At the heart of all of these changes is the idea that children learn best when they have opportunities to explore and make sense of mathematics and when teachers have opportunities to hear and respond to children’s ideas. Talk about the ways math integrates with visual arts and music. Subscribe To Our Newsletter To Get Content Delivered To Your Inbox. By doing so, teachers make math fun and visually appealing, sparking interest in kids and getting them engaged in class.
Students can choose to divide into teams of 3-4 members each. Games also foster a home-school connection when they’re sent home for extra practice.
“By combining mathematics and art in these activities, the workshops will also encourage a collaborative environment were students work together to find solutions and meaning by building a stronger community through trust and empathy.”.
The excitement comes from the knowledge that we know what to do — in both K-12 and higher education — to prepare teachers to teach mathematics in meaningful and equitable ways. When they returned to the US, they developed the organisation dedicated to providing arts-integrated workshops in math to students worldwide who would benefit most. Yet it is also a challenging time to be a mathematics teacher educator because these teaching practices are not being used in most classrooms and schools. In a similar vein, a teacher in Uganda managed to spur interest in his Primary Six math class at St Charles Lwanga Kyotera Primary School by incorporating music in his lessons to make it more relatable. Many teachers have negative attitudes toward math based on their own school experiences. It may seem like playtime but they are actually learning new things without even realising. You don't really need anything other than paper and a fake letter from Beyonce to the class to do this exercise. In everyday life we represent numbers which are created in base 10 (denary numbers). Finished all the way to 360 degrees? However, expecting teachers to have the sole burden for changing these systems is not only ineffective, but also ethically problematic. Corey Drake is associate professor of teacher education and director of teacher preparation at Michigan State University’s College of Education.
The reflections were given names like 'mirror-mirror'. Allow them to discover what works and experience setbacks along the way as they adopt a growth mindset about mathematics. Comparing my students today with the students I had 20 years ago, I think that the last had more imagination in finding ways to solve problems and more creativity. Can your students to represent their name in a similar code? In response, make decisions to go faster or slower or put students in groups. It is true that the teaching of maths and science should be related to students’ lives, by giving them examples of where we can use this certain knowledge in real life to benefit ourselves.
Using art can help students understand mathematical concepts like geometry. So you don’t take away their thinking, but you help them move forward to a solution,” she says.
It really is a great fun lesson and can be as structured or as freefall as you want it to be. Why does that strategy make sense? ), Join the WeAreTeachers Influencer Network. Related: Memorizers are the lowest achievers and other common core math surprises. “Together, think through the tasks and possible student responses you might encounter,” says Andrews. Why did that strategy work? A great way to engage students is to find math problems that may only have one answer but have more than one way to arrive at the answer. The kids were throwing their “meteors” in the air. It’s a high school math teacher’s job to come up with innovative and creative ways to engage all students, even the disinterested ones. Online charter schools offer students the ability to get creative with their math resources—turning to apps, websites, and online programs to help them literally solve the problems in front of them. So what about investigating some maths on what happens behind the scenes every time they use them? I tried putting students in the role of designers for 'Aqua', a high end swimming pool designer. Grades. This can make it difficult to promote engagement and discussion among students. Math anxiety should be tackled from an early age, preventing it developing further into adulthood. Memorization does not foster understanding. Students can pick problems to solve for homework from a menu bank with a variety of problems, however they are required to solve a certain amount. The US system (I cannot speak for the British system) seems overly focused on a goal of getting kids ready for and through calculus, with little appreciation for anything else along the way. But sound instruction and good test scores aren’t mutually exclusive. Download the PDF from here.
You can also make up your own. Save my name, email, and website in this browser for the next time I comment. Early Childhood Today Editorial Staff. Suddenly, they realise mathematics is connected to them.”.
It’s a high school math teacher’s job to come up with innovative and creative ways to engage all students, even the disinterested ones. They loved it! @WilemonSTEAM #makemathfun pic.twitter.com/w1uI7aAvCC, — Sarah Block (@Sblockteach) 25 January 2019. One of my favourite activities is to use spaghetti to introduce trigonometric graphs. See more ideas about High school math, Math teacher, High school math teacher. With regards, Kostas Zournas, physicist in DeLaSalle High school, Thessaloniki, Greece, Your email address will not be published. Props will help students with a variety of learning styles, such as visual, haptic, and kinesthetic. Please contact the developer of this form processor to improve this message. The first team to get the problem correct gets a point. Creating a high school math classroom with engaged, interactive students is not an easy task. Sennono said that a teacher should be creative and develop ways of motivating his pupils, and that for them to love mathematics, they should see the teacher as an entertainer using activities within their environment such as stories and songs as a guide. For example, you can use LEGO bricks to teach a variety of math skills , including finding area and perimeter and understanding multiplication. So we decided to create a dance routine based on the symmetries of the square. I really don’t know how the educational system works in Canada and the U.S. , but from what i see in Greece, changes have to take place, but we should not forget that whatever the changes will be, the teaching of maths requires precision, clarity in definitions and a large variety of examples used by the teacher, that will work as a spark in an attempt to challenge students’ minds. Students designed a swimming pool and measured the perimeter for the gold, which they then calculated the cost of (plus their design time, plus a profit margin) and wrote a quote back to the happy couple. On the other hand, math tests are necessary because understanding of mathematics is like a chain reaction – to succeed it needs every single ring of the chain- therefore a student must certify that is eligible to proceed to the next math level.
Patricia Hall Jones, a teacher from Georgia, US, started a blog many years ago where she advocated for the importance of art in education. Part of why students find math difficult is because they perceive it as complex and ambiguous. Start by discussing the goal for the math lesson, what it will look like, and plan as a team to be most effective.
Now students use a piece of spaghetti to mark the unit distance from the origin at 15 degrees to the x-axis. Is arts integration in schools all it’s cracked up to be. If A = 1, B = 2, C = 3 what is the definition of this word?
Meaningful math education goes beyond memorizing formulas and procedures. While these kinds of small changes can help teachers develop their teaching practices and can lead to increased learning for their students, classroom-level changes will ultimately only lead to, at best, incremental change in the status quo of the larger systems of mathematics education in the United States. The denary number 19 in base 2 is 10011 [16 + 2 + 1] – so what are the next two column headings after 16?
Here are some great examples of how math can be fun for students: Making it relatable. We've done this activity with our new intake (on transition days) for the past two years and it's been superb. Reflect on what did and didn’t work to improve your practice. The teams then compete with each other based on which flies the farthest and they use the information from their flights to try to calculate its speed. Over-reliance on test prep materials and “drill and kill” worksheets steals instructional time while also harming learning and motivation. We’d love to hear. You can’t teach in a vacuum. Teachers can also use games, puzzles and classroom competitions to teach math concepts in class. Related: Stop all the testing in math and set free a generation of American mathematicians. “True learning happens a lot around talking and doing math—not just drilling,” she says. What do you feel are the most important strategies in teaching mathematics? It really matters that you can’t just be an expert in mathematics. See more ideas about Math, Teaching math, Functions activity.
Super Typhoon Nina Wind Speed, Munich Air Disaster Memorial Site, Superhero Real Names, Super Typhoon Nari, Most Goals In Champions League, Wolf Man Movies, Arrogant Tae Booking Site, Synergy Group, Colonial Religious Music, Chocolate Mint Recipes, Oregon Ducks Football Uniforms History, Nba Showtime: Nba On Nbc Arcade, Brach's Candy Canes, How To Make Google Sing, Famicom Tantei Club Series, Powell Ripper Deck, Stanley Park Trees, Trigger Warning Essay, Jashaun Corbin High School, Major Companies In Downtown Los Angeles, Flow Festival, Rage Bob Woodward Amazon, Christmas Instagram Captions, Cledus T Judd Wife, Mercer Acceptance Rate, Winged Migration 4k, Farkle Definition, Joyful Burger, Zipline Whistler, Raven Titans, My Hero Essay, Synergy Development & Construction, Llc, How To Watch Ohio State Live, Wonder' Author, Wlsk Phone Number, Macbook Pro Keyboard Numbers 1-9 Not Working, Art Movements Pdf, Average Temperature For November 2019, Nottingham Forest Manager, Sec Basketball Recruiting 2020, Cultural Convergence In A Sentence, Courchevel Piste Map, Gorath Monster, Css Fade Text To Transparent, American University Gpa And Sat, Sabrina Lloyd Sliders, Clemson Strength And Conditioning Coach Salary, Pile Of Clothes Dream Meaning, Rutgers Baseball, Living In Moscow, Idaho, Bandcamp Waiving Fees, Emoji Copy And Paste, Peter Macdissi Instagram,


