International conference on mathematics to be held in Kathmandu
An international conference on applications of mathematics to nonlinear sciences is going to be held in Kathmandu on May 26-29, 2016 (http://anmaweb.org/AMNS-2016/). The conference particularly focuses on the research related to the application of Mathematics to natural and health sciences, engineering and finance. The conference is first of its kind to be held in Nepal and brings well-known scientific research communities together for the dissemination of their research to promote and train young mathematicians for the research in various areas of mathematical sciences and it also aims to provide possible avenues of collaboration with the researchers around the world. The conference consists of a workshop in Mathematical Biology, several principal, plenary and special invited talks from the experts working in diverse research areas, some invited and contributed talks and a poster session.
About 200 participants working on several areas of mathematical sciences from around the globe have registered for the conference. The participants are from USA, Canada, UK, Japan, Hungary, Czech Republic, India, Germany, Taiwan, South Korea, South Africa, Indonesia, Hong Kong, Turkey, Sri Lanka,, Malaysia and Nepal etc. The conference is organized jointly by Association of Nepalese Mathematicians in America (ANMA), Nepal Mathematical Society (NMS), Central Department of Mathematics of Tribhuvan University and Mathematics Group in the Department of Natural Sciences of Kathmandu University.
The conference is going to be held at Nepal Academy of Tourism and Hotel Management (NATHM), Kathmandu, Nepal. The Society for Mathematical Biology and DAAD (German Academic Exchange Service) have provided partial travel support for students and early career faculty. The conference has been partially funded by University Grants Commission (UGC), Nepal; Non-Resident Nepali National Coordination Council (NRN NCC-USA); Nepal Academy of Science and Technology (NAST); Sukunda Prakashan, Kathmandu, Nepal; National School of Sciences (NIST), Kathmandu, Nepal; Makalu Travels; Aagam Prakashan and Lusha Press, Kathmandu, Nepal; and Nashville Nepalese Association, Nashville, Tennessee, USA.
- न्यूयोर्कको क्विन्समा रेलगाडीको ठक्करबाट नेपाली महिलाको मृत्यु
- निर्दयी नेपाली आमा द्वारा भियनामा तीन सन्तानको हत्या
- अमेरिकाका महाबाणिज्यदूत तथा बाणिज्यदूतहरुको हेरफेर,प्रेमराजा महत लगायतको कार्यकाल थप ४ बर्ष
- भर्जिनियाका बरिष्ठ बुद्धिजिबी – नेपाल सरकारका पूर्ब प्रस्ताबित राजदूत डा० सुकदेब शाहको दु:खद निधन


1. Minds OnDuring the "minds on" part of the lesson we are getting cognitively prepared for the lesson by thinking about ideas and strategies that we have already learned and used. Sometimes this means just talking about our previous lesson, or even strategies that they learned in a previous grade that relate to the expectations we are focusing on. It might also involve us solving a math problem together as a class. This part of the lesson usually takes place as a whole group.
2. Working On ItWhen we are "working on it", we are putting the strategies that we have learned into action. This will often occur while working collaboratively in small groups or with a partner. Students develop independence by choosing the methods, strategies and math tools that they feel are necessary for solving the problem rather than being "told how to do it" by the teacher. While working with the other students, they are encouraged to use accountable talk that is focused on the task, engage in active listening when others are sharing their ideas and contribute their own ideas to help enhance the learning opportunities for all.
3. Consolidation and Practice
During this final part of the lesson we gather for a whole class discussion so the students can hear the strategies and ideas that other groups may have used to solve the problem. This coordinated sharing allows the students to hear and analyze their classmates' mathematical thinking and compare it with their own, hopefully learning new strategies that they can then put into practice when working independently.
Following consolidation, the students are given the opportunity to independently practice similar tasks and problems using the variety of methods and strategies discussed during our consolitation.
Yesterday we were working on describing geometric figures.
We are learning how to describe figures (shapes)
using appropriate math terminology (good math words).


Introduction: The Importance of Math in Everyday Life.
Math is often seen as a subject that is only of interest to students who are aiming for careers in the sciences, engineering, and other quantitative fields.
Math has many applications in our everyday lives. Math is being used to solve problems in the medical, environmental, and social sciences. It is also being used to develop new drugs and to predict weather patterns.
Math is a field that has been around for centuries, and it has been used by many different people from ancient times to modern days. It can be used as a field of study or as a tool for solving problems in other disciplines.
Why Math is Important?
Math improves brain function
Math necessitates both abstract and concrete thinking, resulting in the development of brain muscles. Math is a great way to boost your intelligence level, and with regular practice, you can improve in a variety of academic areas.
Mathematics improves your analysis and problem-solving skills, establishes the foundation for systemic thinking, enhances the skills needed to reach decisions, expands the mind to handle different tasks with ease and confidence, teaches through trial and error, and encourages cautious and careful thinking.
Improved problem-solving abilities
One of the most important things in life is problem-solving. One of the best ways to enhance your analytical thinking is to study math.
It also helps us improve our rational thinking. We can improve our problem-solving skills by using both analytical and logical thinking.
We improve our potential to fix the problem more effectively in this way. The more math problems we solve, the better we are at solving real-life problems.
Math can help you save money
Most of the time, we waste money on things we don't need. Math assists us in calculating how much money we will lose if we purchase that item.
Aside from that, life is all about taking chances. Almost everyone in the world takes a financial risk to become wealthy.
However, only a small percentage of those trying to succeed. Before you invest money in a requires a specific set, math can help you calculate the risk.
Organize your time.
For everyone, time is the most important factor in achieving success. As a result, we must be more methodical in our time management.
Math enables us to better manage our time. Time management tasks reflect the importance of math.
With the help of math, you can make an informed decision about how to best spend your time.
If you only have a few minutes to get somewhere, you can calculate the shortest time it will take you to get there using various modes of transportation.
On the other hand, if you're doing your homework, you can estimate how much time it will take to complete it.


The math circuit is another way for me to get started practicing math skills. Earlier I wrote a general blog about the calculation circuit. In this blog I want to share practical tips for splitting the learning objective. What activities and materials could you use to practice splitting? Incidentally, these activities can often also be used at home to practice playfully and avoid the worksheets.
Supply of (game) material to practice divisions
The following materials and games are available or can be made yourself and can be used very well for splitting practice:
Place a split card on the playing field. Now pull an ice cream stick out of a cup. On the ends of these popsicle sticks are the numbers 1 to 10 (when you practice the divisions to 10) or the numbers 0 to 20 (when you practice the divisions to 20). baton. When the number matches the split, a new split is on the table. One stick has a bomb sign or the word ‘kaboom’. When this stick is drawn, the game is over.
The game with the bell or ‘Halli Galli’ can be used to practice the splits. Whenever possible I adapt this game to the project I’m working on, so you can download the game cards about autumn and winter here. In these blogs you can also read how to work on splits.
the splitting machine
The splitting machine can be used for any project and here game and math come together very well. You can let the children discover and experience without obligation, but by adding split cards, the children get to work in a more focused way.
The independent work material LOCO can also be used very well to practice with divisions.
You can also use part of the class loco cards from Miss Linda’s class. And you use the other cards at another time of the year!
Game in the corners
Depending on the project you are working on, you can also incorporate learning objectives into the play material of a play corner. Like in this example of the corner package the pharmacy. There is a lot of material available in this corner package to practice splitting. The children play in the corner and practice splitting in the meantime. In this overview you can see which corner packages are currently available.
Split party games
The various creative teachers and masters offer online board games where you practice with the splits. For example, you can buy a game package at the Rekenhoek. Print, laminate and play!
Math coloring pages
There are many math coloring pages or coloring by code online for several math components. There was still little to find for splits, so I am now changing that. For the children who enjoy coloring and still keep counting!
Only when the principle of splitting is in place can you move on to the abstract phase and therefore automate. Incidentally, the Rekenhoek has described very clearly how the development of split learning proceeds.
Split by pace
When making splits based on tempo, one’s own development is important. Therefore, let each child improve himself daily. You do this by doing one or more sums more every day. Make split booklets with the content you want via practisegemak.nl (Tip! with 36 sums there is one page full) Have the children write down every day how many sums they have made or have them color this number of boxes in a graph.
There are also several apps with which you can practice the splits (at pace) You can think of math sprint online (for a fee) or math hero (for a fee in the future)
Moving around is always good. On Youtube you can find moving videos, where the splits are practiced while moving. Use the search function with the words jogging split and you can determine the level yourself.
You can make the development of splitting visible by always taking a step away from the final goal. You make this visible on this split diploma!


