability compensation, contact Berry Law today.
Our monthly newsletter features about important and up-to-date veterans' law news, keeping you informed about the changes that matter.


There are three kinds of people -- those who are good at math and those who aren't.
If you've failed to detect a mathematical error in the previous sentence, perhaps you should read no further.
When I enrolled in college many moons ago, I majored in mathematics. I would have preferred majoring in pocket billiards or chasing skirts, but they weren't on the curriculum.
Math was always my best subject, but there's no money in it. I eventually switched to Management of Information Systems (computer science) and embarked on a quest to climb corporate ladders. When I finally realized the purpose in life was to discover the purpose in life, I abandoned all that materialistic nonsense and became a writer/teacher/hermit.
Mathematics contains no ambiguity or hypocrisy . It possesses the truth.
There is a mathematical sequence that can be seen in all of existence. It's called the Phi Ratio, sometimes referred to as the Golden Mean Spiral.
The Phi Ratio is a proportion.
The value of a Phi Ratio is approximated at 1.618033988798948482.... This is a transcendental number in that it literally goes on forever without repeating itself.
Suppose you have a line with a distance of X. If you break X into two segments (X1 & X2) so that the ratio of X to X1 is the same as the ratio of X1 to X2, that ratio is said to be a Phi Ratio.
In the form of equations, it would appear as:
X = X1 + X2
X / X1 = X1 / X2 = 1.6180339…
A medieval mathematician, Leonardo Fibonacci, discovered a specific sequence used by plant life during the growth process. The sequence, known as the Fibonacci Sequence, turned out to be 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, etc.
As was later determined, this sequence has a mathematical formula.
If you start with one and divide by one, then divide the sum of the previous dividend and divisor by the previous dividend, you wind up with the Fibonacci Sequence, the formulation of the Phi Ratio.
Basically, the results keep approaching the transcendental number of the Phi Ratio (approximately 1.6180339...), as follows:
1 / 1 = 1
2 / 1 = 2
3 / 2 = 1.5
5 / 3 = 1.667
8 / 5 = 1.600
13 / 8 = 1.625
21 / 13 = 1.6154
34 / 21 = 1.6190
55 / 34 = 1.6176
89 / 55 = 1.6181
144 / 89 = 1.61798
233 / 144 = 1.61805
377 / 233 = 1.61803
This logarithmic sequence is a primary geometric pattern of the universe. It can be seen in distant spiral galaxies and all forms of life on earth.
The growth of all plant life is based on the Phi Ratio. This growth pattern allows the organism to grow at a constant rate without having to change shape
The bone structure of animal and human life is based on the Phi Ratio. In humans, the first bone in the finger is in Phi Ratio to the second bone, which is in Phi Ratio to the third bone, and so forth. The human hand is in Phi Ratio to the forearm, which is in Phi Ratio to the upper arm. The Phi Ratio is also present in the bones of the feet and the legs.
The Phi Ratio pattern is the basis for the Golden Mean Spiral, which goes on forever without a beginning or an end. The Golden Mean Spiral is an integral part of Sacred Geometry, a study of the evolution of mind, consciousness and spirit.
The great Pyramids of Giza are positioned within a Golden Mean Spiral (Fibonacci Sequence). From aerial photographs, the spiral passes through the exact center of each pyramid.
Just thought you'd like to know.
However, the odds of Leonardo Fibonacci or the Phi Ratio ever popping up in a conversation are about the same as the odds of winning the Kentucky Derby without a horse between your legs.
There are three kinds of people -- those who perceive the mathematical precision of a flower, those you appreciate the magical splendor of a flower, and those who are blind.
Quote for the Day -- "The highest form of pure thought is in mathematics." Plato


