Quick! What is 382 times 5? Can you answer in sixty seconds flat? No, put away that calculator.
Let’s face it- some people are better at math than others, just like some people swim better than others, and some people need glasses to see while others don’t.
The truth is that most people are, in fact, capable of being competent at math. Just like most people with health complications can learn to run the daily five miles they need in order to survive.
The hardest part about this is to get started, which requires you to take a few (serious) action steps to get there. Luckily we’ve set out a roadmap for you; here are five crucial steps to get you headed in the direction of the math grade you want (and deserve).
|1) If you don’t understand something, focus on fully learning and understanding it before moving on to the next topic. It sounds simple, right? But believe it or not, some students skip lessons and topics without fully understanding them- a complete recipe for disaster.|
2) Work example problems and check your answers. If you don’t already know, math is one of those subjects that you learn by “doing”. After reading each section, begin working the example problems from the end of the chapter. Make sure to work the problems that have answers in the back of the book, and check every one. The up side to this is that working problems will build your confidence, and confidence is 100% the key factor in mastering math.
3) If someone asks you for help, explain it to him or her. Those who can explain and perform the material are the ones who fully understand it. The process of rephrasing information back to someone else, and breaking the concepts down, will increase your own understanding.
4) Never do math in pen. We all make mistakes, and it’s only a matter of time before you make one in a math problem. Never work in pen because doing so will lead to a ton of lines, scribbles, and unnecessary confusion. You want clean, neat paper with a well thought-out solution; and most importantly, an eraser.
5) Team up with a tutor. Seek help when it’s appropriate; don’t let yourself get stuck and frustrated. Whether you have a friend or need to hire a tutor, recognize the point at which you need help – then get it!


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The European Prize in Combinatorics is traditionally awarded biannually at the Eurocomb meeting. It is supported by DIMATIA, organizers of Eurocomb and private sponsors. The award amounts a diploma and 2500 EUR.
The prize is awarded to a European researcher not exceeding age 35 for his/her international achievements in the field of combinatorics and related fields.
This year’s international jury consisted of Professor Peter Cameron, St. Andrews and Professor Jaroslav Nešetřil, Prague.
The jury received a number of individual nominations. By a unanimous decision the jury decided to award three 2015 prizes.
- Dr. Karim Alexander Adiprasito
- For his wide-ranging and deep contributions to discrete geometry using analytic methods particularly for his solution of old problems of Perles and Shephard (going back to Legendre and Steinitz) on projectively unique polyhedra.
- Dr. Zdeněk Dvořák
- For his fundamental contributions to graph theory, in particular for his work on structural aspects of graph theory, including solutions to Havel’s 1969 problem and the Heckman-Thomas 14/15 problem on fractional colourings of cubic planar graphs.
- Dr. Robert Morris
- For his profound results in extremal and probabilistic combinatorics particularly for his result on independent sets in hypergraphs which found immediately several applications in additive number theory and combinatorics, such as the solution of old problem of Erdős and for establishing tight bounds for Ramsey numbers, and also on random cellular automata and bootstrap problems in percolation.
The prizes were given at a ceremony in Bergen, August 31, 2015.


For example, if we have 4 billion elements to search for, then, in its worst case, linear search will take 4 billion operations to complete its task. The problem is searching. ( Log Out / It took approximately four operations. W… 2) S.pop () is equivalent to q = q-1, analogous to the 6,7th line of KMP; Let’s examine the Binary search algorithm for this case. That’s a big difference. Run a function to remove degeneracies (3 … Now let’s count the number of operations it performs. 3) S.size () is greater than or equal to 3 when the loop is ended (since the first, second and last points must be in S). Algorithm complexity • The Big-O notation: – the running time of an algorithm as a function of the size of its input – worst case estimate – asymptotic behavior • O(n2) means that the running time of the algorithm on an input of size n is limited by the quadratic function of n 8 The Graham's algorithm first explicitly sorts the points in O(n lg n) and then applies a linear-time scanning algorithm to finish building the hull. The worst case time complexity of Jarvis’s Algorithm is O(n^2). This is a Java Program to implement Graham Scan Algorithm. Graham Scan. The "Graham Scan" Algorithm. This is usually about the size of an array or an object.  The algorithm finds all vertices of the convex hull ordered along its boundary. 2) S.pop () executes less than or equal to n-3 (due to the third note above); 1) S.push () executes n-2 times (because of the first note above, also note that the first and the second are pushed into S before the loop is executed); 1) Find the bottom-most point by comparing y coordinate of all points. The performance bottleneck is found in the sorting step that Let points[0..n-1] be the input array. algorithm for convex hull calculation by students. Like SCAN (Elevator Algorithm) C-SCAN moves the head from one end servicing all the requests to the other end. So the sixth step to process points one by one takes O (n) time, assuming that the stack operations take O (1) time. Graham’s scan is a method of computing the convex hull of a finite set of points in the plane with time complexity O(n log n). The Graham Scan is an efficient algorithm for computing the Convex Hull of a set of points, with time complexity O(n log n). Binary search will complete this task in just 32 operations. Now since 5 is less than 10, then we will start looking for the search_digit in the array elements greater than 5, in the same way until we get the desired element 10. 