Blockchain technology has revolutionized the way we store and transfer digital assets. However, with great power comes great responsibility. One of the biggest challenges facing blockchain users is the need to secure their private keys, which are the digital equivalent of a traditional wallet’s keys. We’ve all heard of cases where losing or exposing these keys resulted in the loss of valuable cryptocurrencies and other digital assets.
To address this challenge, some blockchain wallets use multi-party computation (MPC). MPC allows multiple parties that each hold a fraction of the key to jointly compute the signature without revealing their piece of the key to each other. This means that multiple parties can work together to sign transactions and manage private keys without any one party having access to the complete key. This significantly improves security and reduces the risk of theft or loss.
In this blog, we’ll take a closer look at multi-party computation and explain it using a simple example of adding numbers.
Let’s take a simple case where Robb, Sansa, Arya, and Rickon each have a number in their mind. They want to calculate the sum of these four numbers without having to reveal their number to the others.
Each person’s number is represented by n1, n2, n3, and n4
To arrive at the sum without having to share their individual numbers, each person with come with 4 four random numbers that add up to their initial number and share three of the four numbers with the others so that each person has four segments of the initial numbers.
Robb has all the numbers with the d1 suffix, Sansa has all the numbers with the d2 suffix, Arya has all the numbers with the d3 suffix and Rickon has all the numbers with the d4 suffix.
Now each person will add up all the fragments they have and share the sum with the group. These shared sums when added again will give us our desired result.
Throughout the process, no single person had access to another person's number. But they were still able to compute the sum keeping their numbers anonymous.
required_sum = n1 + n2 + n3 + n4 // expanding each number, we get required_sum = (n1d1 + n1d2 + n1d3 + n1d4) + (n2d1 + n2d2 + n2d3 + n2d4) + (n3d1 + n3d2 + n3d3 + n3d4) + (n4d1 + n4d2 + n4d3 + n4d4) // rearranging the numbers into different groups we get required_sum = (n1d1 + n2d1 + n3d1 + n4d1) + (n1d2 + n2d2 + n3d2 + n4d2) + (n1d3 + n2d3 + n3d3 + n4d3) + (n1d4 + n2d4 + n3d4 + n4d4) required_sum = d1 + d2 + d3 + d4
This is the power of MPC. The same concept can be scaled up to use fragments of a private key to sign a message, without one person ever having access to the entire key.
This is the end of today’s article. Any feedback is appreciated.
You can find my socials below if you want to connect.
Twitter - https://twitter.com/sarat_angajala
Linkedin - https://linkedin.com/in/saratangajala
Github - https://github.com/SaratAngajalaoffl


Indeed, there are several people who have problems dealing with Math. For instance that you are one of the individuals who have problem dealing with Math, you will be glad to know that there are certain things that you can do in order to address the issue that you have.
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You are guaranteed that the Math tutors are proficient in their field because they have license before they will be allowed to render service online. You may also verify the professionalism of the Math tutors through asking their experiences with traditional schools because they are also offering Math tutoring services conventionally aside from the web. It is really essential that you secure the professionalism of the tutor before you fix your mind of getting the Math tutoring service. There is no way that you have to hire a Math tutor who is not proficient because apparently, you cannot learn for more and you will not have fun learning.
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Presented by Christel (03/08/09)
This is session two, following on from last month.
As an Aside Christel took metre lengths of cotton tape and marked various class sets with an arbitrary marking/stamp at a specific length. Ie a mexican boy may mark 75cm on one tape, a bunny rabbit may mark 72cm, a tree 78cm. She would get the children to go around the room and measure objects, recording their lengths in boys, rabbits or trees. A discussion would ensue about how we needed a uniform unit of measure if we were to get the same results as each other and then she'd introduce metric system.
FLASH CARD 'Speed' Carrying on from adding and subtracting up to 9, make a set of flash cards with adding and subtracting up to 10. Aim for the child to answer 30 cards in a minute. Start by using cards 0-5, then add in 6, then 7 etc until they get up to 9. [For addition use the 'Bubble' cards from the first session or this plain set here
Subtraction cards down-loadable here It may take a child weeks to reach 30 correct answers in a minute. That's okay! Focus the child on the best score each week/session (and note it on a chart perhaps) Record the best all time score as the score to beat – if a child has a bad day and their score technically goes backwards – keep it where it is – their best score is still their best score!
FLASH CARDS II Use flash cards with a gap/box instead of one of the 2 addends (it doesn't matter whether its the first or the second. Ie 8 + □ = 10
Adding to Ten When starting to add to 10 and you are using manipulatives, make a big thing of adding what you need to get 10 and then add the rest. ie 8 + 3 => add 2 manipulatives to 8 to make 10 and then add another 1 to make 11.
Drum roll please........
Introducing 10 Take the beaded pipe-cleaners (see 'Number Rod Manipulatives' below) and show them 10. Show them the Flard card for 10 (described below and to download). Then for other numbers eg 33, show them that 33 is 3 ten's sticks and 3 unit's sticks Use the 30 Flard Card and the 3 Flard Card and lay the 3 over the 30 (in the one's column) allowing the child to see that the 3 in the ten's column is actually 30 not just 3.
Continue up to thousands, hundreds if you have got them, using tens, hundreds, thousands groupings of beads or unit blocks.
These are cards where the numbers are positioned on the card in their appropriate columns (with 0's as placeholders) and each card is staggered in their size so the can be overlaid over each other.
0 - 9
Here are some that I have from a Montessori Resource that I had on my computer in two different sizes.
One, Two, Three, Four, Five, Six, Seven, Eight
NUMBER 'ROD' MANIPULATIVES
While you can buy wooden units, tens, hundreds and thousands manipulative, you can also make your own out of a length of pipe cleaner threaded with 10 beads (of the same colour) each. Make 9 or so of these and also have at least 10 single beads.
Grouping in Tens Use containers of objects that can be counted in different colours: counters, feathers, pom-poms, coloured ice block sticks, carbouchons, pasta etc. (Label the name of the objects on the container so spelling isn't an issue) Get the child to group them into 10's with the units left over and then write it up on the following chart. Counters Sheet Or another chart puts it slightly differently and introduces the written number too. Tens and Ones Sheet
Counting and adding beyond 10 (up to 19 at first, not 20) Start with easy stuff 10 + 2 = 12 10 + 3 = 13 10 + 4 = Then move on to more difficult numbers eg 6 + 8
Put 8 counters on one row and 6 counters on another row. Take 2 counters from the 6 row and add it to the 8 row to make 10 Then 16+ 8 – they can see that they can make 20 + 4 etc
SUBTRACTION [Make sure that children know their doubles and halves.] ie 16 – 8 = then 16 – 7 Use the 'make a 10 card' so 16 – 7 if you take 3 from the 10 to make a 10 with the 7 then you need to add the 3 to the 6 – therefore 9 so a 10 + 9 = 19 Or go with whatever method you like!
CARDS + CARD GAMES Play lots of games: Playing cards Skip-bo Phase 10 UNO Counting in 2's, 4's, 8's. 5's, 10's, 20's etc (perhaps in sets of like steps) Perhaps 2, (4), 5,10,11 (as these are all quite easy.) Colour in/put a counter down on an hundreds board to see the repeats.
Things Christel has to borrow and photocopy Maths Fun books – Christel has these if someone wants to photocopy them for themselves. We looked at scanning these but it would not be that easy to print these off again back to back to make the book.
Christel also has:
Unusual dot to dots worksheets (To Be Uploaded Still)
Starting with a certain number and counting on.
Dinosaur Digits worksheets
Cats Tails worksheet
Worksheets from first lesson You can use these too.
Decide your 'magic number' Turn up a card. The child has to decide what number has to be added or subtracted to get the 'magic number' that day. Write sums on a board and cover an addend with a counter – child guesses then it is revealed to themselves
Calculator games 21 Two play with one calculator in pairs Child 1 punches in a number (1-9) and a + Child 2 another number and + Child 1 adds another and then = / + Winner is the first to get to 21
Nominate a number eg 32 B punches in a number A must punch in a number to equal 32
Place value calculator game Choose a number eg 213 What must be punched in to get 213 using only 100's, 10's and 1's.
Supermarket brochures Give them a list and let them go shopping with the items on the brochure to a certain value Or collect the back to school brochures and the list of supplies for the year and let them shop around and then go to that place to get them.
Number Monopoly (Christel has) This is hard to describe but is essentially a Monopoly board game but with various combinations of maths problems along the way, and maths choice cards in the central packs. Best that you ask Christel to see hers, as I didn't think to capture her demonstration on video on the night!
Other concepts to slip into Early Maths: Sharing (dividing) Odds and evens Rounding
Also recommended but no longer available new is “Trek” by Spears as this combines much of the Early Maths concepts covered here.