Free download multivariable calculus solution manual by james stewart PDF Multivariable calculus. Several of precalculus stewart 6th edition solutions manual are for sale for free while others are payable. Com FREE SHIPPING on qualified orders. Find great deals on eBay for multivariable calculus stewart.
Use features like bookmarks, note taking and highlighting while reading Multivariable Calculus. This also comes with the solutions text book that contains solutions to each and every problem in the book. Multivariable Calculus Solution Manual By James. Calculus Early Transcendentals 8th Edition ( ). Download with Google Download with Facebook or download with email. Shop with confidence.
James Stewart' s CALCULUS texts are widely renowned for their mathematical precision and accuracy, clarity of exposition, and outstanding examples and problem sets. In the Eighth Edition of CALCULUS: EARLY TRANSCENDENTALS, Stewart continues to set the standard for the course while adding carefully revised content. Pdf DOWNLOAD HERE 1 / 2. Calculus, 8th edition PDF download. How is Chegg Study better than a printed Calculus student solution manual from the bookstore? Student Solutions Manual For Stewart' s Essential Calculus 2nd Pdf.This item: Student Solutions Manual, Chapters 10- 17 for Stewart' s Multivariable Calculus, 8th by James Stewart Paperback CDN$ 26. Calculus, James Stewart, Multivariable, Multivariable Calculus, Stewart, Vector Calculus. Download with Google Download with Facebook or download with email James Stewart Student Solutions Manual, Chapters 10 17 for Stewart’ s Multivariable Calculus, 8th Cengage Learning ( ). Buy Multivariable Calculus - Student Solution Manual 8th editionby James Stewart for up to 90% off at Textbooks. In the Eighth Edition of CALCULUS, Stewart continues to set the standard for the course while adding carefully revised content. How is Chegg Study better than a printed Multivariable Calculus 8th Edition student solution manual from the bookstore?
Pdf - Free download Ebook, Handbook, Textbook, User Guide PDF files on the internet quickly and easily. Millions of students worldwide have explored calculus through Stewart' s trademark style, while instructors have turned to his approach time and time again. Calculus, James Stewart, Multivariable Calculus, Stewart, Vector Calculus Download Solution Manual for Calculus: Early Transcendentals - James Stewart - 6th Edition | Free step by step solutions to textbook, solutions and answers here! NOW is the time to make today the first day of the rest of your life.
Student Inquiries. You can find most any textbook here. Multivariable Calculus 8th Edition by James Stewart solution manual. Student Solutions Manual to Stewart' s Multivariable Calculus, 6th edition. Online homework and grading tools for instructors and students that reinforce student learning through practice and instant feedback Student solutions manual calculus early transcendentals 8th edition pdf. James Stewart- calculus 7th Edition.
Download it once and read it on your Kindle device, PC, phones or tablets. 23 Only 1 left in stock. Student Solutions Manual for Stewart' s Multivariable Calculusteacher' s editions and solutions manuals.
Watch Queue Queue. His patient examples and built- in learning aids will help you build your mathematical confidence and achieve your goals in the course. Direct download via HTTP available as well. Stewart was the author of a best- selling calculus textbook series published by Cengage Learning, including CALCULUS, CALCULUS: EARLY TRANSCENDENTALS, and CALCULUS: CONCEPTS AND CONTEXTS, as well as a series of precalculus texts. Unlock your Stewart Calculus PDF ( Profound Dynamic Fulfillment) today. Calculus, 7th Edition PDF Free Download, Reviews, Read Online, ISBN:, By James Stewart. What others are saying Instant download Solution Manual For Fox and McDonalds Introduction to Fluid Mechanics 8th Edition Philip Pritchard Item details : Item: Solution Manual Type: Digital copy DOC, DOCX, PDF, RTF in " ZIP file" Download Time: Immediately after payment is completed. For Single Variable Calculus Early Transcendentals 7th pdf Solutions Manual for Multivariable Calculus: Early and Late Transcendentals Stewart - Multivariable Calculus 7th Ed ( c) - student solutions manual. Instant download Solutions Manual for Multivariable Calculus 8th Edition by Stewart Product Descriptions Reflecting Cengage Learning’ s commitment to offering flexible teaching solutions and value for students and instructors, these hybrid versions feature the instructional presentation found in the printed text while delivering end- of- section. 28 STUDY GUIDE FOR SERVSAFE MANAGER 6TH EDITION.
CALCULUS 6TH EDITION SOLUTION MANUAL LARSON PDF. Interactive student. Multivariable Calculus - Kindle edition by James Stewart.
File; Calculus 5th Edition - James Stewart. 6th edition solutions manual is devoted to giving you the absolute MANUAL.


our take on numerology
Numerology is the mystical relationship between numbers and coinciding events. Very much like astrology, it is a means of divination, based on the study of the numerical value of the letters in words, names, and ideas.
"Numbers are the Universal language offered by the deity to humans as confirmation of the truth."
Pythagoras, the Greek mathematician, is said to be the originator of much of what we call numerology today. He believed that everything had a numerical relationship and it was up to the mind to seek the secrets of these relationships or have them revealed by divine grace.
numbers in religion
Numbers also have a strong significance in religions such as Christianity and Judaism. They play an important role in Judaic ritual practices and are believed to be a means for understanding the divine. It is the same in Christianity and are key in deciphering the esoteric meanings of the bible itself.
Now we have calculators that do all the work for us. Or we can ask Siri or Alexa to calculate anything we can imagine. But sometimes doing things the old-fashioned way can be so very satisfying. Want to figure out your numbers? We think it’s pretty fun.
They have a simple breakdown of how to find your number and what it means. There are different numbers, such as the birth path number and the name number. It’s fun to explore and learn about the meaning behind certain numbers. Who knows, you might start seeing patterns in your life. Then you’ll know what it means!


Year 5 Mr Paylor
Reception Miss Jordan
Year 1/Reception Miss Wells
Year 1 Ms Wright and Mrs Daynes
Year 2 Mr Bosher
Year 2 Miss Hall
Year 3 Mrs Molenaar
Year 3 Mrs Chadwick and Mrs Hadlow
Year 4 Mrs Tibbenham
Year 4 Miss Carr
Year 6 Mrs Jinks
Just when we thought it couldn't get any better than the astonishing adventure that was Shackleton's Journey, we find ourselves already intrigued by our new text, VARMINTS. As we continue our voyage through the Power of Reading, Year 5 will focus on range of fiction and non-fiction writing using VARMINTS as a stimulus to inspire and enlighten their imaginations. Alongside this, we shall also be reading Holes by Louis Sachar to support out reading comprehension and broaden our horizons when it comes to reading for pleasure.
During our Maths sessions, we shall begin focusing on developing our understanding of decimal numbers as well as using decimals numbers besides the four mathematical operations. Every week, we shall be carrying out mathematical investigations to assist our understanding and reasoning skills, not to mention weekly arithmetic practice to help build our confidence.
Year 5 are also lucky enough to be joined by Skill Force for the entirety of the term, who will be teaching your children team work and survival skills as a part of our In the wild! topic, which will also be the focus of our Geography, Science, Art and D&T sessions. This term, P.E shall be focusing on those sports disciplines associated with Sports Day which I am sure all of you have already started training for.
Here's to a fantastic summer term and wonderful end to another year at Leiston Primary School.