2) In Graham scan, each time while looping, we perform either s.push (), or s.pop (), so the number of loop executions is the total number of times of S.push () + S.pop () The key variable is q, q is initially 0, by the 9th line we can see that , q is increased by 1 each time, so in the loop from beginning to end, q is added by 1 for at most n times, by the 6th,7th line, q will be decremented by at least 1 in each loop of while. We know that for a small number of elements (say 10), the difference between the number of operations performed by binary search and linear search is not so big. To help, we may refer to another algorithm that is very similar to the Graham scan algorithmis, i.e., KMP for string matching, to find some inspiration: Analyzing KMP time complexity: Now to understand the time complexity, we … Space and time complexity acts as a measurement scale for algorithms. It is named after American Mathematician Ronald Graham, who published the algorithm in 1972. This algorithm first sorts the set of points according to their polar angle and scans the points to find the convex hull vertices. For Example: time complexity for Linear search can be represented as O(n) and O(log n) for Binary search (where, n and log(n) are the number of operations). ( Log Out / The algorithm has been proved to be the most efficient possible, with a time complexity of O(n log n).. We can represent this as a graph (x-axis: number of elements, y-axis: number of operations). On the other hand, Binary search performed log(n) number of operations (both for their worst cases). The Graham scan algorithm [Graham, 1972] is often cited ([Preparata & Shamos, 1985], [O'Rourke, 1998]) as the first real "computational geometry" algorithm. The Graham Scan Algorithm. When it finds the search_digit in the array, it will return true. There are two sizes involved here. Change ). (If you identify any logical errors, feel free to drop a comment), Dream big and do great. That point is the starting point of the convex hull. Time complexity of an algorithm is an expression of the number of operations of the algorithm in terms of the size of the problem the algorithm is intended to solve. Big O notation equips us with a shared language for discussing performance with other developers (and mathematicians! It is used more for sorting functions, recursive calculations and things which generally take more computing time. I'm trying to implement the Graham Scan in C++ but it doesn't work and I can't find why. It is named after Ronald Graham, who published the original algorithm in 1972. Change ), You are commenting using your Facebook account. Now, try to count the number of operations binary search took to find the desired element. Question: Question 3 : Explain The Time Complexity Of Package Wrap And Graham Scan Algorithm ? number of operations = log(10) = 4(approx) In general, Linear search will take n number of operations in its worst case (where n is the size of the array). The first size is the number of elements of the matrix X × Y This corresponds to what is known in complexity theory as the size of input. Now let’s assume that if one operation takes 1 ms for completion, then binary search will take only 32 ms whereas linear search will take 4 billion ms (that is approx. Graham scan is an algorithm to compute a convex hull of a given set of points in O(nlogn)time. In computer science, analysis of algorithms is a very crucial part. Now the point is, how can we recognize the most efficient algorithm if we have a set of different algorithms? If there are two points with the same y value, then the point with … Implement Graham Scan Algorithm to Find the Convex Hull Graham's scan is a method of computing the convex hull of a finite set of points in the plane with time complexity O(n log n). Note that the number of times that the while statement is executed is exactly the number of times that the KMP algorithm loop will execute. We accomplish this by creating thousands of videos, articles, and interactive coding lessons - all freely available to the public. So, Linear search uses ten operations to find the given element (these are the maximum number of operations for this array; in the case of Linear search, this is also known as the worst case of an algorithm). However, the space and time complexity are also affected by factors such as your operating system and hardware, but we are not including them in this discussion. Graham’s Scan The Graham’s scan algorithm begins by choosing a point that is deﬁnitely on the convex hull and then iteratively adding points to the convex hull. Any lead would be appreciated. Because the lowest point angle is -1 it will always be first. The rest of the paper describes the modification in detail and illustrates how certain aspects of this modification depend on the education policy. However, the space and time complexity are also affected by factors such as your operating system and hardware, but we are not including them in this discussion. So, we want to explore whether we can find a solution that does not need the tricky variable A but can intuitively analyze the time complexity purely based on the Graham scan algorithm … This shows that there is a logarithmic relation between the number of operations performed and the total size of the array. For each subset QkQk, it computes the convex hull,CkCk ,using an O(plogp)O(plo… Linear search algorithm will compare each element of the array to the search_digit. ( Log Out / We compare the algorithms on the basis of their space (amount of memory) and time complexity (number of operations). The total amount of the computer's memory used by an algorithm when it is executed is the space complexity of that algorithm. Above, we analyze how to compute time complexity of Graham scan algorithm. The algorithm starts by arbitrarily partitioning the set of points PP into k<=1+n/mk<=1+n/m subsets(Qk)k=1,2,3...n(Qk)k=1,2,3...n with at most mm points each; notice that K=O(n/m)K=O(n/m). 