Computational Chemical and Structural Biology
Current Graduate Student
BA in Mathematics from Colgate University
michaela.s.fooksa [ at ] vanderbilt.edu
The problem of accurately predicting a protein's three-dimensional structure from its amino sequence has eluded structural biologists for years. Novel methods of determining experimental restraints as well as advances in computational methods have boosted our progress toward this goal. I am interested in utilizing high-resolution cryo-EM data in conjunction with the BCL to determine membrane protein structure.


Update on Bayesian Survival Analysis
As it happens, in the same week that I asked for recommendations, Prof. McElreath pointed out in a tweet that his Statistical Rethinking Winter 2019 series has a section on Survival Analysis on Lecture 13. I stopped watching the lectures as soon I as I got my hands on the 2ed of the book, when I had just finished... Lecture 12 :(
Link to the moment in the lecture where he covers the subject: Lecture 13 - Survival
I also got two related leads in the same tweet thread:
I'll make sure to check it all when I finish the book!


Explanation: Nowadays, getting children (and adults!) to play “educational games” can be hard to nearly impossible. That’s where Math Battle comes in. Originally created at Local Hack Day 2015 @ General Assembly (winning “Best UI Design” in the process) and winner of the 2015 Congressional App Challenge, Math Battle is an iOS game where two players play on the same screen and go head-to-head in a battle of intellect attempting to solve procedurally generating, math-based puzzles faster than the other player. In addition, and perhaps most importantly, the competitive aspect of the game makes it fun and engrossing yet educational for players of all ages.
Users can either play Math Battle locally on the same phone using a split-screen form of the game or compete in “ranked battles” via an online multiplayer mode. Battles consist of players competing to solve five procedurally generated puzzles faster than the other player. To do so, they are given a random set of nine “number tiles” and a target number. Players must use *all* nine number tiles in order to come up with a math equation that, when evaluated, results in the target number. A player wins the battle when they have solved five puzzles faster than the other player or, after two minutes, the player with the highest number of solved puzzles wins.
The game’s shining component is its procedural puzzle generation system. Every time you play, a new puzzle is generated with a guaranteed solution. This allows for massive replayability, so you can challenge your enemies (and your math teachers, of course) to a Math Battle as many times as you want and still get new puzzles every time.
Math Battle was created using Swift and Objective-C, two languages used for iOS development. In addition, the open-source game engine cocos2d-objc was used. I designed and created all of the artwork myself using a combination of Adobe Illustrator and Sketch. I also used Mixpanel, a data analytics platform that sends “data points” to a server based on user interaction and usage patterns, allowing me to analyze how players are using the game so I can tailor the game as more users begin to play the game. The most important technological implementation for this project was the use of Firebase to create a backend that would allow for multiplayer matches against other players. Since this game was created with accessibility in mind, it was important for me to make sure that players could easily compete and improve their math skills against other users no matter where they were. In addition, the backend allowed me to create an ELO ranking system (where players move up in ranking when they win against other players), which further incentives players and students to improve their quick thinking skills in order to climb up the leaderboards.
Inspiration: My experience competing on my high school’s Math Team played a heavy influence in the creation of this app. We compete several times throughout the school year against high schools across the country. However, most of the problems we’re given are designed for those with a background in at least Algebra II, and I wanted to create something similar that would make math competitions more accessible, particularly for those at a younger age. Since Math Battle allows two players to compete against each other in a wide range of ways (whether locally on the same screen or through online multiplayer), it provides numerous opportunities for players to play against their friends and creates a competitive environment that motivates players to improve their math and quick thinking skills in the process.
In the end, Math Battle was built primarily on a desire to help and educate students, and the prospect of using my knowledge of computer science to educate and potentially help others around the world motivates me to continue developing my understanding of computer science. I believe that the best way to learn something is to make it fun and engaging, and I believe that Math Battle achieves both the goal of providing enjoyment to students through its competitive nature while motivating players to improve their quick thinking skills to rise to the top of the leaderboards.
Finally, over the past few years, I’ve come to realize how many people have made sacrifices so I can get to where I am now. That’s why I spend most, if not all, of my free time trying to learn as much about Computer Science as I can, going to hackathons, and working on projects such as Math Battle. I’ve realized that I, as a young developer, have an obligation to take advantage of all the opportunities that life has given me to learn as much as I can and then use that knowledge to give back to those communities who have given so much to me.


Number Systems; Computer Science
Published By Manyara on 2012-09-29 124 Views
In computer science a number system is a format in which data is numerically represented at hardware level in a computer. The three things that characterize a number system are the number of independent digits in the number systems, the place value of these digits and the maximum number that can be written with the digits provided in the number system.
There are four basic number formats/ systems namely; hexadecimal, octal, decimal and binary number systems. The difference between the number systems is essentially their bases or radix. The radix or base refers to the number of independent digits that can be used in the system. Below is an overview of these four number systems.
Decimal Number System
In decimal number system, there are ten independent digits that can be written. This means that the decimal system has a radix or base of 10. This is the number system that everyone is very familiar with. The independent digits in octal system are 1, 2, 3, 4, 5, 6, 7, 8, 9 and 0.
The reason we say that the decimal number system has 10 independent digits is that any number larger than 9 is a combination of these ten digits stated above. The next ten digits after 9 are 10 to 19 which combinations of the ten independent numbers are. This goes on to 99 and then we add an extra digit to the numbers.
Place values of decimal numbers in integer part from the decimal point are 100, 101, 102 and so on while for the fraction part they are 10-1, 10-2, 10-3 and so on.
Octal Number System
Octal number system has a base of 8 and thus eight distinct digits which are 0, 1, 2, 3, 4, 5, 6 and 7. The next digit after 7 is 10 and goes to 17 and then 20 to 27.The sequence goes on until 77 is reached and after 77 the sequence proceeds to 100 and after 777 goes to 1000. In simple terms, octal number system does not have 8 and 9 and goes to the next place value after every 7 is reached.
Place values of octal numbers in integer part are 80, 81, 82 and so on while for the fraction part they are 8-1, 8-2, 8-3 and so on.
Hexadecimal Number system
Hexadecimal number system has a radix of 16. This means that it has 16 distinct digits. It runs from 0 up to 9 but after 9 it uses A, B, C, D, E, F and G. The letters after digit 9 were used for the obvious reason of attaining the required number of distinct digits for the system.
The distinct digits of the hexadecimal number system are 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F and G.
Hexadecimal number system provided a condensed method of representing large numbers in computers.
Binary Number System
A binary number system has a radix or base of 2 meaning it has only two distinct digits 0 and 1. To show how the binary numbers larger than one are got here are the first 16 numbers in the binary number system would be 0, 1, 10, 11, 100, 101, 110,111, 1000, 1001, 1010, 1011, 1100, 1101, 1110 and 1111.
Place values of binary numbers in integer part are 20, 21, 22 and so on while for the fraction part they are 2-1, 2-2, 2-3 and so on.