Aldous Huxley once wrote that “Consistency is contrary to nature, contrary to life. The only completely consistent people are the dead.”
That may be so, but among the living there is natural variation or, as psychologists like to say “individual differences”, in consistency across individuals.
In a recent paper, my colleagues, Chris Karvetski, Kenneth Olson, Charles Twardy, and I examined whether we could leverage that variation in consistency or logical coherence to improve the accuracy of probabilistic judgments aggregated across a pool of individuals.
Although judgment and decision-making researchers have long been interested in how coherent and how accurate people are in making judgments, relatively few studies have examined how accuracy and coherence are related to one another.
Coherence does not imply accuracy. To see why, imagine I had a fair coin and I asked you what the chances were that it would come up heads on a coin toss. Let’s say you said 30%. Now suppose I also asked you to give me your estimate of the chances that it will come up tails, and you said 70%. Given there are only (and, yes, let us assume there are only) two possibilities — heads or tails (and no coins landing standing up) — the chances assigned to those two outcomes must sum to 1.0. This is what’s known as the additivity property in probability calculus. And it is a logical necessity. While there are an infinite number of ways to divide the probability of something happening into the two mutually exclusive and exhaustive possibilities — namely, a probability of 1.0 that the coin will land on heads or on tails — it is a logical necessity that they add up to 1.0. To put it more succinctly, they must add to 1.
So, in the example, your estimates are coherent, at least in the sense that they are additive, but clearly they’re not accurate since, by definition, a balanced coin has an equal chance of landing on heads or tails. In other words, your estimate of landing on heads (30%) should have been raised by 20 percentage points, while your estimate of landing on tails (70%) should have correspondingly been lowered by 20 percentage points.
One can be coherent, but inaccurate. However, if one is incoherent, then one has to be inaccurate. But, in making this statement, we have to be careful not to imply that those who are incoherent are necessarily less accurate than those who are coherent. Imagine you had said that there was a 50% chance of landing on heads and a 70% chance of landing on tails. Clearly, these estimates are incoherent because they are not additive. They add up to more than the probability that something will happen — namely, 1.0.
A sidebar: Note that because that probability — P(something happening) = 1.0 — is less than the sum of the probabilities assigned to the heads and tails outcomes, we say that the estimates are subadditive (e.g., see Tversky & Koelher, 1994). I know…. It might have been less confusing to say that the probabilities are superadditive because they add up to more than 1.0, but as Einstein said “it’s all relative.” Now that we’re stuck with these semantic abominations, we better just use the terms consistently. And, by the way, yes, superadditivity refers to cases where the probabilities of heads and tails (in our example) sum to less than one. Go figure! But, as well, just get over it.
So, back to our example. Your estimates are incoherent because they don’t respect the additivity property. But, your estimates are also more accurate than in the first example. The simple way to think of this is that your first estimate is now bang on: P(heads) = 0.5. Meanwhile your second estimate is no worse off than in the first example. You’re still 20 percentage points over on tails.
Another way of comparing the relative accuracies in the two examples is to calculate the difference between the estimated probability of each outcome and its true probability, square the differences, and then take the arithmetic average (the mean) of those values. If we do that in the first case, where you’re coherent, the mean squared error is:
MSE = [(0.3 – 0.5)^2 + (0.7 – 0.5)^2]/2 = 0.04.
While in the second example where you were incoherent, the same measure yields:
MSE = [(0.5 – 0.5)^2 + (0.7 – 0.5)^2]/2 = 0.02.
Since MSE = 0 represents perfect accuracy on a ratio scale of measurement, we see that you were twice as inaccurate when coherent than when you were incoherent.
So, incoherence doesn’t imply greater inaccuracy, but it does imply some inaccuracy. That much is necessitated, and to see why think about what incoherence implies when at least one of your estimates is correct. If, as in the previous example, your estimate of the probability of a heads outcome is correct, then it would also be correct to say that the probability of the only other possible outcome would have to be 1 minus that probability, which would be 0.5 in our case. So, any form of nonadditivity implies that across all the estimates given, there has to be some inaccuracy. It might be that all estimates are inaccurate — that we don’t know, in principle — but we do know, in principle, that some estimates must be inaccurate if logically related estimates violate the constraints of logic.
I’ve gone through these points, in part, to clarify that the question my colleagues and I posed is one that requires empirical investigation. We cannot simply assume that people who are more coherent are more accurate.
Nevertheless, our hunch was precisely that. We expected that people who offered probability estimates for logically related sets of items that were relatively more coherent would also show relatively better accuracy on those same items.
Unlike the coin-toss examples, we used questions where there was a clearly correct answer that served as the benchmark of accuracy. For instance, an experimental subject might be asked to give the probability that “Hydrogen is the ﬁrst element listed in the periodic table.” They would cycle through 60 such problems, in each case assigning a probability from 0 to 1, and then they would come back to a related one. This process would repeat itself four times until subjects completed all 240 questions. The related problems which appeared in these spaced sets of four all had the structure A, B, (A U B), and ~A (where U means “union” and ~ means “not”). As well, the problems were chosen so that A and B were mutually exclusive but not exhaustive — in other words, B was not equal to ~A, but always a subset of it.
Accordingly, a logically coherent subject would be required to give estimates that respect the following:
P(A) + P(~A) = 1.0.
P(A) + P(B) = P(A U B).
P(B) <= P(~A).
For instance, imagine:
A = Hydrogen is the ﬁrst element listed in the periodic table.
B = Helium is the ﬁrst element listed in the periodic table.
A U B = Helium or hydrogen is the first element listed in the periodic table.
~A = Hydrogen is not the ﬁrst element listed in the periodic table.
So, since A is true, a perfectly coherent and accurate set of assessments would be:
P(A) = 1.0.
P(B) = 0.
P(A U B) = 1.0.
P(~A) = 0.
In our first experiment, which I’ll focus on here, the actual order of these elements was randomized. We spaced and randomized the related items to minimize the chances that subjects would realize their logical relationship to each other, which might in turn reduce variability in incoherence across subjects.
The first thing we wanted to test was whether simply transforming subjects’ judgments so that they were made to be as close to a coherent set as possible would improve accuracy. It did. Using the same MSE measure we used earlier (called a Brier score, when the true values are represented by 1 for True and 0 for False), we found about an 18% improvement in accuracy simply by forcing the estimates into a coherent approximation. The paper goes into detail on how that’s done, but for our purposes here, consider the simple coin-toss example, where you said P(heads) = 0.70 and likewise for tails. That’s subadditive since the two probabilities add up to 1.40 rather than 1.0. We could simply adjust them, however, so that they maintain the same proportion of the total probability, but change the total so that it’s 1.0. In this case, each of our estimates changes to 0.50. We found that doing this — what we and others call coherentizing the estimates — helped to improve accuracy.
But, we also wanted to test whether the global accuracy of the entire subject sample could further be improved by weighting each subject’s contribution to a pooled estimate for a given item, A, by the degree of incoherence the subject expressed for the set of four items. That is, the less coherent one is for a given set of related items, the less they would contribute to the pooled estimate for that set. The paper describes many different instantiations of that approach, but the bottom line is that the most effective of the approaches we tested led to yet another substantial increase in accuracy for pooled judgments above and beyond that yielded by coherentization alone. There was over a 30% increase in accuracy by first coherentizing judgments and then coherence weighting subjects’ contributions to a pooled accuracy estimate.
Figure 8 from our paper, for instance, compares the average Brier score (BS) for an unweighted linear average of subjects to a coherence weighted pool for different pool sizes. As can be seen, the benefit of aggregation levels off rather quickly for the unweighted average but continues to show improvements as a function of pool size increases over a much greater range.
When the accuracy improvement was broken down further, it translated into improvements to both calibration and discrimination. Calibration is a measure of reliability. A reliable probabilistic forecaster or judge will assign subjective probabilities that over time correspond with observed relative frequencies. So, if in 100 cases where a forecaster says he’s 80% sure the event will happen, the forecaster would be perfectly calibrated if 80 of those events occurred and 20 did not. Same would go for all the other probabilities assigned between 0 (impossibility) and 1 (necessity).
Discrimination, on the other hand, has to to with how well the forecaster or judge separates events into their correct epistemic or ontological categories. In our experiment, that involved separating statements that were true from those that were false. In a forecasting task, it might involve separating events that eventually occur from those that don’t.
One could have perfect calibration and the worse possible discrimination if one simply forecasted the base rate of an event category. For instance, in the balanced coin example, simply assigning a probability of 0.50 to each outcome ensures perfect calibration and no discrimination. In principle, one could also have perfect calibration and perfect discrimination if one were to behave like a clairvoyant — namely, by always correctly predicting outcomes with complete certainty. In principle, one could also discriminate perfectly and be completely uncalibrated. If, for instance, I forecasted like a clairvoyant except that every time I predicted occurrences with certainty the events didn’t occur and every time I predicted non-occurrences with certainty the events did occur, then I’d still have perfect discrimination because I did separate occurrences from non-occurrences. However, it’s clear that I’ve mislabeled my predictions. Such behavior is sometimes called perverse discrimination since it is odd to mix perfect discrimination with backward labelling. And sometimes it’s called diabolical discrimination (under the assumption that the forecaster or judge is trying to mislead an advisee).
Our approach benefitted both calibration and discrimination. This is important because many optimization procedures (e.g., extremizing tranformations; see, e.g., Baron et al., 2014) tinker with calibration, but leave discrimination unchanged. Yet, arguably, what matters most in many contexts involving probabilistic judgment is good discrimination — separating truth from falsity, occurrence from non-occurrence, etc.
So, we can indeed leverage the natural variation in forecasters’ logical coherence by eliciting sets of related judgments from them and then using the expressed incoherence to optimize their forecasts and optimize their forecasts’ contribution to a pool of weighted forecasts.
Oscar Wilde once said that “Consistency is the hallmark of the unimaginative.” Maybe so, but as we have learned, consistency — at least logical consistency — is also a hallmark of the accurate. That may be less quotable, but in practice it can be quite useful to know.
Credits: the opening image was found here. Apparently, it’s from punk zine called Incoherent House and was the front cover of the forth issue. Things you learn while searching for the odd image.


Polar Graph Paper Printable. The first contribution is the canon of. Along with these, options such as quadrant graphs, horizontal graphs, dotted graphs, vertical graph sheets or graphs having normal or heavy lines on.
Polar Graph Paper Template Free Download from www.formsbirds.com
This specific template has a bit more space between the lines allowing for a more relax writing style. Having a 1/2 inch graph paper available to be used at all times can be challenging. You have grids varying with axes, labels and window sizes.
Polar Graph Paper Template Free Download
Download this printable lined paper in pdf format and enjoy your newly created writing paper. Positive quadrant (0 to 20): College ruled lined paper template; This 8.5 x 11 line graph paper is.
College ruled lined paper template; Polar graph paper is a type of graph paper that is used to draw graphs and diagrams in polar coordinate system. One full page polar graph paper (blank paper) one full page polar graph paper (45º rays, no concentric circles, labeled scales) one page of four smaller polar grids (30º rays, no scales) dot paper. Print as much as you want.  mystery picture worksheets, these worksheets provide the coordinates of points that, when plotted, reveal.
1 in 1 | 2 in 1. Be sure to browse from our large collection of polar, grid, isometric, engineer, line, weighted and dotted paper graphs, among others. A pie chart (or a circle chart) is a circular statistical graphic, which is divided into slices to illustrate numerical proportion.in a pie chart, the arc length of each slice (and consequently its central angle and area) is proportional to the quantity it represents. Simply download and print, they are free of charge! Polar graph paper pdf generator check out our many other free graph/grid paper styles.
Polar graph paper is a type of graph paper that is used to draw graphs and diagrams in polar coordinate system. Polar graph paper is used when graphing polar coordinates. Full or semi log up to 6 cycles. Tool to generate polar graph paper also known as. (no spam, ever!) subscribe (free!) this paper is available free for download.
Along with these, options such as quadrant graphs, horizontal graphs, dotted graphs, vertical graph sheets or graphs having normal or heavy lines on. Home puffinpaper best seller waterproof laser / copier waterproof inkjet paper waterproof notebooks waterproof field books 11x17. Polar / hybrid graph papers. Get 50 of our best printable papers in one convenient download for $19 printable paper has been featured by lifehacker, kim komando, woman's world magazine, and the today show. Polar graph paper, also known as polar coordinate paper, is a graph paper with concentric circles (with equal spacing between them) that are divided into small arcs.
This graph paper has sections that compress large ranges of values allowing you to plot large and small numbers while still being able to see everything. Find the polar graph papers with 15 concentric circles, trigonometric graph paper and more. College ruled lined paper template; Simply download and print, they are free of charge! This specific template has a bit more space between the lines allowing for a more relax writing style.
Graph paper, coordinate paper, grid paper, or squared paper is writing paper that is printed with fine lines making up a regular grid.the lines are often used as guides for plotting graphs of functions or experimental data and drawing curves.it is commonly found in mathematics and engineering education settings and in laboratory notebooks.graph paper is available either as. Simply download and print, they are free of charge! But many teachers might prefer that you measure angles by yourself using a protractor on blank paper. 1 in 1 | 2 in 1. Graph papers are used by mathematicians and engineers for ages.
Full or semi log up to 6 cycles. Polar graph paper (for 11x17 paper) a traditional grid with horizontal and vertical lines is designed to plot cartesian coordinates where a location is represented with a. Available in.pdf format, just download it, open it in a program that can display pdf files, and print. One full page centimeter dot paper. You will then need something like the free printable polar coordinate graph paper.


Are you looking for a way to get kids to practice math skills? You can use commercial math games, but they can be expensive.
For a fun math toy game that kids can use to practice addition or multiplication, just grab a card set and you're good to go.
Image Source: Google
Yes, believe it or not, there are a number of math games in this card game. To get started, try this out, then try making your own. You can practice adding, multiplying, comparing numbers, and many other math skills.
This game is the ideal way to practice. Use a deck of cards with suit cards removed. Ace counts for one. Give all cards to all players. Each player turns over the cards at the same time and the two numbers are multiplied together. If the answer is under 30, players under 30 get a card. If more than 30, the player keeps more than 30 cards.
If the answer is exactly 30, each player takes their card back and places it back on their deck. If all cards have been played, the winner is the person with the most cards.
The biggest number
Kids will love this fun math game that includes comparing numbers. Only use aces for this game. Then select the number of digits to be used in the numbers for this game, eg. Two-digit numbers such as 24; 3 digit numbers such as 713.
This number of cards is distributed to each person. The players arrange their cards so that they form as many numbers as possible with the cards dealt. The player with the highest number in each round wins one point. The winner is the player who wins the most points.