3) S.push () is equivalent to q = q + 1, analogous to the 8,9th line of KMP; This naturally leads to the following three notes: Here is a brief outline of the Graham Scan algorithm: As mentioned in class, the scan process of the Graham scan algorithm can be done in linear time, and the trick in CG class is to construct a suitable linear combination of the size of the two stacks so that the changes in the different branches of the if-else statement are exactly the same. Learn to code — free 3,000-hour curriculum. … An example of an algorithm capable of finding the convex hull of a set of points in two dimensions is Graham’s Scan. So, we want to explore whether we can find a solution that does not need the tricky variable A but can intuitively analyze the time complexity purely based on the Graham scan algorithm itself. It is named after Ronald Graham, who published the original algorithm in 1972. Time complexity also isn’t useful for simple functions like fetching usernames from a database, concatenating strings or encrypting passwords. The algorithm that performs the task in the smallest number of operations is considered the most efficient one in terms of the time complexity. .. , pn} of the points in polar coordinates ordered about x. Thus the scan process of the Graham scan is linear time complexity. This is the reason why studying time complexity becomes important when it comes to such a big amount of data. As the size of the geometric problem (namely, n = the number of points in the set) increases, it achieves the optimal asymptotic efficiency of time. Create a free website or blog at WordPress.com. Get started, freeCodeCamp is a donor-supported tax-exempt 501(c)(3) nonprofit organization (United States Federal Tax Identification Number: 82-0779546). We’ll not discuss space complexity in this article (to make this article a bit smaller). In the above statements, we saw that for an array of size n, linear search will perform n operations to complete the search. Features of the Program To Implement Graham Scan Algorithm To Find The Convex Hull program. However, as soon as the head reaches the other end, it immediately returns to the beginning of the disk without servicing any requests on the return trip (see chart below) and starts servicing again once reaches the beginning. Linearization of Graham’s Scan Algorithm Complexity Veljko Petrović#1, Dragan Ivetić#2 #Faculty of Technical Sciences, University of Novi Sad, Republic of Serbia firstname.lastname@example.org email@example.com Abstract - The Graham’s Scan approach to two- dimensional convex hull calculation is considered. This means that the complexity of the Graham Scan is not output-sensitive; moreover, there are some cases … The convex hull algorithm (Graham scan) on a digital object shown in this figure takes 2573 ms, whereas the proposed algorithm on finding the orthogonal hull takes only a few milliseconds (g = 22: 0.94 ms, g = 8: 3.16 ms). Algorithm Tutor. After some tries it seems that I always have m_M = 2 and the 2 points are the highest-y points, if that help.. Cross product to know if it's a right turn or a left turn. A comprehensive collection of algorithms. Since the number of times q is incremented by 1 is at most n, q is initially zero, and in the end q is non-negative, so q is decremented for at most n times in the loop, therefore, the while statement is executed at most n times.
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Hi Friends, Half of the profits from the sale of "SHE CHANGED STEM" posters and digital files will be donated every week to a different non-profit organization promoting gender equality in STEM fields, The other half will allow us to print extra posters to donate to Schools and educational institutions.
an organization that aims to increase the number of women of color in the digital space by empowering girls of color ages 7 to 17 to become innovators in STEM fields
Act for Gender equality!
"SHE CHANGED STEM" poster series
“One of the things that I really strongly believe in is that we need to have more girls interested in math, science, and engineering. We’ve got half the population that is way underrepresented in those fields and that means that we’ve got a whole bunch of talent…not being encouraged the way they need to.”
Former President Barack Obama, 2013
"SHE CHANGED STEM" poster series honors women in the field of STEM that change the way we see the world and revolutionized science with their hard work and brilliant findings.
The series currently includes Katsuko Saruhashi, Daphne Koller, Katherine Johnson, Dorothy Vaughan, Mary Jackson, Rachel Carson, Marie Curie, Jane C. Wright, Barbara McClintock and Alice Hamilton but it will keep growing as we receive more suggestions from our patrons (thanks for your suggestions!)
You can order the printed posters below in 16 x 12 and 24 x 18 inches or download the High-res digital files to print it yourself (3600 x 2700 pixels)
Today, women hold only 27 percent of the jobs in computer science, and 14 percent in engineering. One reason is the lack of female role models in STEM fields to encourage more girls to study math and science.
Now more than ever is time to take action and honor women's legacy in the fields of Science, Technology, Engineering and Math.


Here’s a good challenge for family developers with creating algorithms. On Thursday, 31st, the University of St. Andrews in Scotland and the Clay Mathematics Institute in the United States teamed up to announce a $ 1 million prize pool. To win, just create a solution to solve a problem involving the game of chess.
Obviously, if the premium is at that level, it’s because the solution is not simple. However, it is quite easy to understand the problem. Imagine a conventional 8×8 chess board. You have 8 queens. How would you distribute them on the board in such a way that it is impossible, by the rules of game movement, that one piece is unable to attack the other? This is the “problem of the eight queens,” devised in 1850.
This mathematical problem already has a solution when we talk about a conventional 8×8 board. However, when the concept is expanded to much larger trays (think of something 1,000×1,000 with 1,000 pieces, and so on), the solution becomes exponentially more complex. For this reason, researchers believe that computer software would take at least a millennium to solve the problem. And that’s where the competitors come in.
Professor Ian Gent, one of the authors of the challenge, explained to Digital Trends what the competitors’ participation in the game was. There are two ways to earn a million dollars: the first is to prove why no algorithm is able to solve the n-queens problem in a short period of time, or create the algorithm that can solve the problem.
According to him, finding an efficient method of solving the problem is “probably the hardest thing to do in computer science,” and the reason behind this difficulty is that the simplest method is to use brute force to solve the problem by trial and error, which involves analyzing the feasibility of each of the alternatives. When the board has an immense number of houses, as in the 1000×1000 example, testing each of the alternatives becomes an exercise that depends on colossal amounts of time. The algorithm’s mission is to find a smarter way to do such calculations.
What are the requirements to participate in the contest? There is none, besides being a lucky genius. Gent gives three tips to anyone who meets the challenge: have a doctorate in computational complexity, be bright and be lucky.