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This game started from classic poker. 5 dice are needed for a game. The object of the game is to make scoring combination by rolling 5 dice. The game lasts for 15 rounds. A winner is the player who gets the highest score in total. Each player writes a score after each round in a scorecard, which is divided into 2 parts – left and right sides. Left side: Each line is determined for one side of a dice. The result for each side is written here. E.g. the sum of dice with the number 1 is written in the line “Aces”. • Aces • Twos • Threes • Fours • Fives • Sixes If the sum of the left part is higher then 63 – a player gets 35 bonus points. Right side: It has following options, which gives either fixed score apart from denomination or sum of points from all dice: • Pair – 2 dice with the same value (example: 5-5-3-2-1=16 points) – a sum of all dice • Two Pair – 2 dice with the same value + 2 with other (example: 2-2-5-5-1=15 points) – a sum of all dice • Three of a kind – 3 dice with the same value (example: 5-5-5-2-5=21 points) – a sum of all dice • Four of a kind – 4 dice with the same value (example: 1-1-1-1-3=7 points) – a sum of all dice • Full House – 3 dice with the same value + 2 with other (example: 2-2-2-3-3) – 25 points • Small Straight – 4 dice with the value in a numerical order (example: 2-3-4-5-5) – 30 points • Large Straight – 5 dice with the value in a numerical order (example: 2-3-4-5-6) – 40 points • Poker – 5 dice with the same value (example: 3-3-3-3-3) – 50 points • Chance – any combination (example: 2-3-5-6-6 = 22 points) – a sum of all dice. Use of «Chance» is useful if case a combination does not fit any other line (or other lines are filled in, or a player does not want to use them) but a player does not want to loose the points from a roll. Importants notes: • A player can roll the dice up to 3 times, every time you can choose and write some dice away and throw other dice again (from 1 to 5 dice) or choose the combination you have got. • After a player finishes rolling, he must write his result in the table – in any line he likes (according to the scorring rules). The result of rolling can\t be skipped out and not written. Even if the result does not fit any line (or appropriate lines are filled in) – a player writes 0 in any line he wants. • Each line can be filled in only once. Poker, Bonus, and Joker: It is used in case Poker combination (5 similar values) is thrown for the second time or more, and the appropriate line for this combination is filled in by the result of 50 points. In this case a player gets: 100 bonus points and «joker». Joker means that besides the bonus 100 points a player must write the received score in appropriate line in a left side of the card and if it is filled in, the result is write in ane line in the right side. If there is no free lines in the right side, a player must write 0 in any line of the left side. Scoring: When all players finish rolling (13 rolls for each player), and every player filled in all the lines – summ up the total score. A winner is the player who gets the highest score.


[gambit-list] Re： Re： Regarding garbage collection
lucier at math.purdue.edu
Thu Sep 10 12:35:53 EDT 2009
On Fri, 2009-09-11 at 00:32 +0900, Adrien Piérard wrote:
> 2009/9/11 Bradley Lucier <lucier at math.purdue.edu>:
> > Or home-grown extensible u8vectors? Or strings (after configuring
> > with --enable-char-size=1)? How many distinct "characters" are being
> > distinguished?
> Warning: *Beware of the following question, for I should already be sleeping*
> Supposing I have an alphabet of 2 letters (to make things simple), I
> can code it with two bits.
> Despite the possible algorithmic and computational pain somehow, since
> we have bignums, how about encoding a string of this alphabet into a
> number, using bitwise operations?
> Appending a char to a string is a SHIFT of two bits, then an OR.
> Referencing should be a matter of LOG (to get the size), and then
> shifting and an AND 3.
> I'm still awake enough to encode just 2 letters and not three on 2
> bits (for concatenating "01" to "00" would not work as expected).
> I guess that it relies on the representation of bignums in memory.
> What would be such a misuse of bignums worth?
Bignums are not mutable at the "user" level, but they are mutable in the
internal implementation of course.
At one point I wrapped integers in operations that implemented mutable
sets of nonnegative integers (sets either with a finite number of
elements (nonnegative exact integers) or all but a finite number of
elements (negative exact integers)) as fixnum/bignum bitmaps. The
ultimate extensible bit-vectors, to interpret as you wish.
The trouble is, such an implementation of sets of nonnegative integers
is efficient only if the chance of a bit being set in your application
is about 1/2. If you have very sparse sets, or sets whose elements tend
to cluster, or any other kind of non-uniformity in your sets, other data
structures are much more efficient. And if you keep adding elements on
the end, it's quite inefficient (you don't increase the size by 20% at a
time, you add 64 bits at a time; you'd probably want to start a set with
a sentinel element if you know how big it will be eventually).
If I remember correctly, Marc didn't think they were worth inserting
into the runtime. Perhaps I should resurrect them as an SRFI (but that's
*so* much work) or just dump the code into the dumping grounds (if I can
find it again).
More information about the Gambit-list


Mary has over 12 years of experience in youth education, including pre-K yoga and elementary school theatre. She has co-authored a mathematics course and a professional book for teachers, led development of a suite of mathematics puzzle apps, and is currently co-developing a computer science curriculum.
Mary has a B.S. in mathematics, an M.A. in philosophy, cosmology, and consciousness, and a C.A.G.S. degree in mathematics education. She loves to garden, paint, and ride her dual-sport motorcycle. She has also acted in, directed, and stage managed numerous community theatre productions in Massachusetts, New York, Virginia, and Vermont including several interactive performances and a puppet show.
Mary has been studying circus at Esh Circus Arts since the beginning of 2015 and currently studies aerial straps, hand balancing, partner acrobatics, and rope. She began her study of circus in 2006 on Motivity trapeze, an improv-based form of aerial dance, and has also studied silks and contortion. She is thrilled to share her passion for education and love of circus movement with the children and families in the Youth Program at Esh!


Today my maths exam goes well. The weather was just awesome. I have started my work at 10:00 p.m and now it’s 12:00 a.m. I complete my work what I planned yesterday but my laptop hangs so much that the reason why I am slow in my work.
Today I divided my code into a different file and it runs successfully.
Every time I have lots of errors in my code but at last night I go through every terms and function related to code and then write the thing which is required for the output. And then at the time of compiling I didn’t get any error. It just put the smile on the face. 🙂
Today I have implemented all that stuff and now my next step is to add the vertical box in the left side. So that the name of devices will take place.
My next exam is on 15 May 2019 means I have 3 days for work and hope so I will add the box in the left side. 🙂


A graph is a data structure that represents how data is connected. Think of a social network like FaceBook or Twitter.
- Vertex - a node
- Edge - the connection (line) between two vertices.
- Adjacent - Vertices connected by an edge are "adjacent" to each other.
A graph where all vertices are connected to each other in some way. Otherwise it is a disconnected graph.
A connected graph. All vertices are connected to each other in some way
A disconnected graph. Here Fred is not connected to any other vertex.
The edges indicate the direction of the relationship.
If we follow the direction of the edges and do not find any loops, then there are no directed cycles. The graph formed is a directed acyclic graph.
A DAG is always topologically ordered. This means that for each edge in the graph, the start vertex of the edge occurs earlier in the sequence than the ending vertex of the edge.
The following directed graph is a DAG, because it contains no cycles. Following the path from any node, n, will never lead back to n.
Vector version of Image:Tred-G.png, Public domain, via Wikimedia Commons
Some application areas of DAGs:
- Routing in computer networks
- Job scheduling
- Data processing
- Citation graphs
A number (weight) is assigned to each edge. These numbers could represents things such as distance, or costs, or whatever is appropriate for the problem. Weighted graphs are used in shortest path problems such as the traveling salesman problem.
Dijkstra's Algorithm is a famous algorithm to solve the shortest path problem.
Attribution: Tore.opsahl, Public domain, via Wikimedia Commons
A tree is a type of graph. All trees are graphs, but not all graphs are trees.
The difference between a tree and a graph is:
- A graph may have vertices (nodes) that are not connected.
- A graph my contain cycles