If you’ve already familiar with cryptocurrencies, especially Bitcoin, it is very likely that “hashing” or “cryptographic hash function” will ring a few bells. Hash functions are part of any cryptocurrency blockchain, ensuring information security. Without hashing, it would be a piece of cake for hackers to steal your cryptocurrency, so because it plays such a leading role, let’s analyze some of the most important details you should know.
Hash functions explained
In abstract terms, a hash function is a mathematical process taking input data of any size, performing an operation on it, and returning output data of a fixed size all the time. To give a simple example, we can take a sequence of letters of any length as input (usually called a string) and returns a sequence of letters of a fixed length. It does not matter whether the input string is single or multiple letters, the output will always have the same length all the time. Hash functions are commonly used to store passwords, but at the same time, they play a leading role in how cryptocurrencies like Bitcoin can operate.
When it comes to the Bitcoin protocol, hash functions are part of the block hashing algorithm, used to write new transactions on the blockchain via the mining process. In the mining of BTC, inputs for the function are all of the most recent, but not yet confirmed transactions. Bitcoin uses a Proof-of-Work consensus mechanism, which requires miners to try and combine all inputs with their arbitrary piece of input data, so the resulting hash will start with a certain number of zeros.
Miners have to solve the hash for each Bitcoin block (a new block is added on the Bitcoin blockchain every 10 minutes) which must start with a certain number of zeros (18 at the time of writing). This requires an extremely large amount of computational power and it’s the main reason why the mining difficulty for Bitcoin is so high.
The last detail we want to emphasize is that Bitcoin uses the SHA-256 hash algorithm to generate verifiable random numbers in a way that requires a predictable amount of CPU efforts. Miners have to generate an SHA-256 hash with a value less than the current target to solve a block and unlock the reward (which is 6.25 BTC per block in 2020). Not all cryptocurrency use SHA-256 as their hashing algorithms, though, but in the case of the Bitcoin forks, this is the most-used.


One can hardly be a member of the Barbershop Harmony Society without being familiar with the work of David Wright. David's achievements span historical research, arranging, directing, coaching and teaching -- not to mention being a delightful guy and trusted mentor.
Also, he has a day job: Chairman of the Mathematics Department at Washington University in St. Louis. We said he was smart, right?
Now, we all know about just intonation -- we live and die by ringing chords by nudging around just so. Well, David recently brought that practice, and the mathematics that describe it, to a prestigious forum: the annual meeting of the American Association for the Advancement of Science. As reported in Ars Technica:
One particularly enjoyable and informative highlight was a session on Mathematics and Music, which presented some work in progress by three prominent researchers in this area.
The highlight here was a recording of a barbershop quartet in which Wright discovered a subtle use of microtonics during a chord change. In shifting from one chord to another, three of the singers changed notes, while the fourth held on to his note across the chord change—or should have, based on the notes on paper. In practice, the sustained note shifted frequency by a small fraction of a semitone to maintain just intervals with the notes of the second chord.


Today is now, as always. WE've got some winners to pick so let's get started!
First, I need my Randomatic3000 to regurgitate 3 entries, who will in turn choose an integer between 1 and 50. Why 50? Because I said so!.....and just so happens to be how many people entered.
Remember, you three still have the same chance to win, should you or one of the other two pick YOUR number. If one of you DO pick your number, you'll also win a $25 PedalPCB gift card!


I am interested in geometry, quantization and their relationship. On the geometric side, I
focus on complex manifolds or algebraic varieties and their derived categories of coherent
sheaves. In particular, I want to understand how the derived category encodes the geometry
of the underlying space. String Theory motivates many interesting structures on
derived categories, for example stability conditions, moduli spaces of semistable objects,
and so on, and predicts a deep connection between Complex and Symplectic Geometry,
known as Mirror Symmetry, which can be expressed in terms of derived categories.
An important problem in String Theory is the count of BPS states. In mathematical
terms, this corresponds to the count of semistable objects in the derived category. To find
a proper way to count such objects is a nontrivial problem but there are several (partial)
solutions given by Joyce, Thomas, Behrend, Kontsevich and Soibelman. Since my Postdoc
period in Oxford, I am fascinated by this area of mathematics and I have done a lot
of research in Donaldson-Thomas theory throughout the past years. Donaldson-Thomas
theory has connections with many branches of mathematics and physics including representation
theory, Chern–Simons theory and (derived) algebraic geometry, to name a few.
In recent years I was studying cohomological Hall algebras and their relationship to Donaldson-Thomas
theory. It is the framework of cohomological Hall algebras which allows a
categorification of many results in Donaldson-Thomas theory leading to new algebraic
structures and possible applications in geometric representation theory.
Another project of mine is the construction of field and vertex algebra structures in
algebra and geometry following ideas of Joyce. It turns out that moduli spaces
as described above give rise to interesting field and vertex algebra structures.
As my research interest is mostly influenced by physics, I was always trying to establish
some joined work with physicists. In particular, I have given a few mathematical lectures
for the string theory group of the physics department in Bonn, and I was also the leader
of a research group on BPS states at the Hausdorff Research Institute for Mathematics
involving both mathematicians and physicists.
Here is a list of my publications. Click on the name for more information!