The challenge goes beyond a mere theoretical problem without any practical application. If solved, the researchers believe that an algorithm capable of solving the queens problem could also solve other problems considered impossible involving cryptography, with many practical applications; one of them would be, for example, making Internet browsing more secure and difficult to intercept.


I am excited and honored to be part of West Fannin Elementary School (WFES). I have 19 years of experience as a Georgia Educator. I have taught middle school math as well as Algebra I, Algebra II, Geometry, and pre-calculus. I have been an elementary and middle school assistant principle in Brunswick, GA.
In 1997, I received my bachelor of general studies degree from Armstrong Atlantic State University in Savannah, GA and began a career in retail management.
After approximately ten years, I realized that becoming an educator was my true calling. I began teaching with a provisional teaching certification and pursued a Master of Education degree from Regis University. I later received an Educational Specialist Degree in Teacher Leadership from Valdosta State University.
I have been married to my beautiful wife, Michelle, for 25+ years. We have twelve-year-old twins, Emma and Ethan, who will be entering the seventh grade. We enjoy spending time as a family hiking, swimming at the lake, and cheering on the Georgia Bulldogs.


Help your kid get to grips with the numbers from 0 to 9 while having fun thanks to this 30x40 cm poster. This lovely tortoise carries all the numbers on its back, helping kids to learn in a light-hearted way. More than just a fun tool, this poster will add a lively, colourful touch to a kidoes bedroom. Go ahead and frame it to add even more flair and make it really stand out.
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Teach multiplication more quickly with patterns, repetition, equations, and rote memorization. ScribbleDo’s premium white board is lightweight and sturdy with a smooth surface that is easy to wipe off and reuse forever. Plus, this educational white board comes with instructions that explain multiplication in kid-friendly terms.
Turn the 9 x 12-inch lap board horizontally to practice filling in the 100 times table. Fill-in-the-blank multiplication formulas stretch down the front of the board, giving kids two effective ways to learn. With more advanced students, you can use the visual aid as an introduction to more complex math problems. Fill in two of the boxes and leave one blank to solve for the missing piece!


In primary school, children are split into small maths groups or ‘sets’ according to their ability. This is usually done within the same classroom and taught by one teacher, but each set has to complete different maths tasks based on their academic ability.
Being put in the wrong maths set can be demotivating for children, especially if they’re put in a set lower than they were expecting. However, the majority of primary schools try to disguise set levels by using group names such as red, yellow and green, instead of top, middle or bottom groups. This avoids unhelpful comparisons between children and parents.
Sets are important because, they allow the teacher to plan lesson content to suit the ability of the class and give each child the support they need at the right level. As your child gets older, sets can also help to determine your child’s academic strengths and weaknesses and help them to choose their GCSE subjects.
If you believe that your child has been placed into the wrong set for maths, Bassett House School have put together the following advice for parents…
- If your child seems bored of maths and begins to find the work too easy, it might be because they should be in a higher set. Alternatively, if they’re finding the work too hard and they’re frustrated when doing their homework, then perhaps they need to be in a lower set. It’s important for children to find their maths work a challenge, but not so much so that they become disheartened.
- Keep a close eye on your child when they are doing their maths homework to see how long it takes them to complete it. The quicker they complete the work, the more confident you will feel that they are in the right set, however if it seems too fast, they might be ready for something more challenging.
- If you are worried, make an appointment with your child’s maths teacher to discuss your options. Some schools won’t want to change sets until the end of the year when all children do a test or exam. Other schools are more flexible and may move children sooner.


“I believe that this educational process has two sides – one psychological and one sociological; and that neither can be subordinated to the other or neglected without evil results following” (Dewey 215). Education does and should have two sides. As the quote says, neither should dominate the other. If a teacher relies on just rote learning meaning that they just teach children 2+2=4 and just that alone, they won’t retain that information. Especially in math you just learn the facts and learn how to do the equations but they’re rarely ever related to the real world. Dewey would say that is the wrong way he would tell the teacher to use real life situations to relate to the math problem. A way that the teacher can improve is to relate to the real world. They could create stories with the math problems it is a little harder to relate calculus to the real world but if the teacher tries, they probably could. In elementary school I had a science teacher who was the best teacher ever. She had a great balance of both psychological and sociological. When working on topics she would always relate the topic to the real world. For example when working on the weather cycles and learning about clouds she would take us outside on the playground to look at the type of clouds that were out. She would tell us to figure out what type of clouds they were. I wish that all teachers could be like that it would honestly make school so much better. It also helps children retain information better when they can relate it to the real world. That is what Dewey was striving for, education to be relatable and to get children ready for the real world.


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This course is designed for Business and Economic students. Topics include the review of linear and non-linear functions and models (including cost, revenue, profit, demand and supply), solving linear and non-linear systems of equations, matrices, linear programming, difference equations and mathematics of finance (including simple and compound interest: discrete and continuous, annuities, mortgages, loans).
- Teacher: Chanthorn Heng
Students will Understanding hardware and software components. Hardware is the physical equipment such as the case, storage drives, keyboards, monitors, cables, speakers, and printers. The term software includes the operating system and programs. The operating system instructs the computer how to operate. These operations may include identifying, accessing, and processing information. Programs or applications perform different functions.
- Teacher: BUT Saran


The program is being renewed and extended in 2017, as Orange and Thales are joining PGMO. The new PGMO covers Optimization, Operations Research and their interactions with data sciences.