If I told you to buy each one of your current customers a holiday gift worth $50 at the end of this year, would you do it?
What if I said you should spend $100 for each customer? A $1,000?
You don’t know if you should or could do that, do you? Well here’s what I can tell you. It’s always a good idea to make a nice gesture to your customers. And there is a formula to approximate how much each one is worth. Let’s call it the Lifetime Customer Value formula.
The Lifetime Customer Value of a typical customer is important to your success for two important reasons:
1.) You have to KNOW where you are before you can determine precisely where you’re going. You need a baseline number so you can effectively track results, and…
2.) Until you KNOW EXACTLY what each new customer is worth to your business, you have no way of knowing HOW MUCH money you can spend in marketing to get that customer. Makes sense, doesn’t it?
Take the time to calculate this! Master this simple but incredible concept, & you’ll have one of the least well-known tools in your marketing arsenal – & you’ll soon have added business, goodwill and referrals.
STEP 1: First, determine certain figures for your own business. If you’re new- make a projection.
Q. What is your “average sale?” (Add total dollar sales for a year, & divide that by the total number of sales transactions you completed (or expect to complete).
Q. How many times a year does an ‘average’ customer buy from you? (Take your total # of sales transactions for a year and divide it by the total # of customers).
Q. For how many “years” does an average customer buy from you? (Remember, 20% of the population moves every year, so this is typically less than 5 yrs, depending upon the nature of your business).
Q. How many people does your average customer tell about you? (A major factor). The most common average is between 3-12, but guess.
Q. What percentage of these people actually become your customers? (Usually between 20-70%).
STEP 2: Here’s the thing- the secret formula…
WHAT EACH CUSTOMER IS WORTH TO YOU IN COLD HARD CASH!
Fill in the blanks below (using the numbers you calculated in Step 1, to find out precisely what each customer is actually worth to you right now.
A. Average Sale = __________
B. Number of Sales per year per customer = __________
C. Number of Years customer buys from you = __________
D. Number of Referrals from customer = __________
E. % of Referrals who become customers = __________
F. Gross Sales per year per customer (A x B) = __________
G. Gross Sales over life of customer (F x C) = __________
H. Referrals who become customers (D x E) = __________
I. Gross Sales from referrals (G x H) = __________
*J.* TOTAL VALUE of Satisfied Customer ( G + I ) = __________________
Isn’t this dynamic & powerful information when you run the numbers? Trust me-it’s worth your time to sit down & figure this one out! I won’t do this for you, since each business will be different.
Plus, you get more benefit when you personally master the concept & do the math yourself. Try it – you’ll be astounded at the total “dollar” value of just ONE satisfied customer. I had vaguely ‘known’ it was high, but the numbers don’t lie.
Bottom line: From now on, when you feel even remotely discouraged or when a customer starts getting on your nerves. lol