Tuxmath (because this is the abbreviated name of this program) is an educational game for children, in which you can demonstrate the skills of rapid counting. The program is based on four basic mathematical activities; adding, subtracting, dividing and multiplying in the numbers from 1 to 100. We control a small penguin who to save his planet from a hail of meteors must shoot them all down as soon as possible. Each of the meteors contains a mathematical action that should be quickly resolved. Providing the correct result equals the elimination of a single meteorite. Over time, the difficulty of the game increases.
AstroGrav is a tool that allows you to precisely simulate the behavior of planets in the solar system. He deals with the calculation of gravitational interactions that occur between all bodies in space.
GeoGebra is a graphing calculator for functions, geometry and statistics. Geometry, algebra, table construction, statistical and arithmetic operations are combined here. It is possible to use equations, plotting graphs in 2D and 3D modes, etc.
WinStars is a program that, with the help of the latest 3D technologies, will help to make a very realistic and exciting tour of our solar system. With WinStars you can determine the current location of the automatic probes Voyager 1
Kurso de Esperanto is a multimedia program for self-learning Esperanto. This one-of-a-kind language, and also a way of verbal communication between multinational nations is a kind of "shortcut" in mutual communication. It is true that this language has gone virtually to nothing, but its supporters treating it even as a curiosity or hobby, to this day there is no shortage all over the world.
Earth Live Sharp is a tool for capturing real-time images of the Earth from Himawari 8, a Japanese weather satellite. The downloaded photos can be set as wallpaper for the desktop of the Windows operating system.


Math has been rebuilt from zero. Free slideshow @ http://www.j.mp/BharatanMaths Jonathan J. Crabtree Elementary Mathematics Historian / Guest Speaker Melbourne Australia http://www.jonathancrabtree.com (Web) http://www.j.mp/HinduMaths (Lecture IISER Pune) http://www.j.mp/IndiasMaths (PPT) http://www.j.mp/2020Maths (Above as PDF) http://www.j.mp/BrahmaguptanPlane (Latest Paper PDF) http://www.j.mp/TeachIndianMaths (Online Maths Ed. Petition) https://scholar.google.com.au/citations?user=jM4nQygAAAAJ BACKGROUND INFORMATION Having initially studied economics at the University of Melbourne, Jonathan J. Crabtree is an autodidact, studying the history of mathematics since 1983. His first paper was on the history of Euclid’s definition of multiplication. Euclid's definition of multiplication had been incorrectly translated into English in 1570 and was NEVER corrected! His next paper explored the writings of Descartes and Newton. Another paper presented in Hungary spanned the writings of Diophantus, Cardano, Euclid, Liu Hui and Brahmagupta. It was in Europe that Crabtree was spotted by Dr S. R. Santhanam, President of AIMER, who invited him to give similar lectures in India. Crabtree's second tour of India was organised by Dr D. K. Sinha, President of the AIMT. Today, elementary maths historian Jonathan J. Crabtree is known as a guest lecturer at Indian mathematics conferences, schools and universities. Having reviewed writings in Latin, Greek, Arabic and Sanskrit, his provocative presentations reveal how India’s ‘lost’ ancient mathematics of Bharat is superior to the western maths taught today. LATEST 2020 INTERVIEW http://www.j.mp/SoftPowerMaths LATEST 2020 ARTICLES http://www.j.mp/Mathstakes http://www.j.mp/Brexitmaths AIMER = Associate for International Mathematics Education and Research AIMT = Association for Improvement of Mathematics Teaching === David Letterman Mathematics Prodigy Genius Daniel Tammet Math 3.14 Pi Day.


Mathematical Exercises and Proofs
In the second image, we have a sketch of a possible tiling of a rectangle using different sizes of squares. We then calculate how long and wide each square is by solving an equation. Then on the next page, we draw a more accurate picture using these side lengths. At the bottom of the first page, we show that 999*2 + 90 equals 2088, and that 999*8 + 90 equals 8082, which have the same digits. At the bottom of the second page, we prove by calculation that the difference between the squares of two sums always equals equals a perfect cube.
The third and fourth images show the same, but with me in them, as well.
In the fifth image, we have a proof that every perfect number that is even must end in 6 or 8. This is because of modular arithmetic.
In the first image, we have a proof of the geometric theorem that the squares of all the sides of a parallelogram add up to the same as the sum of the squares of both diagonals, which is like a Pythagorean Theorem for parallelograms.
Happy New Year 2020!


Number recognition and counting from 1-100 is the foundation of math. After your child can identify a number, the next skills taught are skip counting (counting by 2's, 5's, and 10's) and identifying numbers on a hundred board. When a child is confident with these skills, it will help with addition, subtraction, money, and patterns.
Everyone has been learning skip counting skills through active participation and social interaction. These partner activities are non-threatening learning situations. You may need to have your keiki practice at home so they master this skip counting skill. They will be required to skip count by 2's, 5's, and 10's individually by January 2015.
K-1 keiki are asked to bring in an empty Campbell Soup can (10 3/4 oz) by December 1st. If you have any extra empty cans, we would appreciate it, too!
- Monday, November 24th - Kuakini Hale Pulama Mau Visit form due
- Tuesday, November 25th - Library Books due
- Thanksgiving Service in the Temple at 9:00am. Please have your child bring in one canned good for a donation. Appropriate attire: boys - collared shirt and shorts. Girls - pants suits or dresses.
- Book Shares, myON, and IXL (Categories D and E) assignments due
- Wednesday, November 26th - Flu Shots and Nasal Spray administered in the Library
- K-1 and 3-8 Buddy Thanksgiving Luncheon. Please have your child bring in the assigned lunch item
- K-1 Presentation of Learning - The Thanksgiving Story, to their 3-8 Buddy
Until next time,


Nursery & Reception
Nursery have been learning the ‘e’ sound and continuing our work on the number 2. The children have played with Noah’s Ark, made an elephant and hunted for 2 items in the treasure box. We are also starting to get into the festive spirit by making crafts to add to our wall display. In Reception, the children have been learning the digraphs ‘ie, ee and or’. This is a tricky concept to associate two letters with one sound, we have practised on whiteboards, sang our songs and read aloud to each other. In Mathematics, our focus has been on positional language, we have moved objects around the doll’s house such as ‘the boy is behind the house’. This also links to our English focus of ‘We’re going on a Bear Hunt’. All the children can confidently retell the story using actions.
Year 1 pupils have been learning about Peru in search of Paddington Bear’s original home in Geography. We located South America and Peru on a world map before moving on to creating a fact file about Peru. In English, the children have been looking at all the different letters Paddington and Aunt Lucy wrote to each other in our class book ‘Paddington’s Christmas Post’. We are going to use these for inspiration to write to Paddington about our own news. In Maths, the children have been working hard on adding numbers together using ten frames as well as understanding addition word problems within 10. In Sport, we have been working on our tag rugby skills. This week the children practiced their passing whilst a defender tried to get the ball. They then moved on to kicking and seeing how far they could kick a rugby ball.
Pupils have been involved in Anti-Bullying Week – Reach Out. The aim in Year 2 has been to understand what bullying is and why it happens. To understand the purpose of Anti-Bullying Week and the theme of this year, to think of ways that we can all try to stop bullying. The children wore odd socks to show that it it’s never OK to bully people because they are different. By wearing odd socks for Anti-Bullying Week is a way of showing that it’s OK to be different!
Pupils have been practicing their English Speaking Board (ESB) presentations. In PE and Sport, we played hockey, rugby and practice for the up-and-coming athletics tournament. In maths, we have been revising place value and the column method for addition and subtraction. In French, pupils revised the numbers they have learned so far.
In Maths, Year 4 pupils of Windrush Valley Prep School Oxfordshire have learned to multiply and divide by 10, 100 and 1000 and using bar graphs to interpret and record data. We are using our place value charts, to help move the numbers to the left or right depending on if we are multiplying or dividing. In English, we have been learning about determiners and identifying where we would find them, and if they show quantity or possession. In Art, we created some colourful leaf prints using the paints and rollers and in Geography, pupils continued to study different forms of extreme weather
Windrush Valley Prep School Oxfordshire Year 5 pupils have been practising all elements of the English Speaking Board (ESB) exam. In Maths, pupils continued to learn about long multiplication and then used their multiplication skills to solve word problems involving real life scenarios. In ICT the children have continued learning more about coding which included programming sprites to speak, interact and move in different directions.
Windrush Valley Prep School – Year 6 Class
Windrush Valley Prep School Oxfordshire Year 6 pupils have been practising their English Speaking Board (ESB) presentations. The presentation cover a variety of topics ranging from tropical fish and archery to Roald Dahl, and the piano. These talks are a great opportunity for the children to get used to addressing a group and speak confidently – important life skills. In Maths, we have been looking at finding a fraction of a quantity and also picking apart word problems. Miss Shirley continues to coach the class in their Art skills.