A new kind of research program
The PGMO is a new type of corporate patronage whose aim is to foster, liven up a mathematical community of researchers coming from academia and industry, working in the field of optimization and operation research from academic themes to industrial issues.
This program will permit :
- to increase scientific exchanges between academic and industrial researchers (seminars, training, researchers invited positions…)
- to support teaching and research in optimization and operations research
- to promote job offers in private companies for students trained in optimization.
Themes of the program
- continuous optimization (convex and non-convex, non-smooth…),
- optimization of large systems (decomposition-coordination methods,…),
- combinatorial optimization and operations research, optimization with uncertainty (stochastic, robust, stochastic optimal control…),
- global optimization (relaxation, approximation,semi-algebraic programing, stochastic algorithms…),
- connected fields : artificial intelligence (learning…), statistical learning, risk management, uncertainties analysis…
The Research Initiative on « Optimization and Energy » (IROE) is dedicated to the topic of optimization for energy management.


Grade 12 maths literacygrade 12 maths literacy paper 2 paper 2 november 2013 november 2013 grade 12 maths lit paper 2 2013doc. Download the show notes http wwwmindsetcoza learn sites in this live gr 11 maths literacy show we take a close look at paper 2 exam questions in . Grade 10 mathematical literacy paper 2 thutong open lightboxst buy ebooks from i like books math worksheet 11 maths exam papers and memos mathsst lbartman com the pro . Maths lit paper two november exam grade 11 gauteng searching for maths lit paper two november exam grade 11 gauteng do you really need this pdf. Grade 12 maths literacy paper 1 november 2012 total 150 time 3 hours instructions 1 this question paper consists of 8 questions answer all the questions 2
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Jo-2, Kra-1, Li-2, Lu-1, Lu-2, Mat-1, Mate-1, Mi-2, Mit-1, Mosk-1 1. Froese, C.•. 1,1, 307 (1959). Particulars:. 585 ( 1965). Risberg; Gerd. Florance, E. T. FOider, Richard G. Fraenkel, B. S. Freed, Karl F. Froese, c. Garcia, Jose D., Jr.
Communications on Pure and Applied Mathematics · Volume 44, Issue 4 · Communications on Pure and Applied Mathematics banner. Article.
Teaching Fall 2018 (= 2018WT1) math 300 (course page at canvas.ubc.ca) Course notes (updated versions are on current course web sites) math307 pdf ( 1.1M)
Who’s #1? – muse.jhu.edu – BIBLIOGRAPHY 237  Ronald Fagin, Ravi Kumar, and D. Sivakumar. Comparing top k lists. In ACM SIAM Symposium on Discrete Algorithms,pages28–36,2003.
PRIVATE ENTERPRISE NUMBERS (last updated 2019-03-27) SMI Network Management Private Enterprise Codes: Prefix: iso.org.dod.internet.private.enterprise (126.96.36.199.4.1) This file is ht
Mathematical Society in the issue corresponding to that of the Notices which contains the. Raymond, Neil J. A. Sloane, Louis Solomon, Richard P. Stanley, and. Grubb, Gerd. Larson. Froese, Richard G. Frohardt. 1988, p. 307). I 9 8 9. 40th Anniversary of Kansas Gamma of Pi Mu Epsilon, Wichita State Univer-.
Subjects: Mathematical Physics (math-ph); Number Theory (math.. Number Theory 10 (2016), no. 2, pp. 235-307. Subjects: Algebraic Geometry (math.AG).
A Bibliography of Publications about the SPSS (Statistical Package for the Social Sciences) System Nelson H. F. Beebe University of Utah Department of Mathematics, 110 LCB
Bulletin of the London Mathematical Society; Journal of the London Mathematical Society; Proceedings of the London Mathematical Society
They form the basis for many mathematical models in the sciences and in economics, Nassif Ghoussoub, Stephen Gustafson, Tai-Peng Tsai, Richard Froese.
Room 307, BCC. Clear instruction of mathematical practice: Preparing teachers to use rich and ordinary problems to teach Common Core. Brittany Froese, University of Texas at Austin. Gerd H. Fricke, Morehead State University
Bremner, Andrew, Guy, Richard and Nowakowski, Richard. " Which integers are representable as the product of the sum of three integers with the sum of their reciprocals? Mathematics of Computation 61.203 (1993): 117-130.
Georgia Benkart, AMS [email protected] Links to abstracts will be available approximately one week (for sectional meetings) to four weeks (for national meetings) after the abstracts deadline. Abstracts are presented in PDF Format.
Dec 4, 2018. Fritzsche, Froese Fischer, and Gaigalas, 2002; Fischer et al, 2007; Yerokhin. et al, 1983; Deslattes, Beyer, and Folkmann, 1984; Richard et al, 1984. Biedermann, Christoph, Andreas Förster, Gerd Fußmann, and Rainer. Radtke. servo parameters in atomic clocks,” Metrologia 54, 307. Lett, Paul D.
Welcome to the MATH 307 MATLAB/Octave Help Page. This is taken from Richard Froese’s Slate webpage. Contents: Octave Installation Instructions I have moved these instructions to the UBC wiki.
Mar 27, 2018. Table of contents for issues of Lecture Notes in Mathematics. Last update: Tue. 54–58 Heinz-Richard Halder Regular permutation geometries.. 307–321 Tadahiro Uesu Intuitionistic theories and toposes.. 53–70 Charlotte Froese Fischer Approximate solution of Schrödinger's equation for atoms.