Sic Bo Macau
Sic Bo Macau by BGAMING is very popular among gambling enthusiasts. This is a classic game with dice, which is a Chinese version of kreps. It is similar to roulette. Today Sic Bo Macau is available at our online casino, which you can visit at Coduca88.
Sik Bo Macau is available as a free demo version and can also be played for real money.
The huge popularity of the game due to its simplicity. In this case, it uses a variety of multiplications, allowing players to tear down the jackpot, which may exceed the rate as much as 120 times. For the player is almost unlimited options for biking. On this basis, "Sick Bo" is suitable not only for experienced professional players, but also for most beginners.
Rules of the Game
Game rules are divided into several levels.
The first level is a bet made by the gamer. It can be random, or it can be selected according to the selected strategy.
The second level - assumes a draw with a subsequent simulation of the fallout of 3 - x hexagonal cubes.
Step three. It determines the winning fields based on the values of cubes (at least five of them).
The fields for bets are varied due to the fact that the Sik Bo dice can fall out in 216 variants. Thanks to this, the player always has something to bet on.
If a player prefers to minimize the risks, it is possible to bet on "more/lower". It is also possible to close most of the numbers from 1 to 6.
A good option is to cover the most popular amounts of 3 - x cubes, which will result in a sixfold increase of 9, 10, 22, 12. At the same time, the probability of winning will be just under 70%.
If a player prefers to play with a strategy choice, the "double choice" fields are selected with a small coefficient. They can be marked at once 2 values of cubes from 3 - x. In this case, the multiplication of the bet will be five times. When selecting two identical cubes of 3 - x, in case the drawing is successful, the multiplication will be ten times.
For the most gambling and risky players in the Sik Bo provides for a multiplication of 60 times (at the extremes of 4 and 17). There is also a multiplication of 180 times (a successful bet on 3 selected equal cubes).
It should be noted that the draw is based on the luck of the player, and it is impossible to predict the result. A player can increase his chances of winning if he prefers to bet with low payouts - Big and Small.
Users playing online slot can get the impression that the game involves a complex format. In fact, the gaming table has a fairly simple layout. It is divided into 7 lines, on which you can make bets.
Single Dice Bet
This type of bets from one to six will win one to one if a cube with the same number falls out, two to one if two falls out, three to one if three falls out.
If this combination drops out, the payout will be six to one. To do that, the gamer must guess one of the pairs of numbers.
Specific Double (Double)
This bet will be paid as eleven to one if the same number of the selected number falls on two cubes from one to six.
The Triplet of one room bet will bring a maximum of one hundred and eighty to one.
This Triplet has a lower coefficient (31 to 1).
Big and Small
Low payouts "big/small" are like regular roulette bets "big/small". They will bring a one-to-one payout. The difference is the range of numbers (small starts 4 to 10, big starts from 11 to 17). According to special rules, like the numbers 18/3, any triplet will lead to a loss.
Three Dice Total
The bet is for a certain amount.
In the online slot Sic Bo in one round of the gamer's throw can not be limited to just one bet. But you should remember that you can't go beyond the limit set by the online casino.
Learn about the game in our online casino without making real bets, you can use the free demo version.


The Mathematics faculty at Castle Hill High School is staffed by a group of highly qualified and experienced specialist Mathematics teachers. We pride ourselves on providing the knowledge and care needed to allow our students to achieve their best possible results. We have Gifted and Talented classes in each of the junior years (7 to 10), and integrate literacy, technology and problem solving into all lessons where applicable. We embrace a BYOD policy on computers in years 8 to 12. All students are registered to use Mathletics online.
We participate successfully in the Commonwealth Bank Australian Mathematics Competition. We hold an annual Primary School Mathematics Extension Day, and have the QuckSmart Numeracy Program running for our low achieving students.
Years 7 & 8
Our junior (Stage 4) program is based on the NSW Syllabus for the Australian Curriculum. All year 7 classes cover the strands: Working Mathematically, Number, Patterns & Algebra, Data, Measurement and Space & Geometry. Students apply strategies in selecting appropriate technology, communication and reasoning in all topics studied.
Years 9 & 10
Our middle school (Stage 5) program is based on the NSW Syllabus for the Australian Curriculum. All levels are catered for, in graded classes, to allow students to achieve outcomes at stages 5.1 (Fundamental), 5.2 (Standard) and 5.3 (Advanced). Mathematics builds on the strands started in stage four, as students prepare for the ROSA (Record of School Achievement) at the end of year 10, and aim towards senior work. Topics covered include: Rational Numbers, Consumer Arithmetic, Probability, Statistics, Graphs, Co-ordinate Geometry, Curve Sketching & Polynomials, Logarithms, Trigonometry, Circles, Surface Area & Volume.
Years 11 & 12
We offer all available courses in the senior school (Stage 6): Mathematics General, Mathematics (2 unit), Extension 1 (3 unit) and Extension 2 (4 unit) courses. Students choose their level of study depending on their Mathematical ability, and their aspirations for employment or tertiary study after the award of the Higher School Certificate.


These pages are designed to act as a classroom connection for students and parents whose sons or daughters are enrolled in one of Mr. Fletcher’s mathematics classes at Workman High School. Feel free to write comments or questions regarding any of the information here. If you would like to contact me directly, please send an email to jfletcher(at)hlpusd.k12.ca.us.
Most documents available for download are “pdf” files. The software required to view these files is free and can be found here.
Need explanations or examples beyond the classroom? Math.help is a list of math topics with associated links you may find helpful. A list of math terms, or tags, is provided on the right side of the page to aid you in your search.
[kml_flashembed movie="http://www.youtube.com/v/pUmVe9qnw7E" width="425" height="350" wmode="transparent" /]


Amy Roth McDuffie conducts research on the professional development of prospective and practicing teachers in mathematics education. Specifically, she focuses on supporting teachers learning in and from practice in the areas of teachers’ use of curriculum resources and culturally relevant pedagogies as part of developing equitable instructional practices.
Dr. Roth McDuffie regularly teaches methods of teaching mathematics courses for undergraduate prospective teachers. She also teaches masters and doctoral level courses in mathematics education for our EdM program and for our PhD in Mathematics and Science Education.
- Roth McDuffie, A., Foote, M. Q., Bolson, C., Turner, E.E., Aguirre, J. M., Bartell, T. G., Drake, C., & Land, T. (in press). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education.
- Roth McDuffie, A., Foote, M. Q., Drake, C., Turner, E., Aguirre, J. M., Bartell, T. G., Bolson, C. (in press). Mathematics teacher educators' use of video analysis to support prospective K-8 teachers' noticing. Mathematics Teacher Educator.
- Estes, L., Roth McDuffie, A., & Tate, C. (in press). Lesson planning with the Common Core. Mathematics Teacher.
- Aguirre, J., Turner, E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., & Drake, C., (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64 (2), 178-192. doi: 10.1177/0022487112466900.
- Foote, M. Q., Roth McDuffie, A., Turner, E. E., Aguirre, J. M., Bartell, T. G., & Drake, C. (2013). Orientations of prospective teachers towards students' families and communities. Teaching and Teacher Education, 35(126-136).
- Slavit, D. & Roth McDuffie, A. (2013). Self-directed teacher learning in collaborative contexts. School Science and Mathematics, 113 (2), 94-105.
- Turner, E., Drake, C., Roth McDuffie, A., Aguirre, J., Bartell, T., & Foote, M. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15 (1), 67-82. doi: 10.1007/s01857-011-9196-6.
- Roth McDuffie, A., Wohlhuter, K., & Breyfogle, L. (2011). Tailoring tasks to meet students’ needs. Mathematics Teaching in the Middle School, 16 (9), 550-555.
- Wohlhuter, K., Breyfogle, L., & Roth McDuffie, A. (2010). Strengthening your mathematical muscles. Teaching Children Mathematics, 17 (3), 178-183.
- Roth McDuffie, A., & Eve, N. (2009). Developing students’ understanding of area: The work of a professional learning team. Teaching Children Mathematics, 16 (1), 18-27.
- Roth McDuffie, A. (2009). Mathematics Curriculum Implementation via Collaborative Inquiry: Focusing on Facilitating Mathematics Classroom Discourse. In D. Slavit, T. Holmlund Nelson, and A. Kennedy (Eds.), Perspectives on Supported Collaborative Teacher Inquiry (pp. 46 – 71). Oxford, UK: Routledge.
- Roth McDuffie, A. & Mather, M.* (2009). Middle school teachers use of curricular reasoning in a collaborative professional development project. In J. Remillard, G. Lloyd, & B. Herbel-Eisenmann (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 302-320). Oxford, UK: Routledge.
Recent grants and awards
- Co-PI on National Science Foundation grant, Developing Principles for Mathematics Curriculum Design and Use in the Common Core Era (2012-2016), funded through the DR K-12 with Choppin, J., Davis, J., & Drake, C.; $2,200,000.
- Co-PI on National Science Foundation grant, Teachers Empowered to Advance CHange in Mathematics (TEACH MATH): Preparing preK-8 teachers to connect children’s mathematical thinking and community based funds of knowledge. (2010-2015), funded through DR K-12 Drake, C., Turner, E., Aguirre, J., Bartell, T., Civil, M., & Foote, M.; $3,497,467.
- Ben and Nancy Ellison Faculty Fellowship for WSU College of Education for research project, Examining Mathematics Curriculum Innovations at Delta (2011-2013); $22,991.
- Co-PI on Paul G. Allen Family Foundation grant, Delta High School research and evaluation (2010-2013) with Nagel, E., Morrison, J., Trevisan, M., & French, B.; $195,000.
Selected recent national service
- National Council of Teachers of Mathematics, Series Editor for Annual Perspectives in Mathematics Education, 2011- present.
- Association of Mathematics Teacher Educators, At-Large Board Member, 2010 – 2013.
- Association of Mathematics Teacher Educators, Research in Mathematics Teacher Education Advisory Committee, 2010 – present.
- Ph.D Mathematics Education, University of Maryland, 1998.
- M.S. Technology for Education, Johns Hopkins University, 1991.
- B.A. Mathematics, Franklin and Marshall College, 1987.
- Maryland Advanced Professional Certificate for Secondary Mathematics and Computer Science, 1989.