Computational models of high-dimensional systems arise in a rich variety of engineering and scientific contexts. For example, computational fluid dynamics (CFD) and finite element (FE) analysis have become indispensable tools for many engineering applications. Unfortunately, high-fidelity simulations are often computationally prohibitive for parametric and time-critical applications such as design, design optimization, control, and virtual testing. Moreover, even when adequate computational resources are available, simulations often provide too little understanding of the solutions they produce. There are significant scientific and engineering benefits in developing and studying low-dimensional representations of high-dimensional systems that retain physical fidelity while substantially reducing the size and cost of the computational model.
My research is focused on developing theoretical and computational tools for low-dimensional and low-rank models of multi-scale and multi-physics problems.
Figure 1. Sketch of turbulence by Leonardo da Vinci ca. 1510
It has been said that turbulence is one of the most challenging unsolved problems in Newtonian physics. The aggregate cost to our society resulting from our incomplete understanding of turbulence is significant. Consider, for example, the environmental and economic costs associated with sub-optimal performance of virtually every fluid-thermal system such as the internal combustion engine. It is not possible to directly and routinely simulate turbulent flow because its multi-scale characteristics require prohibitively high computational resources.
My research is an effort to analyze turbulent dynamics in terms of low-dimensional and low-rank direct solutions of the Navier-Stokes equations. To this end, I am the principal author of the successful proposal for a three-year \$479,493 National Science Foundation (NSF) research grant awarded starting August 2014 entitled "Reduced Order Models of the Navier-Stokes Equations of Fluid Flows".
This project focuses on generalizing the proper orthogonal decomposition (POD) to respect the nonlinear energy transfer from productive to dissipative scales, thus creating much more accurate and compact computational models. Conceptually, one might consider this approach as enrichment with additional energy-absorbing dynamic equations, as opposed to empirical eddy-viscosity closure terms. This approach can be expressed mathematically as a constrained optimization problem on the Stiefel manifold.
Preliminary work in this area has been published in the Journal of Fluid Mechanics and also in the journal Nonlinear Dynamics. Future work will involve developing analytical and computational tools for low-dimensional modeling of uncertainty propagation in high-Reynolds-number flows. This focus is motivated by the need to improve fundamental understanding of nonlinear energy transfer between resolved deterministic dynamical components and truncated dynamical components that are characterized by broad energy spectra.
These timely and relevant studies, if successful, will provide a first principles methodology for computing turbulent flows. Firstly, the proposed low-dimensional modeling methodology will have direct and significant impact on numerous practical applications such as active control, bifurcation analysis and optimization that rely heavily on accurate and efficient realizations of turbulent flows. Secondly, the research will shed light on important scientific questions concerning the fundamental nature of turbulence. This will be possible because the low-dimensional models are free of empirical closure models and therefore, constitute direct numerical simulations of turbulence. The low-dimensional models can therefore be used to study the dynamics of the Navier-Stokes equations which are the fundamental equations governing all turbulence. And indeed the methods can ultimately be applied to many other physical systems which have a wide range of spatial and temporal scales in a random like or chaotic response.
Figure 2. Model reduction of high-Reynolds-number flows. (a) Spectral direct numerical simulation (DNS) of two-dimensional lid-driven cavity at Reynolds number at Re = 1 x 105; (b) Temporal evolution of the first modal coefficient and (c) its power spectral density. DNS simulation with 5.2 x 105 DOF (gray lines), standard POD-based model with 10 DOF (dotted line), proposed new model with 10 DOF (red lines)
Figure 3. Underbody blast
Problems with evolving domains and discontinuities, such as those arising in multi-phase flows, fluid-structure interactions, and contact have inspired the development of a variety of computational methods including embedded or immersed boundary methods, extended finite element methods, and particle methods. Developing model reduction methods for computational frameworks based on such methods seems however to be challenging. Indeed, most popular compression algorithms such as proper orthogonal decomposition (POD) are only applicable to smooth dynamical systems.
This research effort adopts a Netflix-style "big data" approach for tackling reduction of complex non-smooth dynamical systems via clustering, feature recognition, and sparse dictionary learning. In work published in the Journal of Computational Physics, weighted low-rank factorization (WLRA) is utilized to optimally and efficiently model the evolution of sharp discontinuities in highly-nonlinear multi-phase and fluid-structure interaction problems in the embedded boundary CFD framework. In work currently under review for the journal Computer Methods in Applied Mechanics and Engineering, non-negative matrix factorization (NNMF) is adopted to efficiently reduce Karush-Kuhn-Tucker (KKT) multipliers in large-scale constrained optimization problems in contact mechanics. Moreover, KKT-based error indicators are introduced to enable construction of parametrically robust low-dimensional models. In all instances, computational speed-ups of O(103) are reported.
Future work will focus on modeling multi-physics problems with topological changes such as cracking and failure. Projection-based models are global by construction and therefore lack the localization necessary to model inherently local phenomena. For these problems I envision a hybrid approach where local interactions are modeled using compressed sensing and evaluated on a surrogate reduced computational mesh.
Figure 4. Machine learning of non-smooth dynamical systems. (a) Nonlinear finite element (FE) simulation of generic hull underbody blast using 1.4 x 106 DOF. (b) Reduction of model underbody blast problem. High-fidelity FE simulation (black line); standard ROM using singular value decomposition (SVD) (dashed blue lines), proposed ROM using non-negative matrix factorization (NNMF) (dashed red lines). (c) Reduction of model underbody blast problem - self contact between two parallel plates. High-fidelity FE simulation (solid lines), ROM using NNMF (dashed lines). Top floor plate (red lines) bottom floor plate (blue lines)
Figure 5. EBM framework
Two common computational frameworks for the solution of fluid-structure interaction problems are the arbitrary Lagrangian Eulerian (ALE) and embedded boundary method (EBM) frameworks. In an ALE framework, the computations are performed on an interface-fitted mesh which is deformed using a mesh motion algorithm to follow the evolution of the interface. In an EBM framework, the interface is embedded in a background mesh - also called an embedding mesh - and allowed to intersect it as it evolves. The EBM framework alleviates many computational challenges, including those associated with meshing complex geometries and is often indispensable for problems where the interface undergoes large-amplitude motions and deformations, and/or topological changes.
Under active development is a fully-implicit Cartesian ghost-fluid EBM solver for the unsteady compressible Navier-Stokes equations. Current capabilities include viscous and inviscid fluid-structure interaction of multiple elastic bodies of arbitrary geometric complexity.
Future work will involve implementation of shared memory multiprocessing capabilities using OpenMP, and feature-driven adaptive mesh refinement.
The main goals of this work are (1) to lower the barrier to entry to numerical research in fluid dynamics, (2) provide short, readable, and easily-modifiable CFD code to enable fast testing of new ideas, (3) serve as a learning platform for undergraduate and graduate students in scientific computing and machine learning.
Figure 6. Fluid-structure interactions using the ghost-fluid embedded boundary method (EBM) framework. (a) Inviscid flow around heaving NACA0012 airfoil at transonic (M = 0.88) flow conditions; Mach number contours. (b) Limit cycle oscillations (LCO) of elastically supported cylindrical body in viscous flow at Reynolds number 500; pressure fluctuation contours. (c) Flapping two-dimensional ellipsoidal body in viscous flow at Reynolds number 1 x 103; vorticity contours
The Volterra series has been successfully utilized for the purpose of linearized aeroelastic analysis for over two decades. It has been less successful, however, when applied to nonlinear aeroelastic phenomena such as limit cycle oscillations (LCO) caused by separated flow. The Volterra series - in the aeroelastic context - is a polynomial generalization of Theodorsen's function: the true nonlinear aerodynamic response is approximated progressively using a summation of quadratic, cubic, and higher-order convolution integrals. Unfortunately, since Volterra kernels are multi-dimensional, identification of higher-order kernels using computational and/or experimental training simulations is prohibitive. Thus, even though it is well known that many aerodynamic nonlinearities are poorly approximated by quadratic Volterra models, cubic and higher-order approximations can not be utilized because their identification costs are too high.
In this project we explore novel black-box system identification strategies for highly-nonlinear, multi-input multi-output (MIMO) aeroelastic systems. The key new insight is that for a large class of aeroelastic systems, higher-order Volterra kernels are sparse. Consequently, this sparsity can be exploited to allow for the identification of higher-order approximations at no additional cost. In work published in the AIAA Journal and also in the Journal of Aircraft, 5th order (quintic) Volterra models are demonstrated to successfully predict LCO of the transonic NACA0012 Benchmark Model.
In future work, compressive system identification (CSI) will be adopted to more rigorously identify and optimize sparse realizations of aeroelastic Volterra kernels. Methods developed in this project will be used to model the highly-nonlinear aeroelastic response of flapping-wing micro air vehicles.
Figure 7. Nonlinear system identification of fluid-structure interactions. (a) Inviscid simulation of NACA0012 benchmark model at transonic flow conditions (M=0.8), (b) Limit cycle oscillation (LCO) amplitudes of benchmark model as predicted by high-fidelity CFD (gray lines) and 5th order sparse Volterra series model (dashed lines)


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... The Oxford Learning London Southwest location has an opening for an upbeat and dynamic French teacher who would like to work in a rewarding teaching environment. Candidates must possess a strong passion for seeing students s......
... Bachelor's Degree in the subject area. Experience in a environment in Math Science. Experience with the Ontario curriculum Advanced functions, Calculus, Linear Algebra, Data Management and Knowledge of Science, Chemistry and......
... Oxford Learning Stoney Creek is looking for committed, reliable and enthusiastic individuals to join our team. Our French Programs offer individual support to students looking to improve their academic skills and study habit......
... Flexible availability for evenings per week Dynamic, energetic and outgoing personality Highly organized, and able to think on your feet Friendly, personable and versatile Thank you to all applicants. Only those selected for......
... Oxford Learning Centre Bolton is looking for committed, reliable, and enthusiastic individuals who enjoy working with students in grades Our English and math programs offer individual support to students looking to improve t......
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166 postings for jobs at Oxford Learning found online since 2015-01-27, including:
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|High School Math Science Teacher Part time||London ON||2018-05-08|
|French Teacher Part time||London ON||2018-05-08|
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|Part time High School Math Science Teacher||London ON||2018-03-28|
|French Teacher Part time||London ON||2018-03-28|
|Part time Teacher s||London ON||2018-03-28|
|High School Math Science Teacher Part time||London ON||2018-03-28|
|Part time Senior level Math Teachers Gr 11 12||London ON||2018-03-28|
|Part Time Math Science Teacher||London ON||2018-03-28|
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|Part time Teacher s||London ON||2018-02-19|
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|High School Math Science Teacher Part time||London ON||2018-02-19|
|Part time Senior level Math Teachers Gr 11 12||London ON||2018-02-19|
|Part Time Math Science Teacher||London ON||2018-02-19|
|Part time High School Math Science Teacher||London ON||2018-02-19|
|Part time French Teachers||London ON||2018-02-02|
|Part Time High School Math Science Tutor||London ON||2017-12-18|
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$800.00 – $1,600.00
MAT701 – Numerical Analysis – 4 Credits
This course is part of the core curriculum for the masters and doctorate degree programs.
Instructor: Dr. Pascual Marques
This course will emphasize the development of numerical algorithms to provide solutions to common problems formulated in science and engineering. The primary objective of the course is to develop the basic understanding of the construction of numerical algorithms, and perhaps more importantly, the applicability and limits of appropriate use. The emphasis of the course will be the thorough study of numerical algorithms to understand (1) the guaranteed accuracy that various methods provides, (2) the efficiency and scalability for large scale systems and (3) issues of stability. Topics include the standard algorithms for numerical computation including root finding for nonlinear equations, interpolation and approximation of functions by simpler computational building blocks (i.e., polynomials and splines), numerical differentiation and divided differences, numerical quadrature and integration.
Prerequisites: College algebra course (100-level or higher)
Standard Tuition, Military Veteran Tuition