Richard Kenneth Guy (born 30 September 1916) is a British mathematician, professor emeritus in the Department of Mathematics at the University of Calgary. He is known for his work in number theory, geometry, recreational mathematics, combinatorics, and graph theory.
Sep 30, 1991. For material to appear in the Mathematical Sciences Meetings and Conferences section.. Richard Brualdi, John Conway, and Neil Sloane.
Name: Students should use their lab username and password, if available. Faculty should use their Ugrad Windows username and password. SLATE FAQ
Mar 9, 2007. Parenting Stress Index (PSI-4), Fourth Edition By Richard R. Abidin, PhD. Keefe, M. R., Froese-Fretz, A., & Kotzer, A. M. (1997). Western Journal of Nursing Research, 21(3), 292-307. Evaluation of Anti-Gastroesophageal Reflux Procedures in. Student Reading and Mathematics Achievement.
Lemon Juice Test Stomach Acid b: a cavity in an invertebrate animal that is analogous to a stomach When a leaf containing the bacteria is ingested by the larva of certain insects, the new gene
. Bundesanstalt für Fischereiforschung (BFA) and Gerd Hubold, for providing. Pauly D, Christensen V, Dalsgaard J, Froese R, Torres FJ (1998a) Fishing. Mathematics and Computers in Simulation 33:385-390. Heide-Jørgensen MP, Dietz R, Laidre KL, Richard P, Orr J, Schmidt HC. Academic Press, p 305-307.
Octave resource webpage constructed (based on the Math 307 resource page) to assist the students in getting started with using Octave. MATH 342: Algebra, Coding Theory and Cryptography (Jan ’14 start)
Jan 2, 2019. BELL, J.M. (1974) The Petrology of a Copper Rich Conglomerate and Its. Peninsula Center for Science, Mathematics and Environmental Education, Michigan. GERE, M.A., JR.. American Journal of Science, 132, 307-311.. BARNES, D., FROESE, R.E., MANNES, R.G. & WARNER, B. (2011).
GERD. Gastroesophageal remux disease. GFAP. Glial fibrillary acidic protein. GFP. NLRP3. Nucleotide-binding domain and leucine-rich repeat pyrin domain containing 3. NMDA. DNA Repair (Amst) 2(3):295–307. 70. Heydari AR. in human tissues, and mathematical modeling, to estimate that cardiomyocyte turn-.
Abstract. We present a new curvature condition that is preserved by the Ricci flow in higher dimensions. For initial metrics satisfying this condition, we establish a higher dimensional version of Hamilton’s neck-like curvature pinching estimate.
Stemmler, and Gerd Stratmann, eds. Anderson, Richard L. "Cross-Cultural Aesthetic Contrasts and Implications for Aesthetic Evolution and Change.". Century British Novels: Doing the Math. 307-23. Dixon, Peter, and Marisa Bortolussi. "Approach and Selection of Popular Narrative Genre.. Froese, Robert.
Aug 1, 2003. Gastroesophageal reflux, Recurrent or unexplained LRI, wheezing, etc. tests in reading, spelling, and arithmetic levels; and hyperactivity. Airway constriction due to cold air exposure has been reported in infants with CLDI (307).. Richard D, Poets CF, Neale S, Stebbens VA, Alexander JR, Southall.
Acid Reflux Breasts Pain This irritates the esophageal lining and causes pain. When a baby or newborn has acid reflux, breast milk goes undigested. For new parents, infant acid reflux. Sep 4, 2018. Small
On the other hand, Richards and King (2013) deconstruct big data by explaining that big data. “This is a world where massive amounts of data and applied mathematics replace every other tool that. capable of surviving due to its structure (Froese 2010).. Gigerenzer, Gerd (2015).. tion, 25(3): 292–307. Yates, F.


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What would you do to pass the time if you were stuck on a ship of the middle ages for weeks at a time? Dutch mathematician Christiaan Huygens used the time to study the movement of clock pendulums. He watched them for endless hours, and he eventually came to realize that the pendulums’ swing was uneven due to the ship’s listing on the waves, a phenomenon which also affected the ship’s clocks’ accuracy.
Eager to devise a solution to the problem of inaccurate time keeping, Huygens dedicated himself to finding a solution to the problem, and in so doing increase the navigational accuracy of ships as well. His efforts eventually resulted in a formula that shared a common variable with Isaac Newton’s gravitational formula, namely, g, Earth’s acceleration of gravity factor, a value which Huygens posited was indeed a non varying constant.
Building upon Newton’s work, Huygens devised a formula which demonstrated the mathematical relationship between the motion of a clock’s pendulum and g. That formula is,
T = 2 × ∏ × (L ÷ g)1/2
where, T is the period of time it takes a pendulum to make one complete swing, ∏ the Greek symbol pi, valued at 3.14, and L the length of the pendulum.
Since devices capable of directly measuring the Earth’s gravity did not exist then, as they still don’t exist today, how in the world (pardon the pun) was Huygens able to arrive at this formula? Thinking outside the box, he posited that if one knows the length of the pendulum L, and then accurately measures the time it takes for the pendulum to complete its swings, taking into account the varied times that resulted due to the ship’s listing, one can calculate g using his equation. He eventually determined g‘s value to be equal to 32.2 feet per second per second, or 32.2 ft/sec2.