One of the complicated branches of mathematics is Statistics. Nowadays there is a huge demand for statisticians. Therefore students pursue their study in statistics. But sometimes they are struggling with the statistics problems. This is the reason why they demand statistics assignment help. We at OnlineTutorHelps are the best for the same. The reason behind this is that we have experienced statisticians. Our experts will help students to solve the statistics problems with ease and in an understandable manner. Our professionals are always ready to assist students until they are not satisfied with it. They offer countless revision facilities without any cost along with certain terms and conditions. The statistics sample can be a useful weapon for thousands of students which we have provided at the end of our website. Once you will get satisfied you can place an order immediately without wasting any time.


In June, Fairmont junior Tara Falt participated in the Massachusetts Institute of Technology MathROOTS program, an 11-day invitational academic camp that hones advanced students’ math skills with math Olympiad-style problems. Following the camp, Falt was featured in an MIT news article promoting the MathROOTS program, which focuses on encouraging students interested in STEM (science, technology, engineering, math) education to pursue STEM-related career paths.
The program also connects academically advanced students (self-proclaimed “math geeks”) from all over the country. Falt was one of 20 students invited to participate in this summer’s MathROOTS program.
Read the MIT article.


By Jerome Detemple
The e-book starts off with a evaluate of valuation rules for eu contingent claims in a monetary industry within which the underlying asset fee follows an Ito approach and the rate of interest is stochastic after which extends the research to American contingent claims. during this context the writer lays out the fundamental valuation ideas for American claims and describes instructive illustration formulation for his or her costs. the consequences are utilized to plain American concepts within the Black-Scholes marketplace environment in addition to to various unique contracts resembling barrier, capped, and multi-asset techniques. He additionally experiences numerical equipment for choice pricing and compares their relative functionality.
The writer explains the entire innovations utilizing typical monetary phrases and intuitions and relegates proofs to appendices that may be came upon on the finish of every bankruptcy. The ebook is written in order that the fabric is well obtainable not just to these with a heritage in stochastic techniques and/or spinoff securities, but additionally to these with a extra constrained publicity to these areas.
Read Online or Download American-Style Derivatives: Valuation and Computation (Chapman and Hall/CRC Financial Mathematics Series) PDF
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Extra info for American-Style Derivatives: Valuation and Computation (Chapman and Hall/CRC Financial Mathematics Series)
American-Style Derivatives: Valuation and Computation (Chapman and Hall/CRC Financial Mathematics Series) by Jerome Detemple


Have just returned from a truly inspiring research trip on Quilalea Island where I studied and reported on 56 Baobab trees. One of the many measurements I do is to measure the height of a baobab. It's a question I'm often asked: how does a short person like me manage this? Well, I don't climb the tree with an extremely long tape measure as has been suggested!
I use a clever little device called a clinometer. I stand exactly 15m away from the tree and look up through the clinometer to the top of the tree, the clinometers calculates the height of the tree by using 1) the distance from me to the tree (15m) and 2) the angle from me to the top of the tree – its basic trigonometree!