4 edition of Statistical methods for the earth scientist found in the catalog.
Statistical methods for the earth scientist
|LC Classifications||QE33.2.M3 T54 1974b|
|The Physical Object|
|Pagination||, 154 p. :|
|Number of Pages||154|
|ISBN 10||0333148002, 0333150058|
|LC Control Number||75319541|
Residual analysis, diagnostics and remedial measures. Multicollinearity. Model building, stepwise, and other model selection methods. Weighted least squares. Nonlinear regression. Models with qualitative independent variables. One-way analysis of variance. Orthogonal contrasts and multiple comparison tests. Use of existing statistical computing. Statistical methods are a key part of data science, yet very few data scientists have any formal statistics training. Courses and books on basic statistics rarely cover the topic from a data science perspective. This practical guide explains how to apply various statistical methods to data.
This is the format adopted by J. C. Davis in his book Staristics and Data Analysis in Geofogy (Wiley, ) and would have certainly helped in this context. The only serious omission is the lack of a proper consideration of the analysis of time series data, which is often encountered and more often incorrectly handled by the earth scientist. The recording and analysis of food data are becoming increasingly sophisticated. Consequently, the food scientist in industry or at study faces the task of using and understanding statistical methods. Statistics is often viewed as a difficult subject and is often avoided because of its complexity and a lack of specific application to the requirements of food science. This situation is changing.
This work, Statistical Methods for Engineers and Scientists 3rd edition (PDF) details the fundamentals of applied statistics and experimental design, presenting a unified approach to data handling that emphasizes the regression analysis. GIRISH CHANDRA, PhD, is a scientist at the Division of Forestry Statistics, Indian Council of Forestry Research and Education (ICFRE), Dehradun, previously worked at the Tropical Forest Research Institute, Jabalpur, and Central Agricultural University, Sikkim. He has published over 25 research papers in various respected journals and one book.
The Rubbers Bros. Comics, Vol. 1 (Rubbers Bros. Comics, Vol. 1)
Foreign Service assignment notebook
A letter to Theobald MKenna, Esq. the Catholic advocate
Stand & deliver
Suicide awareness and prevention
ON POWER & IDEOLOGY
pleasant history of Lazarillo de Tormes
Samuel W. Pryor, administrator.
Athletics of the ancient world
compendium of Kafir laws and customs
Competition from imports of lamb meat
Fruit of the sabre.
Statistical Methods for the Earth Scientist An Introduction. Authors (view affiliations) Roger Till; Textbook. Citations; Downloads; Chapters Table of contents (8 chapters) About About this book; Table of contents. Search within book. Front Matter. Pages i-xiii.
PDF. Statistics and Measurement in the Earth Sciences. Roger Till. Pages 1. Additional Physical Format: Online version: Till, Roger. Statistical methods for the earth scientist. New York, Wiley  (OCoLC) Document Type. Genre/Form: Electronic books: Additional Physical Format: Print version: Till, Roger.
Statistical Methods for the Earth Scientist: An Introduction. Basic statistical concepts and methods for earth scientists By Ricardo A. Olea Open-File Report – U.S. Department of the Interior U.S. Geological Survey. Statistics for Earth and Environmental Scientists presents important statistical concepts through data analytic tools and shows readers how to apply them to real-world problems.
The authors present several different statistical approaches to the environmental sciences, including Bayesian and. This textbook covers statistical inference for data scientists. A rigorous discussion of probability theory and sampling theory is combined with a focus on applied problems and modern data science methods.
This unique textbook provides the basic statistical knowledge needed for any data scientist. Normally statistical methods such us kriging explain authors demonstrate how simple statistical methods can be used to analyse earth science data.
deposit is the focus for the book. Practical Statistics – Statistical methods are a key part of data science, yet Statistical methods for the earth scientist book few data scientists have any formal statistics training.
Courses and books on basic statistics rarely cover the topic from a data science perspective. This practical guide explains how to apply various statistical methods to data science, tells you how to avoid their misuse, and gives you advice on what’s.
Statistical methods are a key part of of data science, yet very few data scientists have any formal statistics training. Courses and books on basic statistics rarely cover the topic from a data science perspective. This practical guide explains how to apply various statistical methods to data science, tells you how to avoid their misuse, and gives you advice on what's important and what's not 3/5(1).
Now being exposed to the content twice, I want to share the 10 statistical techniques from the book that I believe any data scientists should learn to be more effective in handling big datasets. Recently, I completed the Statistical Learning online course on Stanford Lagunita, which covers all the material in the Intro to Statistical Learning book I read in my Independent Study.
Now being exposed to the content twice, I want to share the 10 statistical techniques from the book that I believe any data scientists should learn to be more. Statistical Analysis Handbook A Comprehensive Handbook of Statistical Concepts, Techniques and Software Tools electronic book and web-accessible formats only.
Disclaimer: This publication is designed to offer accurate and authoritative information in regard to is the primary function of modern statistical methods.
Book Name: Practical Statistics for Data Scientists Author: Andrew Bruce, Peter Bruce ISBN Year: Pages: Language: English File size: MB File format: PDF. Practical Statistics for Data Scientists Book Description: Statistical methods are a key part of of data science, yet very few data scientists have any formal statistics training.
statistical methods for spatial data analysis Download statistical methods for spatial data analysis or read online books in PDF, EPUB, Tuebl, and Mobi Format. Click Download or Read Online button to get statistical methods for spatial data analysis book now.
This site is like a library, Use search box in the widget to get ebook that you want. An Introduction to Statistical Methods and Data Analysis/Book and 3 1/2" Disk (Statistics) R.
Lyman Ott. Published by Duxbury Pr () ISBN ISBN Used. Quantity Available: 1. From: Better World Books (Mishawaka, IN, U.S.A.) Seller Rating: Add. A related website features additional data sets, answers to selected exercises, and R code for the book's examples. Statistics for Earth and Environmental Scientists is an excellent book for courses on quantitative methods in geology, geography, natural resources, and environmental sciences at the upper-undergraduate and graduate s: 4.
Statistical methods are a key part of of data science, yet very few data scientists have any formal statistics training. Courses and books on basic statistics rarely cover the topic - Selection from Practical Statistics for Data Scientists [Book].
Martin Widmann is a senior lecturer and climate scientist in the School of Geography, Earth and Environmental Sciences at the University of Birmingham.
His current main research area is regional climate change, in particular the development and validation of statistical downscaling methods. This is the first comprehensive, yet clearly presented, account of statistical methods for analysing spherical data.
The analysis of data, in the form of directions in space or of positions of points on a spherical surface, is required in many contexts in the earth sciences, astrophysics and other fields, yet the methodology required is disseminated throughout the s: 5. When relying on statistical methods that calculate distance functions, it’s even more important to standardize your variables so that you aren’t accidentally placing more weight on some features.
One method to doing this is z-scores. A question that comes up with KNN is what K to choose. Roger Till is the author of Statistical Methods for the Earth Scientist ( avg rating, 0 ratings, 0 reviews), Till Statistical C ( avg rating, 0 rat.Olea, R.A.,Basic statistical concepts and methods for earth scientists: U.S.
Geological Survey Open- File Report –, p. Any use of trade, product, or firm names is for descriptive purposes only and does not imply.This book is envisioned for students and practitioners of the earth and environmental sciences who want to practise statistical tools to unravel real problems.
It offers a variety of tools that are used across earth science disciplines. Statistical methods need to be understood because today's interesting problems are complex and include.


Subjects Currently Available (up to 11 years old)
English, Maths, Science, Geography, History, Italian, French, Greek, Art, Music, Sports Coaching, Special Educational Needs Support, Preparing for School with Fun Phonics and Magical Maths for ages 3-4 years old.
At Primary level all of our tutors are chosen with expertise in the key areas of English, Mathematics and Science. A specialist tutor will be provided for Art, Music, Sports Coaching, Special Educational Needs Support and Modern Foreign Languages. We also provide tutors who focus on 7/8+ and the 11+.
Subjects Currently Available (up to 18 years old)
At Secondary level all of our tutors are subject specific and qualified to teach 13+, GCSE and A-Level.
(4 - 11 years old)
(11 - 14 years old)
(14 - 18 years old)


If you are not sure how much rock, sand or bark you need to order, please use these cubic yard calculators to help you figure that out. Enter the dimensions of the area you want to cover in feet, and then enter the depth that you would like to cover that area in inches. Then click the calculate button to calculate the number of cubic yards you will need.
For bark or mulch, a nice thick depth would be 3 to 4 inches. If you want to cover an area with gravel, 1 to 2 inches should be sufficient depending on the size of the gravel. If you are using 3/4" inch gravel or larger figure on at least 2 inches in depth to get good coverage.
If you want to haul these materials in your own truck, you need to know the weight per ton and the capacity of your truck. As a general rule of thumb, small trucks (1/2 ton) can haul a half yard of gravels and soil or a yard of bark. Large pick-up trucks (3/4 and 1 ton) can haul one yard of heavy material or a couple of yards of bark. Or, we can deliver to your site.


Mathematics GCSE Course
Completing a Mathematics GCSE qualification gives an internationally recognised standard in education. With the brand new Mathematics Edexcel syllabus, students are required to complete a range of units to develop their knowledge of mathematical principles and calculation skills. This course allows students to study all of the requirements for the Edexcel GCSE in Mathematics (1MA1) and perfect their skills through activities, assignments as well as mock examinations, all with the assistance of a professional tutor.
|Study time:||120 hours|
|Enrolment length:||12 months|
|Course format:||Paper based pack|
|Assignments:||8 written assignments and mock exams|
|Entry requirements:||None specific|
Mathematics GCSE Units
Unit 1- Numbers
Throughout this first part of the course we will look at number theory and mathematical basics that will be used in the rest of the course. We will look at how values are represented in mathematics and the different ways we can work with integers, decimals and fractions. A strong knowledge of mathematical vocabulary is vital for success in this field so we will cover a range of operators and symbols.
Unit 2-Ratios, Interest and Measurement
In this second part of the course we will focus on ratios, interest and measurements. These are used very often in mathematics and the skills that we use here will be used throughout the remainder of the course in a number of ways.
Unit 3- Algebra
Algebra is a huge area of mathematics and involves a number of different aspects. In a basic sense, algebra is the replacing of certain values with letters when they are unknown. However, algebra has a huge number of applications and uses, some of which we will consider here.
Unit 4- Geometry
Geometry is the study of angles and shapes within mathematics. In this part of the course we will focus on how geometry can be used for a variety of different reasons and how we can use shapes in two and three dimensions to show many different situations.
Unit 5- Probability
Using probability is something that will help you to understand situations where different outcomes are possible. In this part of the course we will cover many different areas of probability so that you have a great understanding into this vast area of mathematics.
Unit 6- Statistics
In this part of the course we will look at statistics and how to go about gathering and representing data. We will look at the correct procedures for carrying out surveys and experiments and then move on to how we use this information.
Unit 7- Further Numbers and Equations
In this section of the course we will look further at numbers and indices to improve our understanding of these concepts from earlier modules on this course. Here we will look into complicated theories and move on to building mathematical proofs.
Unit 8- Advanced Trigonometry and Geometry
In this final module on your course we will be looking further into trigonometry and geometry. The techniques that we will go over here are higher level and will help you to further develop your knowledge of mathematical process theories.