Today we would like to introduce ternary plots. There is a very nice package available that is called ggtern which helps you to make ternary plots in ggplot2. ggtern is made possible by Nicholas Hamilton. You can find his website here.
Ternary plots are very useful, because they let you plot three variables on a two-dimensional graph. They also let you see the proportions of the three variables you are analyzing very quickly.
Ternary plots need a special kind of problem to work. You need to have a parts of a whole problem, to be able to successfully use them. It is important, that the three parameters you are analyzing add up to 100 percent. So when using them, you have to make sure that your problem (or the variables you are analyzing) consist of 3 variables and that in sum they add up to 100 percent.
I had to think a little to find a problem that fits this kind of solution in the area of operations-, or supply chain management. I then remembered, that product costs are almost always calculated by analyzing the material, labour and burden (also called overhead) content. In sum, these three cost elements should also add up to 100 percent of the total product cost. Not considering things like landed cost, total cost of ownership, etc.
Below you will find several products, which have been analyzed with ternary plots by using their material, labor and overhead cost elements.
Ternary plots can be a bit challenging to read, especially when you see them the first time.
To be able to better read a ternary plot, I have made an example that shows you were the different axes are and in which places to read the corresponding information.
Let’s look at the point in the lower left corner. Looking at the overhead axis (red) tells you, that 80 percent of the product costs are related to overhead costs. Roughly 10 percent is related to labour cost (which is the green axis) and another 10 percent is related to material cost. When you add up all the percentages you will have 100 percent! The product is highly driven by overhead cost.
So in this case, if our products would have a cost distribution as shown in the above plot, we would have products where many of the main cost drivers are labour cost related. If you would like to find the biggest cost saving leverage in your product portfolio, you now know, that it will be labour cost related elements.
Below is another plot that shows the concentration of the cost drivers.
Ternary plots can be a very fast way to understand the cost distribution of your product portfolio and help you see where the biggest cost saving leverage is.


The Virginia Department of Education released state accreditation ratings for 2022-23 on Thursday afternoon for the first time since the 2019-20 school year, due to the COVID-19 pandemic. All ten Danville Public Schools were either fully accredited or accredited with conditions.
Galileo Magnet High School and Forest Hills Elementary School received full accreditation, and all other schools are accredited with conditions. No schools were denied accreditation.
With many schools seeing growth above 18-19, DPS students are recovering from lost instructional time as
a result of the COVID-19 pandemic. However, the district recognises that there are still gaps and work to be
done so that students can progress further.
State Accreditation standards measure performance on multiple school-quality indicators, not just student
achievement on Standards of Learning tests. These indicators include, but are not limited to, proficiency and
growth in reading, writing, and mathematics, absenteeism, graduation and completion, and achievement
gaps among student groups in English and mathematics.
One metric used to determine accreditation is a combined “growth” rate. The VDOE recognises growth in
English and math, which is combined with pass rates to assess how students are improving, even if they did
not pass. This combined rate for reading and writing in elementary and middle schools includes students who
passed SOL tests and students who did not pass but showed growth, including English learners who made progress toward English proficiency.
For mathematics, the combined rate includes students who pass SOL tests in math and students who didn’t
pass but showed growth.
For DPS, these combined rates with growth showed improvements above the 20-21 school year in nearly
all schools in both reading and mathematics.
Some schools even achieved growth above pre-pandemic rates. The following schools showed
improvements over three years (note that SOL testing did not take place in 19-20):
E. A. Gibson Elementary
o Growth scores in reading for 21-22 were 70% compared to 60% in 18-19 and 35% in 20-21.
o Growth scores in math for 21-22 were 62% compared to 58% in 18-19 and 18% in 20-21.
Forest Hills Elementary
o Growth scores in reading for 21-22 were 90% compared to 78% in 18-19 and 61% in 20-21.
o Growth scores in mathematics for 21-22 were 90% compared to 86% in 18-19 and 48% in
G. L. H. Johnson Elementary
o Growth scores in reading for 21-22 were 68% compared to 40% in 18-19 and 27% in 20-21.
o Growth scores in mathematics for 21-22 were 62% compared to 54% in 18-19 and 34% in
Park Avenue Elementary
o Growth scores in reading for 21-22 were 76%, compared to 59% in 18-19 and 30% in 20-
o Growth scores in mathematics for 21-22 were 66% compared to 61% in 18-19 and 12% in
Schoolfield Elementary’s growth scores in reading for 21-22 were 74% compared to 68% in 18-19
and 40% in 20-21.
Woodberry Hills Elementary
o Growth scores in reading for 21-22 were 64% compared to 56% in 18-19 and 37% in 20-21.
o Growth scores in mathematics for 21-22 were 70% compared to 54% in 18-19 and 12% in
O. T. Bonner Middle
o Growth scores in English for 21-22 were 58% compared to 54% in 18-19 and 43% in 20-21.
o Growth scores in mathematics for 21-22 were 55% compared to 51% in 18-19 and 33% in


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A free, public K-6 charter school in Riverdale, Utah.
GFA's curriculum standards and Utah Common Core Standards for Math express the importance of math fact mastery for students in Elementary grades. GFA has articulated clear goals for math fact mastery from Kindergarten through 5th grade. Students in 6th grade are expected to have achieved mastery and will apply those skills in advanced mathematical computation and reasoning.
GFA uses the Math in Focus curriculum published by Houghton-Mifflin for grades K-6. Please see the following links for more information about the philosophy behind Singapore Math.


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Easy to insert small numbers in 13 colors from made from non-toxic eco-freindly material.
Contain small parts NOT for children under 3 years.
Age Range: 3 years and up
Numbers from 0 to 9 let kids practice their math skills, learning the looks of numbers shape
Easy to use
Number of pieces:
- FREE SHIPPING within the USA.
- Excludes: Alaska, Hawaii, Protectorates, PO Box, APO, FPO.
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- Carriers: USPS, UPS, FedEx.