Strontium isotope dating
The application to Rb/Sr dating is evaluated and shown to result in expected age overestimates when isotopic ratios are employed to linearize the isochron.A suggested method to test for this effect is argued to require rigorous statistical analysis.“Some mathematical and geophysical considerations in radioisotope dating applications” : 10.13182/NT16-98 Abstract: Some quality considerations for use in isotopic dating are presented to identify and correct heretofore unidentified overestimate scenarios.
any method of determining the age of earth materials or objects of organic origin based on measurement of either short-lived radioactive elements or the amount of a long-lived radioactive element plus its decay product.
So, researchers “normalize” the data by making a ratio with strontium-86, which is stable – meaning it doesn’t decay over time.
Dividing the isotope concentrations of all the forms of strontium and rubidium by the isotope concentration of strontium-86 generates something called the “isochron.” The isochron is then plugged into a model, which uses it to turn the overall radioisotope data into a clear, linear function.
Although without the ratios, the data are inherently noisy.
Your access to the NCBI website at gov has been temporarily blocked due to a possible misuse/abuse situation involving your site.


There are many types of cell phone plans.
However, it is practical unit of length for many everyday measurements. A centimetre is approximately the width of the fingernail of an adult person. You can find metric conversion tables for SI units, as well as English units, currency, and other data. Type in unit symbols, abbreviations, or full names for units of length, area, mass, pressure, and other types. Examples include mm, inch, kg, US fluid ounce, 6'3", 10 stone 4, cubic cm, metres squared, grams, moles, feet per second, and many more!
You can do the reverse unit conversion from cm to inches , or enter any two units below: Enter two units to convert From: Inch An inch is the name of a unit of length in a number of different systems, including Imperial units, and United States customary units. Centimeter A centimetre American spelling centimeter, symbol cm is a unit of length that is equal to one hundreth of a metre, the current SI base unit of length.
Type in your own numbers in the form to convert the units! You can do the reverse unit conversion from cm to feet , or enter any two units below:. There are twelve inches in one foot and three feet in one yard. A centimetre American spelling centimeter, symbol cm is a unit of length that is equal to one hundreth of a metre, the current SI base unit of length.
A centimetre is part of a metric system. It is the base unit in the centimetre-gram-second system of units. A corresponding unit of area is the square centimetre. A corresponding unit of volume is the cubic centimetre. How many centimeter are in 5 feet 6 inches? Estimate 5 feet and 6 inches in centimeters? What is the answer to Estimating 5 feet and 6 inches into centimeter's?
How many centimeter in 5 feet and 6 inches? In Math and Arithmetic. Therefore, 6 feet 5 inches is equal to 2. In Units of Measure. Choose a video to embed.
5 ft 6 inches in cm = 5 * cm + 6 * cm. How much is 5′ 6″ in cm has just been answered. If you like to convert another length measured in feet and inches than five ft and six in to cm . How many feet in 1 cm? The answer is We assume you are converting between foot and centimetre. You can view more details on each measurement unit: feet or cm The SI base unit for length is the metre. 1 metre is equal to feet, or cm. Note that rounding errors may occur, so always check the results. In the United States, 5′6″ is below average for a man. Only % of men are 5′6″ or shorter. However, for women, 5′6″ is above average. % of women are less than 5′6″ tall.


Are you good in Maths? Welcome To 2048 !
Merge tiles with the same numbers and Join the numbers and get to the 2048 tile! 2048 is the most famous puzzle game in the world. When two tiles with the same number touch, they merge into one!. The objective of the game is to slide numbered tiles on a grid to combine them to create a tile with the number 2048; however, one can continue to play the game after reaching the goal, creating tiles with larger numbers. The game is won when a tile with a value of 2048 appears on the board, hence the name of the game. After reaching the 2048 tile, players can continue to play (beyond the 2048 tile) to reach higher scores. When the player has no legal moves (there are no empty spaces and no adjacent tiles with the same value), the game ends.
Do you feel smart enough? Riddle: Brain Teaser, Mind Games, IQ Test, Puzzles is an addictive puzzle game in which your mind is the only tool you can use.
Use your skills to solve a series of hard puzzles and riddles, but you have to figure out the pattern of the riddle first.
If you enjoy solving hard riddles and exercising your brain, then this game is for you. Riddle: Brain Teaser, Mind Games, IQ Test, Puzzles app is one of the best words, trivia, and IQ games for everyone. Exercise your brain to think from riddles.