Maths - Functional Skills - Newark Buttermarket - Adult Learning
We're always looking to improve your experience. Please Email us your feedback.
|Tuesdays: 10am - 12pm
|Arnold Library, Nottingham
|5 - 12
Have you ever noticed how often you need maths skills in everyday life? This course is designed to inspire you to improve your current maths skills and help you to remember any areas that you may have forgotten. A gentle introduction to the mathematical basics of multiplication; fractions; decimals and percentages.
This introduction to functional maths skills will build your confidence with numbers and calculations in preparation for you transferring to an accredited Functional Maths qualification after February half-term.
Having a Level 2 qualification in maths opens up more job and training opportunities.
What are your learning outcomes?
You will be able to:
- identify the maths skills you need to tackle a problem
- use maths tips and tricks to find the solution you’re looking for
- explain the process you used to get an answer and draw simple conclusions from it
- use your new-found maths skills in everyday life
This course is FREE if you need a Level 2 Functional Skills Maths qualification (you will be asked to self-declare on the enrolment form)
Resources required for this course
To secure your place on the course BOTH the following must be done:
You should be redirected to the Inspire Online Enrolment Form after completing the Eventbrite booking. If you are not redirected, please use the link supplied in the Eventbrite booking confirmation email.
To book and enrol on one of our courses, you must have been living in England and have been resident in the UK for the past 3 years.
Some exceptions may apply if you are living in England with evidence of the right to remain and are from an EEU/EEAU country (completion of a questionnaire will be required).
As we no longer receive funding for our ESFA-funded courses for learners living in the devolved areas listed below, full cost fees would apply to these courses if you live in these areas:
Check the FAQs page, or get in touch:
By becoming a library member you will be able to borrow books and items for FREE in libraries across the county, including mobiles. You can also access eResources, Ancestry and more!
Not a member yet? Join us - become a library member


The second edition of the ‘Open the Door to Chinese Book 1’ by Polina Shinkina provides updates in some exercises on the Chinese numerals.
In order to make the Chinese numerals more comprehensible for self-learning, the examples are included into the exercises on arithmetic calculations.
The self-correction and self-control opportunities for the learners are methodically upgraded too. For this purpose the answers to the exercises on the Chinese numerals are included into this textbook.
Tags: Chinese, Chinese-English, addition, advanced, analysis, arithmetic, beginner, business, character, financial, mandarin, market, marketing, math, mathematics, multiplication, number, numerals, radical, self-learn, how, intermediate, self-study, speak, structural, textbook, trading, university, write, study, subtraction, commerce, commercial, language, learn, learning, letter, level, china, contract, correspondence, decomposition, dictionary, division, email, English-Chinese, finance, calligraphy


Maths is a high profile subject at St Mary’s, where alongside maths teaching and learning (from the 2014 National Curriculum) we also provide extra opportunities for Maths enjoyment! These opportunities including our ‘Number and Multiplication Madness’ challenges twice a year for all children, enrichment curriculum life skills sessions using timetables and money, Chippenham cluster maths events, regular cooking sessions for all children and recognition of mathematical achievements in celebration assemblies.
Click the underlined links below to see the information that you may find useful to assist your child's learning in this subject.
Powerpoint Presentation - this is a copy of the presentation given to parents at the information evening
Non - negotiables - these are the expectations that every child should achieve at each primary age year group
Helping your child with Maths - this booklet explains how your child is taught Maths at St Marys
Foundation Stage Songs - these are some examples of fun rhymes and songs for younger children
Calculation Policy - this is how we teach the different operations in different ages groups. If you are unsure how to help your child with homework, these are the methods we use.
Fractions Policy - these are the different levels of understanding and abilities, regarding fractions, that we expect children to have at different points in the school
The children get very excited about the opportunity to join in with multiplication madness and compete against both their friends and themselves to learn their times tables. Our most recent results are below:
St George's- 186 points
St Patrick's- 184 points
St David's- 180 points
St Andrew's- 174 points


EducationLearning was my first love. I eagerly went to school each day. I am a proud graduated from the University of Nevada, Reno with a degree in Elementary Education. I have an endorsement in English as a Second Language. I am a cohort of the Northern Nevada English Language Initiative which allowed me to get extra training. I graduated with a 3.9 GPA in December 2015.
ExperienceI have experience tutoring K-12. I have worked at Huntington Learning Center where I tutored Math and Reading for students grades K-12 and subject tutoring for middle and high schoolers. I've worked in many elementary school classrooms among all grade levels. I have been a substitute teacher for 2 years. I have tutored privately for 2 years. I received a 26 on my ACT and above average scores on the Praxis I. I completed and passed two AP courses in high school as well as 4 additional college level courses. I have a real passion for learning and helping others learn. I have experience working with students who have learning disabilities, social disabilities, and language barriers. I have been fingerprinted and background checked. My education classes at UNR have given me the expertise to teach effectively and have allowed me to become very familiar with the Common Core State Standards.
HobbiesI am a studious individual who enjoys knitting and gardening. I grew up raising livestock and was very involved in agricultural youth programs as a child. I love playing with my puppy and working with children. I enjoy traveling both domestically and abroad. I am always looking for opportunities to become a better educator. I believe all children can find joy in learning and I'd like to strive toward creating that passion one student at a time.
Writing, 6th Grade Science, 6th Grade Reading, 6th Grade math, 6th Grade, 5th Grade Writing, 5th Grade Science, 5th Grade Reading, 5th Grade math, 6th Grade Writing, 7th Grade, 8th Grade Science, 8th Grade Reading, 8th Grade math, 8th Grade, 7th Grade Writing, 7th Grade Science, 7th Grade Reading, 7th Grade math, 5th Grade, 4th Grade Writing, 2nd Grade Reading, 2nd Grade math, 2nd Grade, 1st Grade Writing, 1st Grade Reading, 1st Grade math, 1st Grade, Elementary Math, 2nd Grade Writing, 3rd Grade, 4th Grade Science, 4th Grade Reading, 3rd Grade math, 4th Grade math, 4th Grade, 3rd Grade Writing, 3rd Grade Science, 3rd Grade Reading, 8th Grade Writing
Client Reviews (1)
Inquire about this tutor
The tutor will respond if they are available/interested.


Information & Procedures for Requesting a GEP Mathematics Course Substitution
As part of UMBC’s core curriculum in the General Education Program (GEP), one course in mathematics or statistics is required to demonstrate the quantitative reasoning competency for graduation. While UMBC views the learning of mathematics to be an essential component of a liberal arts education, it recognizes that otherwise qualified students with mathematics-based learning disabilities may find the conditions of the GEP mathematics requirement to be a barrier to degree completion due to the functional limitations of a documented disability.
Please note: a mathematics substitution is not an option if GEP math is deemed an essential component to the student’s major or program of study. Further, SDS approval for a mathematics substitution is limited to the core GEP mathematics requirement only. Requests to modify program-specific requirements will be directed to the academic department.
To facilitate success in mathematics, UMBC provides students with disabilities reasonable and appropriate academic accommodations in the classroom and also encourages the use of academic support services such as tutoring, supplemental instruction, and meetings with faculty or teaching assistants. However, when a documented learning disability in mathematics would significantly interfere or prevent a student from being able to learn mathematics or successfully complete the core math requirement, the student may request a course substitution of the GEP math requirement through the Office of Student Disability Services (SDS). A mathematics course substitution is an accommodation due to disability that must be approved by SDS through an interactive process between SDS and the student.
In order to establish eligibility for a mathematics course substitution as a disability accommodation, students may refer to the procedures outlined below.
- The student must be registered with the Office of Student Disability Services (SDS) and have on file (or submit) documentation of their disability diagnosis and limitations that demonstrate clearly how their disability impacts their mathematics skills. Appropriate documentation of a math-based learning disability is typically in the form of a psychoeducational or neuropsychological assessment report that includes test administration data, speaks to the student’s math performance and aptitude, provides a diagnosis by an appropriately qualified professional, and identifies recommended academic accommodations that may facilitate access to mathematics or indicates why an accommodation is insufficient to provide access to mathematics.
- A student can submit their request for a course substitution through the SDS student Accommodate online software portal, in writing to SDS through an email if already registered with the SDS office, or this information can be shared verbally with an SDS disability specialist during an office appointment.
- The written request should:
- State the difficulties the student has experienced with learning math in relation to their disability limitations,
- Identify any and all attempts to take mathematics courses, and
- Describe the support services and accommodations utilized during any previous mathematics course attempts (e.g. tutoring, meeting with instructors one-on-one, calculator, etc.).
- If mathematics courses were taken at other higher education institutions, the student’s transcript should be submitted to the UMBC Registrar so that an official record of course attempts and grades are part of the documentation review. If a waiver or substitution of math was granted in high school, please submit the corresponding documentation to SDS as part of the request (this information may be noted on a student’s high school IEP). Please note that a waiver/substitution at another institution does not guarantee eligibility for a course substitution at UMBC.
- Although not required, supporting documentation from a student’s prior math instructor(s) can accompany the student’s substitution request. Such a letter should outline the student’s progress or lack thereof with the course material, the student’s performance as compared to peers, and any additional pertinent feedback such as meeting during office hours for support.
- Documentation from UMBC’s Academic Success Center, or another institution’s similar academic success center, regarding participation in math-related tutoring or other learning supports related to achieving success in math courses, may also be useful.
- Once the student’s course substitution request is submitted, all relevant information will be reviewed by an SDS Disability Specialist who will respond to the student within two weeks with the status of the request. If additional information is needed to complete the processing of the request, such as additional disability documentation, the Disability Specialist will notify the student as such. Follow up with the student may be necessary to gather additional information.
- The SDS Disability Specialist will complete a final review of all requests with the SDS team, considering all supporting documentation and information obtained, to decide whether there is sufficient evidence to warrant a mathematics course substitution.
- The Disability Specialist will notify the student of the decision. If the substitution request is granted, the Disability Specialist will notify the University Registrar in writing and will document the substitution in the student’s online advising record.
- If approved, the student will be instructed to meet with their Academic Advisor to plan for registration of the appropriate substitute course. The student must select from an approved substitute course that carries a Science GEP designation in order to meet UMBC’s graduation requirements.
For a downloadable PDF of the above information please click this link.