If you purchase this product you will earn 58 Points!
Some common feedback from maths teachers:
Students consider maths as one of their “hardest” subjects…
Students forget about maths concepts from year to year…
Students can’t solve maths problems…
Students only feel confident with a “ready-made recipe”.
Does your child or student face the same difficulty in learning maths?
Exams, tests and quizzes aimed at students to produce correct answers, only highlight their ability to show how maths processes work, but do not shed light on the deeper meaning of why a different process may work better. The objective of this book is to ensure that conceptual and procedural knowledge exists on a learning continuum and not dealt with separately.
Students will develop improved problem-solving skills and confidence with the concepts and strategies they learn from Empower Your Problem-Solving Skills series. Grid provided gives students space to plan and organise their work before starting on their writing. It also includes a checklist to help budding writers include greater detail in their work as they move through the paragraphs.
Size: 260 by 190 mm (closed)
No. of Pages: 76


PROFILE OF PROFESSOR A.R. KIMBIR
Prof. Richard Anande Kimbir, a professor of Mathematics and currently the Deputy Vice Chancellor Administration. A member, Nigerian Mathematics Society (NMS) and member, Nigerian Mathematics Association of Nigeria (MAN).
Born on the 10th February, 1958 at Tse-Kimbir, Katsina-Ala Local Government Area of Benue State. Schooled variously at R.C.M Primary School Angough (1966), St Michael’s Secondary School, Aliade (WASC/1977) University of Jos, Jos (B.Sc. Hons. Mathematics 1982), University of Jos (M.Sc. Mathematics,1987, University of Ibadan (Ph.D Mathematics,1997)
Prof. Kimbir picked up appointment as a Graduate Assistant with the University of Technology Makurdi in December 1983 which has metamorphosed to the present University of Agriculture Makurdi and rose through the ranks. By October 2002, he became an Associate Professor and was promoted to the full rank of a professor in October, 2005.
Prof. Kimbir has served in various sensitive positions in the University including; Deputy Dean, College of Science, Agricultural and Science Education, Dean of same College, Head of Department at various points, Senate Member, Member, University Governing Council, Director, Director of Academic Planning etc.
Prof. Kimbir is a devout Christian and a knight of Saint Mulumba in the Catholic faith and is happily married and blessed with six(6) children.


My folks picked up a sweet board game in Cape Cod. It’s called SHUT THE BOX! It’s essentially a box with 9 tiles inside numbered 1 through 9. The tiles are attached to a dowel and can be flipped up or down.
The player rolls two die and then has to flip down a number of tiles whose sumation is equal to the sumation of the dice roll.
Example: if I roll two sixes, I could flip the 9 and 3, or a 6, 3,2,1 or a 7,5… etc
You keep rolling until you either can not flip down the total sum of the dice, or you run out of tiles. When you don’t flip down all the tiles, your score is read across the tiles left to right. So if your end tiles were 1 – 3 4 5 6 – – 9, your score would be 134,569. If you completely run out of tiles you shout SHUT THE BOX! then you Shut the box! and the game is over. Apparently this originates from a betting game where people would throw money in the box. The person who successfully “SHUT THE BOX!” would then close the box, win all the money, and take it home.
So Ryan Schenk played this game, and like any human being fell in love with it immediately. But unlike the rest of us mortals, he then decided to program the game. So here it is, Ryan’s first draft of SHUT THE BOX!


By Mehiddin Al-Baali, Lucio Grandinetti, Anton Purnama
Presenting the newest findings within the box of numerical research and optimization, this quantity balances natural examine with useful functions of the topic. followed through specific tables, figures, and examinations of important software program instruments, this quantity will equip the reader to accomplish specific and layered research of advanced datasets.
Many real-world advanced difficulties may be formulated as optimization initiatives. Such difficulties may be characterised as huge scale, unconstrained, restricted, non-convex, non-differentiable, and discontinuous, and consequently require enough computational tools, algorithms, and software program instruments. those similar instruments are usually hired through researchers operating in present IT sizzling subject matters similar to enormous info, optimization and different complicated numerical algorithms at the cloud, devising particular innovations for supercomputing platforms.
The record of themes lined comprise, yet aren't constrained to: numerical research, numerical optimization, numerical linear algebra, numerical differential equations, optimum regulate, approximation conception, utilized arithmetic, algorithms and software program advancements, spinoff loose optimization equipment and programming types. the quantity additionally examines tough functions to varied different types of computational optimization equipment which typically happen in records, econometrics, finance, physics, drugs, biology, engineering and business sciences.


Last week I signed onto a manifesto opposing ongoing federal government efforts to create a national curriculum and testing system with a broad coalition of over 100 educational leaders.
The manifesto, is entitled Closing the Door on Innovation. It argues that current U.S. Department of Education efforts to nationalize curriculum will stifle innovation and freeze into place an unacceptable status quo; end local and state control of schooling; lack a legitimate legal basis; and impose a one-size-fits-all model on America’s students.
Congress is now preparing to debate renewal of the Elementary and Secondary Education Act, the main law authorizing federal aid to K-12 education. Meanwhile, the U.S. Department of Education has been quietly funding efforts by two assessment groups to develop a national K-12 curriculum, along with a national testing system that tests every public-school student multiple times each year. This federal initiative will create a national system of academic-content standards, tests, and curriculum.
While I oppose National standards for a variety of reasons, I offer up a personal example from my children’s experience in California public schools as to why I am certain that setting a nationwide ceiling for academic standards is a bad idea and will pointlessly limit academic potential and achievement.
While California has many shortcomings in how we educate children, the one bright spot has been the state’s high academic standards. On the one hand, California provides a case in point on the folly of equating strong standards and a solid curriculum as the primary path to higher- quality education. It is simply not enough. California has some of the strongest standards, curriculum, and tests in the nation and yet the state is still plagued by poor student performance.
On the other hand, California’s strong standards have provided many children with opportunities that they would not have under the consensus -based common-core standards being proposed for the nation. More specifically, the common core standards do not have the strong preparation for Algebra that is currently the norm in California.
Algebra is where the debate over a national standards, curriculum, and tests gets personal for my family. Both of my children have been fortunate to have completed Algebra during middle school. During my children’s elementary school years Algebraic concepts were an important element of the school curriculum. In other words, because of California’s strong emphasis on Algebra in middle school, they introduced Algebraic functions at a much earlier age as part of a normal elementary school math curriculum. Every state test, even in third grade, had test questions based on Algebraic functions. By the time California kids reach middle school Algebra is expected and familiar.
This year my daughter is doing very well in a 7th grade honors Algebra class. By the time she reaches high school she will start with Algebra 2. If a national math curriculum based on common core were currently the new norm, it is doubtful that California middle schools would regularly offer 7th grade honors Algebra classes. My children have not been the only beneficiaries of California’s strong math standards.
In a San Francisco Chronicle opinion piece “National standards would harm math curriculum,” Ze’ev Wurman and Bill Evers explain the real gains California students have made because of the states tougher math standards:
Over the past decade and a half, California’s Latino student population has almost doubled from 30 percent to over 50 percent, many of them facing special learning challenges. Yet the number of students taking algebra by eighth grade has jumped from 16 percent to 60 percent, while the success rate has jumped from 39 percent to 48 percent since 2002. In 2002, only a third of high school students took Algebra 2 by grade 11; now more than half take it, and with increasing success rates.
More importantly, between 2003 and 2009 the number of African American students successfully taking Algebra 1 by grade 8 more than tripled from 1,700 to 5,400; the jump among Hispanic students was from 10,000 to 45,000; and for students from low-income households, from 12,000 to 49,000. Algebra 2 in high school shows similar results. Finally, since 1997, California State University freshman enrollment has doubled from 25,000 to 50,000, while remediation rates in mathematics have dropped from 54 percent to 37 percent.
While there are many reasons to be skeptical of the claims made for the advantages of a national curriculum, California students have made real progress in math because of California’s tougher standards. It seems unconscionable to subvert this progress because of a lower federal standard.