Two Against Three (1)
A polyrhythm (sometimes referred to as a cross rhythm) is the effect produced when two conflicting rhythms are played together. The music requires one hand to divide the beat into two, for example, while the other hand has to divide the beat into three simultaneously. There are all sorts of possible ratios that we might have to deal with, and (depending on the context) they can prove very challenging indeed!
In this series of articles, I am going to cover the simplest polyrhythm, two-against-three (2:3) – or three-against-two (3:2), and will deal with more advanced polyrhythms in a separate series.
Let’s begin by clarifying those ratios. A 2:3 polyrhythm means two notes are crossing the prevailing division of three:
And a 3:2 polyrhythm is where three notes cross the prevailing division (or pulse) of two:


Assam university silchar recently published a job news for Guest Faculty in various two position on purely temporary basis in the Department of mathematics of Assam University, Silchar. Candidates can visit Office of the Head, Department of Mathematics, Assam University, Silchar to appear in the Walk in Interview for the following job vacancies in Assam university silchar.
Last date: 03.05.2019
Table of Content
Assam university silchar Recruitment details:
Name of post: Guest Faculty
Number of post: 02 (UR-I, ST-I)
1. Should possess Good academic record with at least 55% marks (or an equivalent grade in a point scale wherever grading system is followed) at the Master’s Degree level in a relevant subject.
2. Besides the above qualifications. the candidates should have cleared the National Eligibility Test (NET) or SLET/ SET.
Resend upload » IOCL Recruitment 2019
Remuneration Salary: INRI 500/- per lecture with a ceiling of Rs.50,000/- per month.
Selection Process: Walk-in-interview.
How to apply Assam university silchar Recruitment:
Candidates have visit Office of the Head, Department of Mathematics, Assam University, Silchar on 3rd May 2019 at 12:00 noon to appear in the Walk in interview for the following job vacancies.
Walk in Interview Date, Time & Venue:
Time: At 12:00 noon
Venue: Office of the Head, Department of Mathematics, Assam University, Silchar.
Important web links:
• Download official advertisement – click here
• Visit official website – www.aus.ac.in


Graduate Maths Teaching Assistant
Job ID: 5765724
Sandbach, Cheshire, England
Job Type: Full Time
Graduate Math’s Teaching Assistant
Are you a passionate and enthusiastic graduate with a strong foundation in mathematics?
Are you eager to make a positive impact on the next generation?
If so, we want you to join our dynamic team in the heart of Sandbach!
An opportunity has arisen for a committed Maths Graduate to join a secondary school in Sandbach as a Graduate Maths Teaching Assistant for the rest of the academic year. The school are looking to boost attainment levels by providing additional support to students who are falling behind their targeted grades for a variety of reasons. This is where you may come in – to work with these students closely and helping them grasp areas of the curriculum that they consistently struggle with.
- Assist the math teacher in managing the classroom, maintaining order, and creating a positive learning environment.
- Provide support during instructional time, helping students with questions and clarifications.
- Work with students on a one-on-one basis or in small groups to reinforce math concepts.
- Provide additional explanations, examples, and practice problems to help students grasp mathematical concepts.
- Assist in the preparation of instructional materials, including worksheets, handouts, and visual aids.
- Set up and organize equipment and materials needed for math lessons and activities.
- Grade assignments, quizzes, and tests under the guidance of the math teacher.
- Provide constructive feedback to students on their work and help them understand their mistakes.
- Support students in completing math homework assignments, offering guidance and clarification as needed.
- Reinforce good study habits and time management skills.
- Assist in integrating technology into math lessons, such as using educational software, interactive whiteboards, or online resources to enhance learning.
- Communicate with parents or guardians about student progress, behavior, and any concerns.
- Work closely with the math teacher to plan and implement lessons.
- Assist in collecting and maintaining data related to student performance and progress.
By fulfilling these responsibilities, a Graduate Math Teaching Assistant contributes to a positive and effective learning environment, helping students develop a strong foundation in mathematics.
What’s on Offer:
- Full-time, long-term Graduate Teaching Assistant role starting immediately
- Earn up to £460 per week
- Professional Development
- Opportunities for ongoing training and career advancement
- Supportive Environment
- Join a collaborative team dedicated to creating a positive and inspiring learning environment
- Inclusive Community
- Be part of a diverse and inclusive school community that values every individual
- A minimum of a bachelor's degree (2:1 & above desirable, from a Russell Group University).
- Strong verbal and written communication skills are essential.
- Ability to work collaboratively with colleagues and contribute positively to the school community.
- Flexibility and adaptability to meet the evolving needs of the school and its students.
How to Apply:
If you're ready to embark on a rewarding journey in education, we want to hear from you. Please submit your CV, cover letter to KPI Education Cheshire.
Apply for this job:
Click here to apply for this job.


Math, Science & Engineering
STEAM (Science, Technology, Education, Arts, Mathematics) is the pathway to a successful educational future. Studies have shown the advantages of being introduced to technical terminology and math concepts at an early age to ensure a secure understanding as a child grows older. Like you, we understand the importance of starting out right to lay a solid foundation for future learning.
At Stepping Stones, we introduce so many wonderful approaches to math, science and engineering in a fun, interactive, and dynamic manner that really solidifies the absorption of these foundational principals. From creating chemical reactions to working with manipulatives, our teachers are truly magnificent at providing energetic opportunities to learn about how the world around us works. This is just another way Stepping Stones nurtures the "whole child."


How to Win a Lottery by Using Analysis Algorithms for Lottery Prediction
Lottery predictions are quite popular lately. People are usually skeptical of predictions because they think that winning numbers is a matter of luck and luck. Not many people believe that a lottery can be won by using a kind of prediction based on sophisticated science. It wasn’t until the late 90s when lottery players started using lottery predictions to help them win the lottery or at least close to winning numbers. When Gonzalo Garcia-Pelayo, a Spanish man who managed to study and analyze many games in two different countries, Spain and the US won a lot of money using different strategies. After him people began to believe that the results of the lottery could be predicted.
Lottery players start thinking about how to win the lottery using predictions. They use many types of predictions: from mechanical predictions to mechanical lotteries to technology predictions using computer software. Many people use algorithms to analyze and predict lottery results.
The Lotto Analysis algorithm has proven to be very effective in helping lottery players approach the winning numbers and even bankrupt lottery houses! There are many types of lottery analysis used by lottery predictors and here are some of them:
Adjacent Pair Analysis
In this analysis, the predictors use several comprehensive studies that record the frequency of each pair of numbers side by side in a lottery winnings associated with a period of time and then place the numbers most often above the rank and do it sequentially.
Balance Sheet Analysis
Through balance analysis, lottery players try to analyze whether a certain combination will give them a chance to win, such as a combination of small and large numbers, odd and even numbers, and the range of the total number of points.
When analyzing lottery winner numbers using digit analysis, lottery predictors will be able to know the exact numbers within a certain range that can be drawn within a certain time period. To make your chances of winning even greater, players must limit the range of numbers when they select each digit in their combination.
Elapsed Time Analysis
This analysis works by studying and recording the period when a number is waiting to be drawn again after the time of its last win. Players will also know the chances or chances of winning from certain numbers based on the elapsed time. If time passes longer, the chance of winning is greater. This analysis is considered more accurate than others because it provides more data about the tendency of some numbers to win or not so that it is easier to find out the next winning numbers in several lotteries such as Powerball, Mega million, California Super Lotto Plus and several others.
There are many types of group analysis that lottery forecasters use to get winning numbers. Lottery players can group the months that have the best winning number in a certain period or they can group the winning numbers within a certain time period.
Hot-Cold Trends Analysis
This algorithm analysis is one of the most favorite so far because it can record frequency ratings and use variations to predict the tendency of hot and cold numbers in the next picture.
Analysis of Repetition Patterns
Many lottery players share the same opinion that repetition is important enough to predict winning numbers because most of the jackpots will appear again in the future.
The analysis mentioned above only represents a part of the strategy that lottery players can use. There are still many other algorithmic analyzes that can be done by predictors to help them win.


Solvers for systems of nonlinear equations and for mixed complementarity problems
There are two types of solver for solving equilibrium equations: solvers for system of nonlinear equations and solvers for system of mixed complementarity constraints (MCP) equations. As MCP equations include as particular cases nonlinear equations, MCP solvers are perfectly able to solve also systems of traditional nonlinear equations.
For each solver, options can be defined which govern their precision, solution method or output display. There is no common pattern for these options, as RECS is only providing an interface to existing solvers, so please see solvers' documentation for how to manage options.
Four MCP solvers can be used with RECS of which three are available by default.
lmmcp is RECS default solver (for both MCP and traditional nonlinear problems). It is included in RECS files.
mcpsolve is a faster implementation of ncpsolve from the CompEcon toolbox. It is a simple MCP solver that will be very fast on simple problems but that may lack robustness.
ncpsolve comes with the CompEcon toolbox, which has to be installed for RECS to run.
Path is the reference solver for mixed complementarity problems. Path has to be installed separately. It is highly recommended to install if difficult complementarity problems need to be solved. To install Path, see http://pages.cs.wisc.edu/~ferris/path.html. Path is called by the MATLAB file recspathmcp.m.
fsolve is the only nonlinear equations solver interfaced with RECS. You need to have MATLAB Optimization Toolbox to use this solver.