Fast forwarding to Henry Cavendish’s time, Huygens’ work with pendulums and his determination of g was well known. We’ll see what Cavendish did with this knowledge next time.
Archive for October, 2014
Last time we learned that Henry Cavendish determined a value for G, the universal gravitational constant, fast on his way to determining a quantity he was determined to find, the Earth’s mass. Today we’ll see how the previous work of Christiaan Huygens, a contemporary of Isaac Newton’s, helped him get there.
First Cavendish used algebra to rearrange terms in Newton’s gravitational formula so as to solve for M, Earth’s mass. Rearranged, Newton’s formula becomes,
M = (g × R2) ÷ G
But in order to solve for M, Cavendish first needed to know Earth’s acceleration of gravity, g. To aid him in this calculation he referred back to the work of Christiaan Huygens, a Dutch mathematician from Newton’s time.
Huygens was eager to devise a formula capable of predicting clock pendulums’ motions on ships, his goal being to invent a timepiece accurate enough to make navigating ships easier. He hypothesized that a key factor in predicting a pendulum’s movement was an unknown constant, the acceleration of gravity factor, g, which Newton had previously posited existed. Through meticulous observation, Huygens came to realize that the time it took for pendulums to complete one swing back and forth was dependent not only on the length of the pendulum, but also this unknown quantity.
In order for Huygens’ computations to work, the value of g had to be a constant, meaning, its value could not vary between computations; g‘s value was in fact a fudge factor, a phantom he would assign a specific numerical value. Huygens’ needed it in order to make his hypothesis work, a practice commonly use by scientists, even today. Determining a value for g would allow Huygens to successfully relate the length of the pendulum to the timing of its swing and to create a mathematical relationship between them.
Huygens ultimately determined g’s value to be a whopping 32.2 feet per second per second, or 32.2 ft/sec2. We’ll see how he did it next time.
Last time we discussed Isaac Newton’s Law of Gravitation and how he used it to arrive at conclusions concerning gravity. He theorized the existence of a universal gravitational constant, G, a set numerical value for all heavenly bodies in our universe, and he developed a formula to determine the acceleration of gravity, g.
Newton felt sure that the gravity at play on the surface of any heavenly body, such as stars and planets, could be determined if one knew the value of G, along with the object’s mass, M, and radius, R, and he developed this equation to do so,
g = (G × M) ÷ R2
At this point you may be thinking, Finding the mass and radius of a heavenly body is hard enough, but what is this universal gravitational constant?? Good point.
Back in Newton’s time, the existence of G was purely speculative. He conceived it to be a numerical value which would act as a fudge factor, enabling his equation for determining g to work. As a matter of fact, Newton had no clue of how to determine G and was convinced that it would be beyond anyone’s ability to do so.
The mysterious G factor and its numerical value were not actually determined until more than a hundred years later by Henry Cavendish. In 1796 Cavendish was focused on determining the Earth’s mass, M, by using Newton’s equation. To arrive at a value for G, Cavendish conducted experiments which measured the gravitational attraction between two lead spheres attached by way of a torsion balance. After much testing he eventually concluded that he had computed G to a reasonable degree of accuracy and that its value was equal to 3.439 x 10-8 cubic feet per slug per second squared. In this case a slug is not a slimy creature living in the garden, but rather a unit of measurement used to quantify the mass of an object.
For the full story, see this article on Cavendish’s experiment by The Physics Classroom.
But even after determining G, Cavendish still had to obtain values for g and R in order to calculate M. This was made possible thanks to the work of two men who came before him. One of these was the Greek mathematician Eratosthenes, who way back in 230 B.C. discovered that the radius of the earth, R, could be calculated by simply measuring the shadows of objects cast on Earth’s surface. All he needed was a measuring stick and geometry.
For the full story see this fascinating article on the subject from Bucknell University.
As for the value of g, the acceleration of gravity on Earth, Cavendish was aided by the previous efforts of a Dutch mathematician from Newton’s time, Christiaan Huygens. You may recall that Huygens was first introduced in a previous blog series on spur gear geometry, where we learned that he studied the motion of clock pendulums. Through observation, Huygens was able to arrive at a mathematical formula capable of predicting the pendulums’ often erratic motion on ships at sea.
Next time we’ll see how Huygens’ insights gained by watching pendulums ultimately made it possible for him to arrive at a numerical value for Earth’s acceleration of gravity, g.


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Poetry as Geometry
The following is not a poetic or a personal statement: i is an imaginary number. Like poetry, mathematics contains infinities. Like poetry, it is difficult to define what mathematics is. Which might explain why Alfred North Whitehead and Bertrand Russell failed miserably when they tried to constitute a foundation for modern mathematics with Principia Mathematica, thus leaving them incomplete. Perhaps this failure stems from their attempt to find and justify a single basic unit of study, the way other sciences and logic had defined one at the turn of the 20th century (those have since lost their fundamental basis). This is of course a crude attempt to summarize a lengthy and complex work that spans over three volumes. But where other sciences are finite in their scope of inquiry, mathematics contains and studies the relationships between infinities. To quote the Doctor in the recent episode The Rings of Akhaten: "There is only one of one, but there is an infinity of others."