A lot of the data that is available for exploration is contained in large spreadsheets in .CSV format. Exploring Data with Mathematica is an introduction to methods that can be used with Mathematica to explore this data efficiently.
These methods are applied to baseball data that is freely available on Retrosheet.org, but can be applied to virtually any .CSV document. A few other sites that distribute free data are also listed in this document.
Here is an interactive panel that displays all MLB ballparks in a selected state:
To get a copy, go to Exploring Data with Mathematica on Lulu.com.


Shifting Paradigms: From Static to Dynamic Graphs
This graph is used to represent a sequence of numbers or data points as a line. It is often used to show how different variables change over a period of time like stock prices, sales figures, etc. A linear graph can be used to show the correlation between two or more variables at the same time with the help of a line graph. A linear graph can have as many line graphs as you want, but the number of variables that change over time should be kept to a minimum. You can also use a linear graph to show the cause-and-effect relationship between two or more variables.
A combo chart is a combination of two or more graphs, such as a line graph and a bar graph. This type of graph combines different data sets in a single graph to present complex information more clearly. For example, you can create a combo chart with a line graph and a bar graph. The line graph can represent the change in data over time and the bar graph can represent additional data on a single axis. You can use this type of graph to plot two or more variables on the same axes to show a cause-and-effect relationship. You can also use a combo chart to plot a combination of variables where the plot is too complex to fit on a single line graph.
This is a graph that scrolls horizontally or vertically as new information is added. It is used to show a sequence of numbers or data points that increase over time. It is often used by marketers to show the growth in a metric over a period of time like the number of paying customers, the total revenue generated, etc. The scrolling graph can be updated as new data is generated to reflect the new values in the graph. You can use this type of graph for other scenarios as well, like showing the availability of resources, etc.


Department of MATHEMATICS
A Candidate shall possess Bachelor’s degree in Science with 50%marks in aggregate (40% for SC/ST/Cat-1 and 45% for OBC) with mathematics as one of the optional subjects.
Mathematics develops computational skills, critical thinking, and problem solving skills. The theory, discipline, and techniques taught in mathematics courses are especially important in today's society. The faculty of the Department of Mathematics recognizes this and strives to ensure that the student learner obtains this knowledge. At the same time, the faculty contributes to the discipline by fundamental research in pure and applied mathematics, statistics, and mathematics education.
The Department of Mathematics will offer courses and programs of study that will ensure that the student learner will be able to contribute to today's society. The students will obtain abilities to critically assess numerical and graphical information; learn to formulate strategies for solving problems; and acknowledge the importance of being intellectually curious throughout their adult lives. The Department, through its faculty, will continue to contribute to the body of knowledge of the discipline, whether in traditional research, applied research, or research in the teaching of mathematics.
- Digital Classroom and Computer Lab.
- Sufficient Books in the Library


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14C time constants, yet again
- Subject: 14C time constants, yet again
- From: firstname.lastname@example.org (Ken Caldeira)
- Date: Thu, 28 May 1998 16:26:26 -0700
Rick is right that considering the gas equilibration can introduce a longer
The effective residence time of water in the mixed-layer (relative to
gas-exchange-isotopic equilibration time-scales) can have a big effect on
the 14C equilibration time-constant for the deep ocean, with short
residence times (i.e., lack of equilibration with the atmosphere) leading
to long deep ocean equilibration time scales ...
In Mathematica, I analytically solved a simple two-box model with the
following equations, where 'a' is the 14C in the surface box, and 'b' is
the 14C for the deep box. I ignored radioactive decay in the surface box to
make the equations more tractable.
d a / d t = kgas (a0 - a[t]) + km (b[t] - a[t])
d b / d t = kd (a[t] - b[t]) - kdecay b[t],
a0 is the atmospheric delta 14C
kgas is the inverse time constant for 14C equilibration (~1/(8 yr))
km is the inverse time constant for surface mixing with the deep ocean
(~1/(10 yr) ???)
kd is the inverse time constant for deep mixing with the surface ocean
(~1/(2400 yr) ???)
kdecay is the C14 decay inverse time constant (~1/(5700 yr))
Solving this system, the dominant inverse time constant for deep ocean
kequil = (sqrt((kd + kdecay + kgas + km)^2 - 4 (kd kgas+kdecay (kgas+km)))
- - (kd + kdecay + kgas + km))/2 ,
which for the above parameter values yields ~1/(2459 yr), slightly longer
than the deep-North-Pacific equilibration time for a non-decaying tracer
that equilibrates rapidly with the atmosphere!
With the other values above held constant,
if km = 1/(1yr), 1/kequil = 4511 yr
if km = 1/(100 yr), 1/kequil = 1782 yr
if kgas = 1/(0.8 yr), 1/kequil = 1782 yr
if kgas = 1/(80 yr), 1/kequil = 4524 yr
The upshot of this is that, as Rick Murnane pointed out, that gas exchange
and vertical structure can introduce longer time constants than my previous
1-box result indicated, and a more sophisticated model is probably needed
to predict actual convergence time scales.
Has anybody run Maier-Reimer's model for a very long time and examined
convegence rates for 14C?
What does this mean for the simulated time required to reach a meaningful
deep ocean 14C result?
Climate System Modeling Group
Lawrence Livermore National Laboratory
7000 East Ave., L-103
Livermore CA 94550 USA
tel: (925) 423-4191 (new area code!)
fax: (925) 422-6388


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PILLARS OF SMART MINDS
“Leadership and learning are indispensable to each other.” – John F. Kennedy
Dr. M Purushotham
Former head of the Mathematics Department, at the Khalsa College he has a M.Sc and a Ph.D. in mathematics and statistics. He has a teaching experience of 39+ years and has authored the mathematics textbook for H.S.C.
Prof. Vipul Shah
MSc. in chemistry he has a teaching experience of 14+ yrs. A renowned professor from Jai Hind College he has authored
the chemistry textbook for F.YJ.C.
Dr. Harshad Bhanushali
Leading author with 3 MHT-CET books under the belt he is a B.H.M.S from Mumbai University with a teaching experience of 13+ years.


Quality passes in maths are still a challenge, but school pupils can boost their maths marks by entering the biggest olympiad in the country before Friday February 3.
Last year, more than 85 000 pupils from South Africa and neighbouring countries took part in the SA Mathematics Olympiad (SAMO).
The SAMO, which is organised by the South African Mathematics Foundation (SAMF), consists of separate first-round papers for grades 8 and 9 and one first-round paper for grades 10 to 12.
This first round will be written on Wednesday March 15 at individual schools.
Pupils who get 50 percent or higher in the first round qualify for the second round on Wednesday May 10.
The 100 best senior and 100 best junior pupils from the second round qualify for the third round on Thursday July 27.
SAMF executive director Professor Johann Engelbrecht stressed the need for pupils to be exposed to problems that tested and improved their thinking and problem-solving skills.
“The maths olympiad is recognised as one of the best vehicles to identify the most talented learners in the country.
“Participation will result in a better quality of product from the schools and will put their learners in a position to reap higher achievement levels at university,” he said.
Prizes will be awarded to the best junior and senior overall winners, best performing female pupil, best performing African pupil, best pupil from outside South Africa and best perform-
ing pupil per quintile at the an-
nual SAMF awards in Septem-
There are also prizes up for grabs for participating schools.
Call 012 392 9372 or email email@example.com for details.
Visit www.samf.ac.za for an entry form.