Fluency as defined by Ohio in Ohio’s Learning Standards for Mathematics: “Fluency. The ability to use efficient, accurate, and flexible methods for computing. Fluency does not imply timed tests.” – Ohio Learning Standards for Mathematics page 92 of the glossary
By Jo Boaler
Professor of Mathematics Education, co-founder youcubed
NFL Player John Urschel talks about his passion for math!
“Opening Our Ideas”: How a detracked mathematics approach promoted respect, responsibility, and high achievement.
–from Jo Boaler’s website: youcubed.com
Northwestern is on the RIGHT track!
Matt Larson, NCTM President
|For perhaps the first time in our history there is clear and growing consensus concerning what constitutes effective mathematics instruction, kindergarten through college.
To read more click HERE.
Many math curriculums are teaching students to expect — and excel at — paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.
Join us on April 20th from 6-7:30 p.m. for Family Math Night held in the elementary gym!


Since there are a lot of different calculators I will be go over the more common ones. For example for operators such as -auto-level and -auto-gamma the color channels are modified together in exactly the same way so that colors will remain in-sync.
In the standards, the phrase "to solve problems" includes both contextual and non-contextual problems unless specifically stated. Students investigate and explore mathematical ideas, develop multiple strategies for analyzing complex situations, and use technology to build understanding, make connections between representations, and provide support in solving problems.
The radiusxsigma controls a gaussian blur applied to the input image to reduce noise and smooth the edges. Specify the amount of colorization as a percentage. Substituting this into the original exponential function gives This form clearly shows that y decays by a factor of 9 every 2 seconds.
Why Exponential Functions Are Important Many important systems follow exponential patterns of growth and decay. The study of Precalculus deepens students' mathematical understanding and fluency with algebra and trigonometry and extends their ability to make connections and apply concepts and procedures at higher levels.
The -morphology 'Convolve' method and the -compose mathematical methods, also understands the 'Sync' flag to modify the behavior of pixel colors according to the alpha channel if present.
Algebra I, Adopted One Credit. In fact, we can do even better than that. The student applies the mathematical process standards when using properties of exponential functions and their related transformations to write, graph, and represent in multiple ways exponential equations and evaluate, with and without technology, the reasonableness of their solutions.
The student applies the mathematical process standards to solve, with and without technology, linear equations and evaluate the reasonableness of their solutions. For example, solving the equation for the points 0, 2 and 2, 4 yields: Students will connect functions and their associated solutions in both mathematical and real-world situations.
The second logarithm is as simplified as we can make it. For example, the point 2, 3 is two units to the right of the y-axis and three units above the x-axis.
The lookup is further controlled by the -interpolate setting, which is especially handy for an LUT which is not the full length needed by the ImageMagick installed Quality Q level. Example 4 Simplify each of the following logarithms. All achievable slopes are zero or positive.
Separate colorization values can be applied to the red, green, and blue channels of the image with a comma-delimited list of colorization values e. This is turned on by default and if set means that operators that understand this flag should perform: Though this course is primarily Euclidean geometry, students should complete the course with an understanding that non-Euclidean geometries exist.Big Idea: If a graph is known to be exponential, two points are needed to find the values of a and b in the function y = ab^x.
This lesson builds on students' work with exponential relationships. Big Idea: If a graph is known to be exponential, two points are needed to find the values of a and b in the function y = ab^x. This lesson builds. This lesson will tell you how to write and use a special type of function called a profit function.
After completing this lesson, you will also be able to evaluate profit functions and use them in. Graphs an exponential function using coefficients generated from two data points.
Conic Sections Graphs conic sections from the standard form equation, exploring translations and rotations. 10 ab 3 Finding an Exponential Equation with Two Points and an Asymptote Find an exponential function that passes through (3,) and (4,) and has a horizontal asymptote of y = 4.
Click here to see ALL problems on Exponential-and-logarithmic-functions Question Write an exponential function for a graph that includes the given points. please help with steps. please:)).Download


Cost estimating, a printer, and applause
Dream: A guy named Mike asked me to do some cost-estimating with him for something that seemed like it would be pretty easy, but it ended up being about 5,000 hours according to a couple of numbers he was multiplying together.
I was with another guy talking about something else ... I can't remember his name, but a guy I worked with before ... Mike was multiplying some numbers, and the other guy said something like "four gauge". I don't know what that means, but I was doing the numbers in my head, and I thought it was going to be 5,000-something.
In the meantime, Mike is working on this large board, multiplying out the numbers, and there's a bunch of people sitting around him in a semi-circle, and a new printer to the left. Just as Mike finished getting his numbers calculated, the printer printed successfully for the first time, and everyone started applauding for that. It was like a big party that this printer was actually printing, and ... Mike took a quick bow. I don't think he knew about the printer, and he thought everyone was applauding because he just finished his calculations. He thought it was a joke for him.
He came over and asked which one I liked the best, and I said "Oh, I like the five on the end the best", and he seemed confused about what I said.


I am horrible at math!! In grade 9, I entered whats called the International Baccalaureate program. It was supposed to be my ticket to going to University anywhere in the world. ( I wanted Paris… Didn’t happen, but that’s a whole other blog post ). Once a month, they would take us girls from the program and have a separate class, telling us about how studies have been done showing that women who are interested in Math and Science often lose interest in the Male dominated field, etc etc etc. Well… long boring story short… I passed that math class…. with a 54%. Encouragement or not, That was NOT my area.
Numbers are not my friend, and over the last 8 years, watching the math taking place on my scale has been the worst math problem I’ve had had to try and solve.
Thankfully at this week’s Weigh in, The math was a little easier to do!
When you add the weight Shel and I have lost, it equals 68 pounds… or… Our 8 year old holding a bag of oranges!!
Yesterday we went to Logan’s Road house for lunch after church. It was easier to do then come home and cook after the weekend we had. I had a bunless Roadhouse burger (160 Cal) with Ketchup (22 Cal) and steamed broccoli (44 Cal). It was a great meal, and that math made for a LOT of extra calories to eat something else.
Pre diet, we went out to dinner A LOT! In fact, one month I added up the trips we made to restaurants, and (here’s the math I don’t like) spent over $800.00!!! That’s insane!! A meal out used to involve 1-2 Appetizers, 3 overpriced over sized meals (for the 3 of us) plus dessert!
We went to Cracker Barrel on Friday, and Logans Sunday, and our total for the 3 of us for BOTH trips was $50.00!!!
Now that’s good math!!
The newest number watching we’re doing is the numbers on the scale go down. In fact, after the weigh in on Friday, we’ve been waiting to hit a new 10’s bracket. This morning, we both reached it!! I went from 260.6 to 259.8. The 6’s are gone… bring on the 4’s!!