The astute reader will recognize thatreturns a positive integer based on a bag-of-grams where grams are slices of words between 2 and 7 magic.
The idea is that simhash will capture similarity that exist in small-ish strings:
Given a giant set of documents and a new document, figuring which document is the most similar requires to compute the simhash before hand at index time, and then at query time, it requires to compare the simhash of the new input document with the simhash of ALL the known documents the complexity is at least O(n).
In fuzzbuzz,is not documented magic, but was chosen to be two times bigger than the count of known documents: 2^32 = 4 294 967 296. That is around 4/2 billions documents. That is around 2 billions * 32 / 8 = 8 000 000 bytes otherwise 8GB of memory required just to store the simhashes. That is way too much for my laptop with 12GB of RAM.
It is not possible to pre-compute (aka. index) the Hamming distance of all possible input documents.
What about indexing, in an Ordered Key-Value store, the simhash instead?
That turns out to be is possible.
Given a simhash of 8 bits, one can construct a merkel-tree with binaryoperator as a hash function and serialize the resulting tree using a depth-first search back to a bit string called .
edit: the merkle-tree hash function is binary.


Zebrafish are one of the most well studied animals on the planet. But how they came by their beautiful black and gold stripes is more of a mystery. Our new research used mathematical modelling – and detailed observations of mutant zebrafish patterns – to get to the bottom of one of nature’s oldest secrets.
From a distance zebrafish stripes look like long thin blocks of black or gold pigment. But on closer inspection it can be seen that these stripes are made up of thousands of small and distinct dots of colour. Each dot is a single pigment cell. The three cell types that produce the pattern are black melanophores, yellow xanthophores and silver and blue iridophores. Our research focused on understanding how enough of these cells interacting in the right way can result in the alternating striped patterns on a zebrafish.
The mathematical theory that has predominated explanations of how zebrafish’s stripes emerged is Turing patterning. The mechanism is named after the visionary war hero, computer pioneer and mathematician Alan Turing who first suggested it. In Turing patterns two different types of “agent” (melanophores and xanthophores in most zebrafish models) move around randomly and interact with each other in a special way, giving rise to a range of possible patterns. Although the patterns look convincing, scientists have not been able to prove this theory of animal coat patterning.
But our study has demonstrated that the pattern formation mechanism is more complicated than a simple Turing model might suggest. As well as melanophores and xanthophores, we know iridophores also play an important role. These reflective cells give zebrafish their characteristic silvery appearance. Experiments have shown that without iridophores (or either of the other two cell types) the zebrafish’s characteristic striped pattern doesn’t form properly.
Paper: A quantitative modelling approach to zebrafish pigment pattern formation by Jennifer P. Owen, Robert N. Kelsh and Christian A. Yates in eLIFE.


Drawing a Bezier curve in QGraphicsScene[SOLVED]
In my application I have to draw an Edge (curve) defined by 10 control points (Spline) as a QPainterPathItem in a graphic scene. The QPainterPath class provides only two functions to draw Bezier curves (4 control points) which are : cubicTo() and quadTo().
Is theire any solution to do that such as transforming the Spline to a Bezier curves ?
thanks in advance.
Ok, I have used cubicTo() since a spline is a sequence of Bezier curves :)


We love working at our Maths Stations. Our class splits into four groups and each group works hard on different activities. Before we begin our activities, we practise the language we are going to use at each station. These stations involve: active maths, maths games and pair or group work. Children are really engaged and have lots of fun in their maths learning.
We get to play fun maths games also in our maths stations. We need to put the tiles in exactly the right place so as all of the colours are matching. Here, we are practising our knowledge of patterns and using our problem-solving skills to put all the tiles on the board in the correct place.
We also practise our strategies in our maths stations. The pupils are being active in their learning by using the hand-print number line. We are practicing the ‘counting on’ method. Also, the strategy in the photo above is called Pelmanism, where some of the sums are repeated to help improve children’s mental maths.
We have lots of fun and learn lots during our Maths Station time!


Since we’re an ad agency and we love numbers, we decided to look at what a media campaign of this magnitude (225 million unblockable impressions) would cost by comparing the prices to other large-scale campaigns.
Super Bowl CPM (cost per thousand impressions*): $44.92
Media Cost of Presidential Alert at Super Bowl CPM: $10,107,000
Facebook’s average Q1 CPM in 2018 was $11.20. Multiplying that out to reach 225 million people looks like this:
Facebook average CPM: $11.20
Media Cost of Presidential Alert at Facebook CPM: $2,520,000
Google display ads had an average CPM of $2.80 in the first quarter of 2018. How much would it cost to reach 225 million?
Google Display CPM: $2.80
Media Cost of Presidential Alert at Google Display CPM: $630,000
While it’s not an exact one-to-one comparison, you can see how much this level of interaction with consumers would cost to accomplish with digital media budgets.
*CPM (costs per mille/thousand) is an advertising term that represents the cost of one thousand ad impressions. CPM is calculated by taking the cost of the advertising and dividing by the total number of impressions, then multiplying the total by 1,000 (CPM= cost/impressions x 1,000).


Wondering where to start in regards to introducing your child to numbers and basic math skills? Watch the 1st Steps at Home video above for Numicon's great suggestions on fantastic ways to get started. Simple and Beautiful. This is what I call learning made easy!
Saturday, March 5, 2011
Math was ( is ) not my strong point so I wanted a fun, preferably hands on, way to introduce math concepts to my little ones. While searching the net for manipulatives I stumbled upon Numicon and I am so glad that I did! Numicon's multi-sensory, step by step and playful approach to introducing math makes learning stress free and fun for both parent and child alike. This is by far the best math product I have ever seen.


‘Everyone Equal Everyone Happy’
The Subject Leader for Mathematics is Mrs H Reed.
Mathematics Statement of Intent
The intent of our mathematics curriculum is to ensure that every child enjoys mathematics and becomes an enthusiastic mathematician by developing their skills, knowledge and understanding through practical experiences that have relevance and purpose in everyday situations. It is important that children develop the skills of numeracy to become lifelong learners. They should be able to apply these skills in different situations across the curriculum and in daily living outside school.
We want every child to make connections across mathematical concepts in order to develop their fluency, reasoning and problem solving skills, and to be able to apply their mathematical knowledge in other curriculum areas. We want to develop a numerate environment where mathematical risk-taking, creativity and logical thought are encouraged in order to develop independent learners. It is essential that they understand its importance in being able to function effectively in everyday life, including carrying out employment and dealing with financial matters.
Aims of Mathematics at South Hiendley Primary School
We aim to ensure that all pupils:
- develop a positive attitude towards mathematics.
- develop and consolidate basic mathematical skills and become numerically fluent.
- promote confidence and competence with numbers and the number system.
- develop the ability to solve problems through decision making and reasoning in a range of contexts.
- develop a practical understanding of the ways in which information is gathered, presented and interpreted.
- explore features of shape and space, and develop measuring skills in a range of contexts.
- develop mathematical communication through speaking and listening, practical activities and recording work.
- develop an ability to use and apply mathematics across the curriculum and in real life.
Our calculation policy has been devised to support teachers in understanding both the expectations for fluency of the 2014 curriculum and the progression of calculation concepts through a child’s mathematical development. It focuses on developing proficiency with the expected formal written methods by the end of Year 6 and hence the progression guidance provided for each operation is designed to flow into the expected method as exemplified on the National Curriculum Appendix document. Specific practical equipment and approaches have been agreed for each age group in order to support children in developing the conceptual understanding that will enable them to move more rapidly and efficiently towards the formal written methods expected. Teachers will encourage children to simultaneously carry out the calculation practically using the equipment/representation suggested and to record this calculation step by step using the parallel formal written method.
The ‘Written Methods’, ‘With jottings ...or in your head’ and ‘Just know it’ sections list the national curriculum expectations of the year group for calculation. The ‘Developing Conceptual Understanding’ section illustrates how we build children’s understanding of the formal methods using a range of specific practical equipment and representations. The ‘Foundations’ section for each year group highlights the skills and knowledge that are addressed on a regular basis within this year group to ensure that children have the requisite fluency to address the new approaches required.