Research and Teaching Blog
8 Posts with tag: BIOE504 posts
Questions on probability
- Calculate the probability of four heads one after the other of a fair coin
- Calculate the probability of two consecutive heads in a series of four plays of a fair coin. Compare this probability with that of seeing two consecutive heads alone
- Consider a simple weather system with the following rules: If it rains today, it will rain tomorrow with a probability of 0.7 If it is dry today, tomorrow will be dry with a probability ...
Many of you are sending me emails with typos and problems with the PDF text of Modeling and Simulation with R. All reviews are highly appreciated, and your comments will make the document stronger for future users. Please feel free to leave me notes about comments, suggestions and typos in the manuscript using the form below.
Again, your critical reviews are highly appreciated.Tags: BIOE504 posts , publications
Everything you want to know about installing R is available here. However, the quick instructions are as follows:
Mac OS X - instructions here
Linux - refer your distribution instructions - on ubuntu it is simply
> sudo apt-get install R
Windows - here.
Generally you don't want to install it from source - on systems other than Linux, that is a bit of a pain.
Let me know if you have trouble with the installation. If you can get it installed successfully, look for ...Tags: BIOE504 posts
This post is related to the problem posed in the stochastic kinetics lecture. Attached here (link missing) is the solution to the problem (the .R code). To run the code, you will need this reaction.csv input file. The file is a text description of the reaction as a graph. The format is very simple: nodes are the reaction states, and are described by the line e.g. "node, Pyruvate" or "node, Pyruvate_PDC". State transitions are described by "edge, Pyruvate ...Tags: BIOE504 posts , courses , programming
Edit: Added mock NADH data at the bottom of this post
Here I am including the code used to produce the enzyme kinetic plots this morning. Feel free to use the following as a template to create your plotting program.
# Experiments in Markov Models
# E + S <---> ES ---> E + P
# Pr(E + S ---> ES) = 0.3
# Pr(E + S ---> E + S) = 0.7
# Pr(E + S ---> E + P) = 0
# Pr(ES --> E + P) = 0.1
# Pr(ES --> ES) = 0.4 ...--->
Lecture notes available hereTags: BIOE504 posts
Lecture notes for lectures on linear regression
Try your hand at analyzing large data set using multiple regression and other advanced techniques
Take a look at the data set provided here. This is a data set of a number of physical dimensions. Can you find a regression model that will provide a good prediction of body weight as a function of other parameters?
Please prepare your report using your favorite statistical computing language. I like R, but you ...Tags: BIOE504 posts
Please feel free to post your comments and questions about the Day 1 quiz here. Thanks KTags: BIOE504 posts


Finally got to spend some time on app development at the weekend, and managed to get this to where I was relatively happy with it.
It’s a live wallpaper based on geometrical shapes (the Platonic Solids in fact). There’s a free version that gives you cube and icosahedron, and a paid version that gives tetrahedron, octahedron and dodecahedron as well.
You can choose the colour, size and speed of rotation of the shape (with more options on the paid version than the free).
As mentioned, I’m new at this, so any feedback is greatly appreciated. Please do let me know if there is anything that can be done to improve it – just be gentle 🙂
Warning: count(): Parameter must be an array or an object that implements Countable in /homepages/33/d120862225/htdocs/zelazny/android/wp-includes/class-wp-comment-query.php on line 405


The problem of reconstructing the 3D structure from 2D projection images with known orientatations is a classical inverse problem in computerized tomography. Our reconstruction algorithm is based on the Fourier slice theorem. The algorithm exploits the Toeplitz structure of the operator A*A, where A is the forward projector and A* is the back projector. The operator A*A is equivalent to a convolution with a kernel. The kernel is pre-computed using the non-uniform Fast Fourier Transform and is efficiently applied in each iteration step of the algorithm. The iterations are therefore considerably faster than those of traditional iterative algebraic approaches, while maintaining the same accuracy even when the viewing directions are unevenly distributed. The time complexity of the algorithm is comparable to the gridding-based direct Fourier inversion method. Moreover, it can combine images from different defocus groups simultaneously and can handle a wide range of regularization terms.
L. Wang, Y. Shkolnisky, A. Singer, A Fourier-Based Approach for Iterative 3D Reconstruction from Cryo-EM Images, Princeton University Technical Report (2012). arXiv:1307.5824 [math.NA]
C. Vonesch, L. Wang, Y. Shkolnisky, A. Singer, Fast wavelet-based single-particle reconstruction in cryo-EM, 8th IEEE International Symposium on Biomedical Imaging (ISBI’11), March 30 – April 2, 2011. PMID: 22536462 [PubMed] PMCID: PMC3334313.