This was the equation my professor put on the board. Magically. If you’ve seen algorithmic analysis before, you may recognize the form as a potential function. Effectively, this is a very convenient and powerful way to performing an amortized analysis on an otherwise difficult-to-analyze algorithm. Said another way, it’s a way by which we can keep track of money coming in and going out of a metaphorical bank. Think of it this way: some weeks you need only $5 dollars, every once in a while you need $10 and one time you need $500 for a big expense. How much money do you usually need to go a week? A worst-case analysis will yield $500/wk, a gross over-estimate. A best-case analysis will yield $5, which doesn’t come close to covering the $500 you need that one time. Instead, we look at it through a type of averaging that allows us to retain the intricacies of the nature of the algorithm but more cleanly and tightly express bounds on its performance.
Here’s another example. Give a good estimate for a representative value of the “ruler function”. I put that in quotes because even I confused it with the more famous function which has differing continuities at rational and irrational numbers. The sequence I am here referring to is Sloane A001511. A graph of the function below reveals the reason behind its naming.
Now once more, a worst-case analysis or best-case analysis fail terribly (giving values of one and arbitrarily large as the sequence gets longer). But we can do better and that therefore is the purpose of amortized analysis.
There’s a great plenty that can be said about amortized analysis but I will focus on one particular aspect here: how the hell did we get that thing on the top of this page? I said it was magical but that was a lie. As it turns out, the rationale for this particular function derives from its formulation via a casting into a linear programming question. From this then were the characteristic properties drawn and put together. The problem for which this potential function applies is the Online Set Cover problem, which I will describe quickly below:
Online Set Cover
This is a pretty natural extension to a very common and simple problem called the Set Cover problem. The basic idea is this: you’d like to cover a finite set of elements using a subset from a set of subsets of the original elements. Formally, given and a family of subsets with , with possible overlaps between different sets. Each subset is assigned a non-negative weight for each and we wish to find the subset of family that both covers every element in and has the minimum weight. In the online variation of this problem, we are provided each one at a time and we must immediately update our current best minimum weight set cover. The potential function above is used in the analysis of one algorithm to solve this problem.
The moral of the story, as I have learned through the course of this semester, is that potential functions are not as free-form as I had first thought. I was formally introduced to this type of analysis in both of my algorithms classes this semester and through seeing the utilization of this technique time and time again, I realize that reductions and re-castings of the problem in an entirely unrelated framework can eek out insights that otherwise fare well in avoiding the eye.
This is another part in my journey to learn about the structure of computation. As corny as it may sound, I like to think that numbers, in accordance to the laws of mathematics in this universe, hold deeper secrets than we like to usually give them credit for. My real aim here is to unravel the complexities of varied algorithms in different applications and find a common, basic, irreducible element of them all. It wonders me to see how much more we can see if we just look at a problem in the right way. While linear programming is something I’ve come to gain a great respect for this semester, it’s still only the tip of the iceberg. There is an even broader scope by which we may express a problem and perhaps other techniques will be the topic of future posts.


As a kid, I was a huge puzzle freak.
I liked jigsaw puzzles; the games Rush Hour, Tantrix and Labyrinth; brainteasers; and books like Rowan of Rin and Artemis Fowl and The Eleventh Hour. I loved it when books gave me a chance to solve the problems with the characters. Often, I’d flip back to check out a problem again.
Once, in Grade Three, I had a brilliant teacher who set us a basic substitution code – A = W, but B = F, C = J etc – and I liked it so much, he set me another one. I spent all of playtime figuring it out. I still remember the message: ‘when I was born, I was so surprised that I couldn’t speak for a year and a half!’
Riddles have a very long history indeed. The oldest riddle ever is probably the riddle of the Rhind Mathematical Papyrus, an Ancient Egyptian problem from 1650 BCE that is similar to the ‘As I was going to St Ives’ riddle:
Seven houses keep seven cats; each cat eats seven mice; each mouse would have eaten seven ears of corn; each ear of corn would have produced seven hekat of grain. How many things are described?
Apparently, there are lots of possible answers. The mathematical answer is 19,607, which makes it a straightforward multiplication problem. But you could also say, for instance, that the answer is five: houses, cats, mice, corn and units of volume are five different things.
Riddles show up a lot in folklore and fairytales, which is probably why they show up so often in fantasy. Not complaining! It gives me the perfect excuse to put riddles in my own stories. Here are a few from my research and development for The Celestial Kris and The Grandest Bookshop in the World. Some of these didn’t end up fitting into the stories. For instance, in The Celestial Kris, the riddling character has a fixation on family, motherhood and being loved, so all of her conundrums (yes, it’s a word, we are descriptivists around here) are kind of in that vein.
Below every riddle is the answer in white text, so highlight the words to see them.


As indicated in the description of the tariff, for the basic cost, we can pack you a parcel weighing up to 4 kg. In case of exceeding the weight of the parcel, a fee will be charged for each subsequent kilogram of weight, rounded up.
For example: the total weight of your parcel is 15,25 kg. Always remember that the total weight of a parcel consists of the weight of the goods themselves, packaging and packaging material. In any case, the weight of the parcel at 15,25 is rounded to 16 kg and the cost will be calculated as follows:12€ (for the first 4 kg) + (10 kg - 4 kg) * 2€ + (16 kg - 10 kg) * 1€ = 12€ + 12€ + 6€ = 30€


RSJ is one of the world’s largest algorithmic traders currently trading in London (NYSE Liffe), Chicago (CME), and Frankfurt (Eurex). RSJ is the largest algo trader at NYSE Liffe, and one of the largest algo traders at Chicago Mercantile Exchange and Eurex.
All volume is conducted fully automatically by a state of the art technology. The monthly traded volumes exceeds 20 million lots. In 2011 we traded 238 million contracts. The trading algorithms used by RSJ are based on sophisticated mathematical models. The models are an outcome of applying the results of deep theoretical mathematics on financial markets.
RSJ is a Prague based company employing top mathematicians, statisticians, developers and traders.
We are convinced that the success of our civilization depends on the quality of education and the ability to bolster logical thinking. Therefore we provide grants for higher education, science and research.