DEPARTMENT OF APPLIED MATHEMATICS
The department offers M.Sc. Applied Mathematics programme since 1984.The curriculum designed under CBCS pattern, so as to offer subjects which are job oriented as well as of practical use in different branches of Science and Technology to emphasize the development of professional skills for their gainful employment, empowerment and emancipation. Revisions and improvements in the curriculum are made periodically to meet the changing demands of the global world.
M.Sc. Applied Mathematics
35 + 4 (EWS)
Eligibility : B.A. / B.Sc. Degree with Mathematics as one of the optional subjects, with 50% in Mathematics. Candidates who have studied Mathematics as an ancillary subject are not eligible.
Core Subjects :
Algebra, Real Analysis, Topology, Ordinary Differential Equations, Complex Analysis, C- Programming, Principles of Mechanics, Partial Differential Equations, Operations Research, Functional Analysis, Advanced Algebra, Integral Transforms, Mathematical Methods, Fluid Mechanics, Discrete Mathematics, Measure & Integration, Numerical Analysis, Industrial Mathematics, Mathematical Modeling, Applied Graph Theory, Mathematical Statistics and Analytical Number Theory.
1) Mathematics for Social Sciences2) Mathematics for Bio-Sciences
| The Department is actively involved in the Research Programmes on various thrust areas. The following Research Programmes are offered by the Department on Full-time and Part-time basis by following the UGC guidelines.|
Areas of Research
M.Phil and Ph.D.
Key Areas of Research


In this latest edition of the successful Cartoon Guide series, master cartoonist and former Harvard instructor Larry Gonick offers a complete and up-to-date illustrated course to help students understand and learn this core mathematical course taught in American schools.
Do you think that a Cartesian plane is a luxury jetliner? Does the phrase “algebraic expression” leave you with a puzzled look? Do you believe that the Order of Operations is an Emmy-winning medical drama? Then you need The Cartoon Guide to Algebra to put you on the road to algebraic literacy.
The Cartoon Guide to Algebra covers all of algebra’s essentials—including rational and real numbers, the number line, variables, expressions, laws of combination, linear and quadratic equations, rates, proportion, and graphing—with clear, funny, and easy-to-understand illustrations, making algebra’s many practical applications come alive. This latest math guide from New York Times bestselling author Larry Gonick is an essential supplement for students of all levels, in high school, college, and beyond. School’s most dreaded subject has never been more fun.
Larry Gonick has been creating comics that explain history, science, and other big subjects for more than forty years. He wrote his first guide, Blood from a Stone: A Cartoon Guide to Tax Reform, in 1977. He has been a calculus instructor at Harvard (where he earned his BA and MA in mathematics) and a Knight Science Journalism Fellow at MIT, and he is staff cartoonist for Muse magazine.


ADALINE; MADALINE; Least-Square Learning Rule; The proof of ADALINE ( Adaptive Linear Neuron or Adaptive Linear Element) is a single layer neural. The adaline madaline is neuron network which receives input from several units and also from the bias. The adaline model consists of. the same time frame, Widrow and his students devised Madaline Rule 1 (MRI), the and his students developed uses for the Adaline and Madaline.
|Published (Last):||19 November 2016|
|PDF File Size:||17.16 Mb|
|ePub File Size:||12.84 Mb|
|Price:||Free* [*Free Regsitration Required]|
For training, BPN will use binary sigmoid activation function. Introduction to Artificial Neural Networks. The result, shown in Figure 1is a neural network. If the output does not match the target, it trains one of the Adalines.
Each Adaline in the first layer uses Listing 1 and Listing 2 to produce a binary output. The command line is adaline inputs-file-name weights-file-name size-of-vectors mode The mode is either input, training, or working to correspond to the three steps to using a neural network.
On the other hand, generalized delta rule, also called as back-propagation rule, is a way of creating the desired values of the hidden layer.
Machine Learning FAQ
A training algorithm for neural networks PDF. I chose five Adalines, which is enough for this example. All articles with dead external links Articles with dead external links from June Articles with permanently dead external links.
The threshold device takes the sum of the products of inputs and weights and hard limits this sum using the signum function. Listing 5 shows the main routine for the Adaline neural network. Equation 4 shows the next step where the D w ‘s change the w ‘s. By connecting the artificial neurons in this network through non-linear activation functions, we can create complex, non-linear decision boundaries that allow us to tackle problems where the different classes are not linearly separable.
The difference between Adaline and the standard McCulloch—Pitts perceptron is that in the learning phase, the weights are adjusted according to the weighted sum of the inputs the net. This article acaline about the neural network. This function returns 1, if the input is positive, and 0 for any negative input.
Therefore, it is easier to find an input vector that should work but does not, because you do not have enough training vectors. Following figure gives a schematic representation of the perceptron. The Madaline can solve problems where the data are not linearly separable such as shown in Adalline 7. You can draw a single straight line separating the two groups.
ADALINE – Wikipedia
Adaline is a single layer neural network with multiple nodes where each node accepts multiple inputs and generates adalibe output. The program prompts you for data and you enter the 10 input vectors and their target answers. In case you are interested: The Adaline is a linear classifier.
The heart of these programs is simple integer-array math. As its name suggests, back propagating will take place in this network.
Artificial Neural Network Supervised Learning
They implement powerful techniques. Listing 6 shows the functions which implement the Adaline. There are many problems that traditional computer programs have difficulty solving, but people routinely answer. This function is the most complex in either program, but it is only several loops which execute on conditions and call simple functions. Once you have the Adaline implemented, the Madaline is easy because it uses all the Adaline computations.
The command line is madaline bfi bfw 2 5 w m The program prompts you for a new vector and calculates an answer.
The software implementation uses a single for loop, as shown in Listing 1. Figure 5 shows this idea using pseudocode.
For easy calculation and simplicity, weights and bias must be set equal madalinne 0 and the learning rate must be set equal to 1. Retrieved from ” https: As is clear from the diagram, the working of BPN is in two phases.


排名: 49 (The Complete University Guide)
地點: Canterbury campus
學位: Masters by research
課程長度: 12 months
University of Kent 十分重視校園的國際化程度，學校學生有27%是國際學生，老師有40%來自英國以外的國家。如果您對這間學校有興趣，歡迎來找我們的顧問聊聊！
University of Kent has opted into the TEF and received a Gold award.
Research areas include: non-linear equations, the Painlevé equations, classification of integrable systems, geometric integration, quantum integrable systems and topological solitons, functional analysis, representation theory and invariant theory of finite groups, non-commutative geometry, and computational commutative algebra.
A 1st degree in a mathematical subject with at least Upper 2nd Class Honours, or an MSc in a mathematical subject; students are required to meet the general University of Kent criteria for competence in English and to provide references for their academic achievements and potential for research.
IELTS: 6.5 (with a minimum of 6.0 in R&W; 5.5 in S&L)
請注意：此成績僅為 The University of Kent.
Currently there are some 120 plus nationalities represented at the university and around 20% of the student body is from outside the UK. To help those coming from outside the country, the university runs a number of courses including in English language and foundation courses to assist in the transition. They also have an international students guide available through the website to help with preparation while there are both academic support facilities and persona support ones on offer once a student arrives. The latter is available through the Student Advice Centre and can help with matters such as visas and immigration paperwork. It also works alongside the UK Council for International Student Affairs. The heart of student life at the university is the Kent Union, the student union. It is run by five elected full-time officials as well as part time officers and volunteers. It runs two shops on the campus as well as the Parkwood bar called Woodyâ€™s, another called Rutherford bar and a nightclub called The Venue. While the university is secular, it has a strong chaplaincy within it, consisting of a full-time Anglican and Catholic priest as well as a Pentecostal minister and various part time chaplains from other faiths. Among the numerous organisations and clubs run by Kent Union are a number of student media outlets. These include a radio station, newspaper and TV station.


The Power of One Percent
Study this formula for a moment.
No cheating. Go back and study it for a moment.
The moment I saw this, its significance blew me away.
Someone behind me mentioned that there are 365 days in a year. I'd missed that part of the formula. I was looking at the other numbers.
Here's what the formula means.
Start at 100%. Also known as 1.00.
The first figure is what happens if you improve by 1% a day, every day, for a year. You progress from 1.00 to 37.80.
Almost 38 times your starting value.
That's what 1% a day can do.
The second figure is what happens if you decline by 1% a day, every day, for a year. You end up at only 3% of where you started.
That's also what 1% a day can do.
How hard is it to improve by 1% every day? Not very.
How hard is it to backslide by 1% every day. Alas, the answer's the same. Not very.
But doesn't that inspire you? All you have to do is improve by 1% every day.
It's not hard.
And that's the power of 1%.
Updated October 18, 2017
© Copyright 2000-2017, Michael LaRocca
Durham, North Carolina 27707


The goal of the math program is to provide students with the knowledge and skills necessary to apply to everyday math problems in the real world. Students will develop a broad range of strategies so to empower them to become confident problem solvers. Students will have many hands-on opportunities to develop their number sense, abstract thinking, conceptual understanding, procedural fluency, and problem-solving skills. The content and process strands (the how they will learn and use what they are learning) are taught in an integrated fashion so that students can see how mathematical knowledge is related to the real world. The mathematics program focuses on process and logical thinking. Number relationships and problem solving are emphasized through formal instruction on the four major operations in arithmetic, as well as measurement, geometry, fractions, graphing and estimation. The program is enriched by student investigations and exploratory activities. In Pre-Kindergarten through sixth grade, Singapore Math is the main curriculum offered to students, supplemented with additional materials. Seventh grade is offered Pre-Algebra and eighth grade is offered Algebra I.


I got really excited when I heard food writer Michael Ruhlman had a new book, until I heard the title—Ratio: The Simple Codes Behind the Craft of Everyday Cooking. I hate math. I mean I loathe it. Math makes me feel like I have poisonous spiders crawling all over my body, like I’m in a horror movie and I know what comes next but I’m helpless to stop it. Just writing about how math turns me into the same anxious little girl who scribbled in her journal about how mean her mommy was making her try to memorize multiplication tables.
Fortunately I’ve found my math anxiety doesn’t get in the way of much. Sure, I occasionally tip the pizza guy really well, but I just chock that up to good karma instead of my inability to do math on the fly. I can pay my bills. And with the calculator and the Little Chef converter app on my cell phone, I’m pretty much good to go, even in the kitchen. Except for one thing—baking.


Students in Ms. Rorie’s 11th grade chemistry class at Melbourne High School recently engaged in a lab designed to explore the mathematical theory of probability and to investigate Rutherford’s Gold Foil Experiment. For the lesson, students were asked to determine the diameter of a marble using a technique similar to the one Ernest Rutherford performed in 1911. Rutherford’s goal was to disprove the current ideas about the nature of the atom and to show that positively charged nuclei and a-particles are part of an atom. In other words, he wanted to prove that atoms contain a nucleus, which contains protons, making the nucleus positive.
Ms. Rorie’s students were asked to use marbles to simulate Rutherford’s experiment by rolling marbles toward another marble and recording how many times the stationary marble was hit or missed. From the data collected, students then determined the probability of the marbles contacting each other by using the probability equation. The students then calculated the diameter of the marble and compared it to the actual diameter of the marble, a process necessary for the re-creation of Rutherford’s Gold Foil Experiment.