Our latest collection of insightful Benoit Mandelbrot quotes on Everday Power. Enjoy!
You might not have recognized the name Benoit Mandelbrot at first unless you are a computer scientist, a stock market analyst, a meteorologist, or a math fanatic (or a nerd, as I affectionately called my husband when he got excited that I was writing about Mandelbrot this week).
Now, you might be wondering why those specific professions would immediately recognize this man’s name, but it all makes sense when you know what Benoit Mandelbrot is famous for! You see, Benoit Mandelbrot was a Polish-born French American mathematician, known as the “Father of Fractals.”
What is a fractal you might be wondering (my husband spent twenty minutes trying to remind me about this part of math class…)? Well, Benoit Mandelbrot actually answers this question in some eloquently worded ways, which you can read in these Mandelbrot quotes about fractals, fractions, and other things math!
However, the definition of a fractal is a pattern that is never-ending; they are complex, and self-similar across different scales. If you live where it gets cold, then you see fractals almost every year! A snowflake is a beautiful example of a natural fractal.
Keep reading these Benoit Mandelbrot quotes to learn more about this complex concept that is all around us, and discover how we use fractals in our everyday lives.
Don’t forget to also check out these math quotes for when things just aren’t adding up.
Benoit Mandelbrot quotes about fractals, fractions, and other math things
1. “A fractal is a way of seeing infinity.” — Benoit Mandelbrot
2. “A fractal is a mathematical set or concrete object that is irregular or fragmented at all scales.” — Benoit Mandelbrot
3. “Fractal geometry is not just a chapter of mathematics, but one that helps Everyman to see the same world differently.” — Benoit Mandelbrot
4. “Beautiful, damn hard, increasingly useful. That’s fractals.” — Benoit Mandelbrot
5. “And dimension need not be a whole number; it can be fractional. Now an ancient concept, dimension, becomes thoroughly modern.” — Benoit Mandelbrot
6. “Since algebra derives from the Arabic jabara = to bind together, fractal and algebra are etymological opposites!” — Benoit Mandelbrot
7. “Being a language, mathematics may be used not only to inform but also, among other things, to seduce.” — Benoit Mandelbrot
8. “I do not assert markets are chaotic, though my fractal geometry is one of the primary mathematical tools of ” chaology.” — Benoit Mandelbrot
9. “My current best model of how a market works is fractional Brownian motion of multifractal time. It has been called the Multifractal Model of Asset Returns. The basic ideas are similar to the cartoon versions above though far more intricate, mathematically. The cartoon of Brownian motion gets replaced by an equation that a computer can calculate. The trading-time process is expressed by another mathematical function, called f(propto), that can be tuned to fit a wide range of market behavior.” — Benoit Mandelbrot
10. “My model redistributes time. It compresses it in some places, stretches it out in others. The result appears very wild, very random. The two functions, of time and Brownian motion, work together in what mathematicians call a compound manner: Price is a function of trading time, which in turn is a function of clock time.” — Benoit Mandelbrot
Benoit Mandelbrot quotes about patterns, shapes, and formulas
11. “There are very complex shapes which would be the same from close by and far away.” — Benoit Mandelbrot
12. “Why is geometry often described as ‘cold’ and ‘dry’? One reason lies in its inability to describe the shape of a cloud, a mountain, a coastline, or a tree.” — Benoit Mandelbrot
13. “Self-similarity is a dull subject because you are used to very familiar shapes. But that is not the case. Now many shapes which are self-similar again, the same scene from close by and far away, and which are far from being straight or plane or solid.” — Benoit Mandelbrot
14. “Clouds are not spheres, mountains are not cones, coastlines are not circles, and bark is not smooth, nor does lightning travel in a straight line.” ― Benoît Mandelbrot
15. “The brain highlights what it imagines as patterns; it disregards contradictory information. Human nature yearns to see order and hierarchy in the world. It will invent it where it cannot find it.” — Benoit Mandelbrot
16. “For a complex natural shape, dimension is relative. It varies with the observer. The same object can have more than one dimension, depending on how you measure it and what you want to do with it.” — Benoit Mandelbrot
17. “Market crashes are like that. The 29.2 percent collapse of October 19, 1987, arrived without warning or convincing reason; and at the time, it seemed like the end of the financial world. Smaller squalls strike more often, with more localized effect. In fact, a hierarchy of turbulence, a pattern that scales up and down with time, governs this bad financial weather.” — Benoit Mandelbrot
18. “A formula can be very simple and create a universe of bottomless complexity.” — Benoit Mandelbrot
19. “I conceived and developed a new geometry of nature and implemented its use in a number of diverse fields. It describes many of the irregular and fragmented patterns around us, and leads to full-fledged theories, by identifying a family of shapes I call fractals.” — Benoit Mandelbrot
20. “My life seemed to be a series of events and accidents. Yet when I look back, I see a pattern.” — Benoit Mandelbrot
Benoit Mandelbrot quotes that show what he was like as a person
21. “I don’t seek power and do not run around.” — Benoit Mandelbrot
22. “I found myself in the position of that child in a story who noticed a bit of string and – out of curiosity – pulled on it to discover that it was just the tip of a very long and increasingly thick string… and kept bringing out wonders beyond reckoning.” — Benoit Mandelbrot
23. “A man is known by his heroes.” — Benoit Mandelbrot
24. “For most of my life, one of the persons most baffled by my own work was myself.” — Benoit Mandelbrot
25. “There is a saying that every nice piece of work needs the right person in the right place at the right time.” — Benoit Mandelbrot
26. “I spent half my life, roughly speaking, doing the study of nature in many aspects and half of my life studying completely artificial shapes. And the two are extraordinarily close; in one way both are fractal.” — Benoit Mandelbrot
27. “When people ask me what’s my field? I say, on one hand, a fractalist. Perhaps the only one, the only full-time one.” — Benoit Mandelbrot
28. “An extraordinary amount of arrogance is present in any claim of having been the first in inventing something.” — Benoit Mandelbrot
29. “Now that I near 80, I realize with wistful pleasure that on many occasions I was 10, 20, 40, even 50 years ahead of my time.” — Benoit Mandelbrot
30. “I didn’t want to become a pure mathematician. As a matter of fact, my uncle was one, so I knew what the pure mathematician was and I did not want to be a pure—I wanted to do something different. In fact, I barely missed being number one in France in both schools. In particular, I did very well in mathematical problems.” — Benoit Mandelbrot
31. “I didn’t feel comfortable at first with pure mathematics, or as a professor of pure mathematics. I wanted to do a little bit of everything and explore the world.” — Benoit Mandelbrot
32. “The most important thing I have done is to combine something esoteric with a practical issue that affects many people.” — Benoit Mandelbrot
Benoit Mandelbrot quotes about rationality, chaos, and mental health
33. “For a thinking person, the most serious mental illness is not being sure of who you are.” — Benoit Mandelbrot
34. “To the imagined rational man, the two games are mirror images; the choice to gamble or not should be the same in both. But to a real, irrational man, who feels differently about loss than again, the two games are very different. The outcomes are different and sublimely irrational.” — Benoit Mandelbrot
35. “It presumes that homo economicus is rational and self-interested. Wrong, suggests the experience of the irrational, mob-psychology bubble and burst of the 1990s.” — Benoit Mandelbrot
36. “No one is alone in this world. No act is without consequences for others. It is a tenet of chaos theory that, in dynamical systems, the outcome of any process is sensitive to its starting point-or, in the famous cliche, the flap of a butterfly’s wings in the Amazon can cause a tornado in Texas.” — Benoit Mandelbrot
37. “But clearly, the global economy is an unfathomably complicated machine. To all the complexity of the physical world of weather, crops, ores, and factories, you add the psychological complexity of men acting on their fleeting expectations of what may or may not happen-sheer phantasms.” — Benoit Mandelbrot
38. “The most complex object in mathematics, the Mandelbrot Set, is so complex.” — Benoit Mandelbrot
39. “Both chaos theory and fractal have had contacts in the past when they are both impossible to develop and in a certain sense not ready to be developed.” — Benoit Mandelbrot
40. “One couldn’t even measure roughness. So, by luck, and by reward for persistence, I did found the theory of roughness, which certainly I didn’t expect, and expecting to found one would have been pure madness.” — Benoit Mandelbrot
Wise Benoit Mandelbrot quotes that are not about math
41. “Too often, an event’s importance is not recognized until it is too late for proper recording.” — Benoit Mandelbrot
42. “Trouble runs in streaks.” — Benoit Mandelbrot
43. “Markets have a personality.” — Benoit Mandelbrot
44. “There is a joke that your hammer will always find nails to hit.” — Benoit Mandelbrot
45. “Nobody will deny that there is at least some roughness everywhere.” — Benoit Mandelbrot
46. “Take the old one about the engineer, the physicist, and the economist. They find themselves shipwrecked on a desert island with nothing to eat but a sealed can of beans. How to get at them? The engineer proposes breaking the can open with a rock. The physicist suggests heating the can in the sun until it bursts. The economist’s approach: “First, assume we have a can opener…” — Benoit Mandelbrot
47. “Bottomless wonders spring from simple rules, which are repeated without end.” — Benoit Mandelbrot
48. “Think not of what you see, but what it took to produce what you see.” — Benoit Mandelbrot
49. “Asking the right questions is as important as answering them.” — Benoit Mandelbrot
50. “Order doesn’t come by itself.” — Benoit Mandelbrot
What did you learn from these Benoit Mandelbrot quotes?
Computer scientists, meteorologists, and economists all use aspects of his innovative work or the Mandelbrot set. Mandelbrot’s groundbreaking work with computer graphics created a whole new way to integrate computers in mathematics.
An economist and stock market analyst are familiar with Mandelbrot because he used his theory to explain volatility clustering. He taught us that tame market days (occurring when the price changes less than 3%) are followed by other tame days. Consequently, those “wild” days are often followed by other wild days. So, how does Mandelbrot’s theory help you make money?
Well, it means that you are in a correction or a bear market (or that one is coming). It doesn’t matter which direction the chaos causes the market to move. Whether the market goes up or down is irrelevant, a big move in either direction is a signal that should not be ignored.
How else do we use fractals in our everyday lives? Artists like Jackson Pollock have used them to create stunning pieces of art. Fractals are used in biological sciences too, like helping us understand how bacteria grows. Fractals really are all around us in nature, from things like clouds to food like broccoli.
What’s your biggest takeaway from these Benoit Mandelbrot quotes and sayings? How do you use fractals in your life? Let us know in the comment section below.


FDTC Math department faculty act as academic advisors to students
pursuing an Associate of Arts degree.
Below are some links that Associate of Arts degree students may find helpful.
The links will be checked periodically, but if any links are broken or not helpful please contact us in an email to email@example.com.
At FDTC, developmental math courses are offered to students in a blended format. This is not the traditional lecture math course that most students
have always experienced. Instead, students follow a schedule of requirements and work individually on a computer in order to actively learn mathematics.
Each student has the opportunity to watch videos, look at worked-out sample problems, work math problems, receive immediate feedback, and take tests --- all on the computer.
Mathematics Department Website
Florence-Darlington Technical College - Florence, South Carolina