Many translated example sentences containing "gamblers fallacy" – German-English dictionary and search engine for German translations. Der Gambler's Fallacy Effekt beruht darauf, dass unser Gehirn ab einem gewissen Zeitpunkt beginnt, Wahrscheinlichkeiten falsch einzuschätzen. Der Begriff „Gamblers Fallacy“ beschreibt einen klassischen Trugschluss, der ursprünglich bei. Spielern in Casinos beobachtet wurde. Angenommen, beim.
Wunderino über Gamblers Fallacy und unglaubliche Spielbank GeschichtenGambler's Fallacy | Cowan, Judith Elaine | ISBN: | Kostenloser Versand für alle Bücher mit Versand und Verkauf duch Amazon. Spielerfehlschluss – Wikipedia. Gamblers' fallacy Definition: the fallacy that in a series of chance events the probability of one event occurring | Bedeutung, Aussprache, Übersetzungen und.
GamblerS Fallacy Post navigation VideoCritical Thinking Part 5: The Gambler's Fallacy Obwohl die Erklärung mit dem Ensemble aller möglichen Urknall-Universen scheinbar Sunmaker.De sei wie die mit den Wheeler-Universen, seien sie in Wirklichkeit unterschiedlich, und im letzten Fall Best Roulette Strategy es sich tatsächlich um einen umgekehrten Spielerfehlschluss. In: Mind Slotv,S. Amos Tversky, Eldar Shafir,
This implies that the probability of an outcome would be the same in a small and large sample, hence, any deviation from the probability will be promptly corrected within that sample size.
However, it is mathematically and logically impossible for a small sample to show the same characteristics of probability as a large sample size, and therefore, causes the generation of a fallacy.
But this leads us to assume that if the coin were flipped or tossed 10 times, it would obey the law of averages, and produce an equal ratio of heads and tails, almost as if the coin were sentient.
However, what is actually observed is that, there is an unequal ratio of heads and tails. Now, if one were to flip the same coin 4, or 40, times, the ratio of heads and tails would seem equal with minor deviations.
The more number of coin flips one does, the closer the ratio reaches to equality. Hence, in a large sample size, the coin shows a ratio of heads and tails in accordance to its actual probability.
This is because, despite the short-term repetition of the outcome, it does not influence future outcomes, and the probability of the outcome is independent of all the previous instances.
What is the Gambler's Fallacy? Key Takeaways Gambler's fallacy refers to the erroneous thinking that a certain event is more or less likely, given a previous series of events.
It is also named Monte Carlo fallacy, after a casino in Las Vegas where it was observed in The Gambler's Fallacy line of thinking is incorrect because each event should be considered independent and its results have no bearing on past or present occurrences.
Investors often commit Gambler's fallacy when they believe that a stock will lose or gain value after a series of trading sessions with the exact opposite movement.
Compare Accounts. Over tosses, for instance, there is no reason why the first 50 should not all come up heads while the remaining tosses all land on tails.
Random distribution is the first flaw in the reasoning that drives the Gambler's Fallacy. Now let us return to the gambler awaiting the fifth toss of the coin and betting that it will not complete that run of five successive heads with its theoretical probability of only 1 in 32 3.
What that gambler might not understand is that this probability only operated before the coin was tossed for the first time.
Once the fourth flip has taken place, all previous outcomes four heads now effectively become one known outcome, a unitary quantity that we can think of as 1.
So the fallacy is the false reasoning that it is more likely that the next toss will be a tail than a head due to the past tosses and that a run of luck in the past can somehow influence the odds in the future.
This video, produced as part of the TechNyou critical thinking resource, illustrates what we have discussed so far.
The corollary to this is the equally fallacious notion of the 'hot hand', derived from basketball, in which it is thought that the last scorer is most likely to score the next one as well.
The academic name for this is 'positive recency' - that people tend to predict outcomes based on the most recent event. Gambler's Fallacy A fallacy is a belief or claim based on unsound reasoning.
That family has had three girl babies in a row. The next one is bound to be a boy. The chance of black is just what it always is. The reason people may tend to think otherwise may be that they expect the sequence of events to be representative of random sequences, and the typical random sequence at roulette does not have five blacks in a row.
Michael Lewis: Above the roulette tables, screens listed the results of the most recent twenty spins of the wheel. Gamblers would see that it had come up black the past eight spins, marvel at the improbability, and feel in their bones that the tiny silver ball was now more likely to land on red.
This post was inspired by a paper I recently came across a paper by Miller and Sanjurjo  that explains the surprising result of how easily we can be fooled.
Let's start by taking a look at one of the simplest situations we can think of: flipping a fair coin.
More formally:. What about flipping a fair coin N times? We expect to get roughly half of the coins to end up H and half T.
This is confirmed by Borel's law of large numbers one of the various forms that states:. If an experiment is repeated a large number of times, independently under identical conditions, then the proportion of times that any specified event occurs approximately equals the probability of the event's occurrence on any particular trial; the larger the number of repetitions, the better the approximation tends to be.
Let's first define some code to do our fair coin flip and also simulations of the fair coin flip. If you've ever been in a casino, the last statement will ring true for better or worse.
In statistics, it may involve basing broad conclusions regarding the statistics of a survey from a small sample group that fails to sufficiently represent an entire population.
Now let's take a look at another concept about random events: independence. The definition is basically what you intuitively think it might be:.
Going back to our fair coin flipping example, each toss of our coin is independent from the other.


It’s crunch time. We begin school next Monday, since the girls begin Co-op a few days after that. I’ve spent my entire day setting up Math. Math has consumed me. So this is a math review. I sense that your eyes are rolling to the back of your head.
I can tell you that I love math. That love is not shared by anyone else that I live with. Or know. Not long after we were married, Fiddledaddy asked me to play the banker in this little game of Monopoly because Math is not his gift. It seemed natural since my accountant offered me a job every single year that I brought in my taxes. You should see my check register. It is a work of art.
Yes. I could benefit from therapy. But IT’S NOT IN THE BUDGET. HAHAHAHAHA.
Proving that He has a sense of humor, God gave me 3 children who hate math. And then to add insult to injury, He encouraged me to HOMESCHOOL them.
We’ve been through nearly every Math curriculum ever created, including A Beka, Math U See, Saxon, Singapore, and Accelerated Christian Education. Some worked okay with one or another, but it wasn’t until I discovered Teaching Textbooks that I found a curriculum that worked well for all 3 kids.
Teaching Textbooks is a curriculum which has verbal and visual instruction on CD-ROM, and can come with a written student spiral. It was created specifically for homeschoolers. It begins with the 3rd grade and ends with high school Pre-Calculus. I think it works well for most kids because the lecture is conversational, and includes bright colored interactive visuals. So it appeals to the visual AND the auditory learner.
We switched to Teaching Textbooks when Emme was struggling mid-way through her 6th grade year. It was an immediate relief, as it took much of the explaining off of my shoulders, and allowed her to work through the problems at her own pace, not moving on to the next concept until mastery. There is just the right amount of review, and she knows immediately if her answer is correct. If incorrect, she is able to view how to do the problem. OH YEAH. And it’s self grading. I get the second edition versions which are Mac compatible and therefore self-grading.
I do like getting the spiral text, even though my kids show their work in a graph spiral (I get these from Office Depot). That way I can still re-sell the text, but it’s nice to visually see the lesson in print, and know what topics are going to be covered.
Teaching Textbooks is not cheap. I can attest to that since all 3 of my kids are doing it. I’ve been able to buy it used in all cases. I have had to purchase an occasional spiral text, or buy a replacement disc for one that is damaged. This company does not mind that this curriculum is sold used among homeschoolers. And their telephone customer service is awesome.
My math task today included installing Math 4, Math 7, and Algebra 1 on the computers. I also make it a practice of burning copy discs so my kids aren’t using the originals and risking all the scratches, dropping, and general mayhem that accompanies disc usage. The copies I make are only for our use and I destroy them when we’re finished.
I did run into a snag, however. I spent a good deal of my afternoon trying to make copies of Algebra 1. The first disc copied, but no others would. I thought that perhaps I had defective discs, but then I realized that they might be copy-protected. A quick call to the company confirmed this. She apologized, but said that some of the newer versions (like Algebra 1) were copy-protected. I completely understand this, since I can see where that might be abused.
So I’ve instructed my Algebra student that she cannot use her discs as a coaster, or a frisbee, or a weapon…
I also discovered a Math Worksheet website last year which allows you to customize worksheets to cover those topics your own reluctant student might need additional help with. There are plenty of free topics, but I did subscribe for a year (I believe it was about $25) so that I had access to more specific math topics.
BECAUSE WHO CAN GET ENOUGH MATH?
At one point this last year, one of my children (unnamed) looked up from her computer, “MOM, if I’m going to be a Disney Princess, I do NOT need Math.”
That’s where you’re wrong, my friend. Math is the one subject you WILL use every single day of your life.
And that thought fills me with an unending amount of joy.


Andres A. Contreras Marcillo
New Mexico State University
Department of Mathematical Sciences
Address: New Mexico State University, Department of Mathematical Sciences.
1290 Frenger Mall. MSC 3MB / Science Hall 236. Las Cruces, New Mexico 88003-8001.
Office: SH 224
Phone: 575 646 1961
Calculus of Variations, Nonlinear Analysis. Problems arising in Superconductivity, phase transitions, loss of compactness and singular perturbations. Hamiltonian Systems, Existence and Stability of solitary waves in dispersive equations.
Some of my research is partially supported by
“Collaboration Grants for Mathematicians”, Simons Foundation. 2016 – 2021.