But mathematics is and remains the essence of modern sciences. The scientific method finds its cradle in mathematics. To summarize, based on previously made assumptions and questions, a hypothesis is made. Following this hypothesis, an experiment will be devised and conducted, in which the hypothesis may or may not be falsified and rejected. Out of this conclusion may arise a new set of questions and entire new fields of inquiry.
Such examples can be found in geometry, which, until the 18th century with the work of Carl Friedrich Gauss (et al.) had been defined by Euclid’s postulates, which state the following:
1. A straight line is defined by any two points.
2. A finite straight line can be extended continuously into a straight line.
3. Any circle can be described by a center and a radius.
4. All right angles are equal to one another.
5. If a straight line falling on two straight lines make their interior angles on the same side that sum to less than two right angles, the two lines, if extended indefinitely, meet on that side on which the angles sum to less than two right angles.
This fifth postulate is also known as the Parallel Postulate and its lack of syntactic simplicity (among other things) has confounded geometers for centuries, who tried to prove it false. Or not. Hence non-Euclidian (non-planar) geometry where the sum of all the angles may or may not equal to 180º and topography through the works of Bernhard Riemann, Henri Poincaré and others. This in turn made Einstein’s work on relativity and the postulate that any three-dimensional object could be reduced to the shape of a three-dimensional sphere or a three-dimensional donut.
It is difficult to find poetry that displays similar standards of experimental rigor Christian Bök’s Xenotext Experimentcomes to mind. But since it is working from the principles of genetics and molecular biology, it falls more into the realm of applied science and technology. Simply put, the Xenotext Experiment does not ask any question about genetics or language, except perhaps “Can it be done?”
Of course, mathematics and poetry have never been mutually exclusive. Before the modern mathematical notational system was devised, much of mathematics was mediated through “natural” language. As such, π was known as quantitas in quam cum multiflicetur diameter, proveniet circumferencia, until the 18th century when William Jones and Leonhard Euler adopted the Greek letter now used in modern mathematics, a rather cumbersome notation that can lead to some rather pseudo-Oulipian tautologies:
Circumference equals diameter multiplied by the quantity, which multiplied by the diameter, yields the circumference
Circumference = Circumference
Oulipo needs of course no introduction as the best known nexus between literature and mathematics. But its most mathematical operations do not stray very far from arithmetic, Euclidian geometry and group theory. Mathews’ Algorithm, for example, finds its historical precedent in the permutation theories of Renaissance mathematicians Pierre de la Ramée (Petrus Ramus) and Ramon Llull.
Perhaps, however, mathematics provides a salient metaphor for poetry in the French word translation, which describes the transformation of a geometrical object by a vector. As such, a triangle ABC will be transformed by a vector W into triangle A’B’C’. A’B’C’ will possess the same angles, lengths, and orientation as ABC, but will be considered as a different triangle but its spatial coordinates have been transformed.
Poetry operates the same way. It takes a linguistic object and transforms it through the vector of writing. The transformed object will have the familiarity of its original, stripped of its operation context.
 For future consideration, the poetry of Claude Royet-Journoud as mathematical operation.
 The Doctor might be wrong on this one, as Wilfrid Sellars and Ludwig Wittgenstein might be tempted to demonstrate there is an infinity of ones. He is also facing the problem of three of one.
 One consequence: The sum of all angles in a triangle equals to 180º.
 Just draw your triangle on a sphere.
 Their work also made possible the idea of Time And Relative Dimensions In Space being bigger on the inside than on the outside.
 Poincaré, being a distinguished French mathematician, did not use the word “donut” or even “doughnut,” but the word “torus,” not out of anti-Anglo-Saxon snobbery, but because the French didn’t know what a donut was at the turn of the 20th century. Had he been from Québec, he might have used the word “donut.” Or not.
 Russian mathematician Grigori Perelman demonstrated the Poincaré conjecture in 2007. He got the Fields Medal for it, which is like getting the Nobel Prize in mathematics, but more nerdy.
 To use Wordsworth’s expression. Analytical philosophers may or may not have a fit, which apparently happens very often.
 Which stopped being “’natural’ language” with the sack of Rome in 461 CE and stands for “quantity which multiplied by the diameter yields the circumference.”
 Which doesn’t have anything to do with textual translation (traduction) but is annoyingly translated as “translation” in English. No wonder a Russian demonstrated the Poincaré conjecture.
 Which might or might not be what Norma Cole talks about when she writes “all poetry is translation.”
Originally from Strasbourg, France, françois luong currently lives in San Francisco. He has translated into English the works of Esther Tellermann, François Turcot, and Rémi Froger, among others. His poetry and translations have recently appeared or are forthcoming in Lit, West Wind Review, Verse, Dandelion (Canada), and elsewhere.


When reporting findings from a quantitative research
study, a researcher will present some descriptive statistics.
What are descriptive statistics? Below is a definition of
Descriptive Statistics Definition:
Descriptive statistics are statistics that summarize data
Descriptive Statistics Examples:
There a a few ways to summarize research data. First,
one can calculate measures of central tendency. These
include the mean, the median, and the mode.
Second, one can summarize the data with respect to the
variance in the data. The variance is a descriptive statistic
that reflects the degree of dispersion of the scores. There is
greater variance when scores are more spread out from the


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What are the rules to be followed for adding two hexadecimal numbers?
Basic concepts of Hexadecimal:
- Hexadecimal is base 16.
- There are 16 digits in counting (0, 1, 2, 3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, F)
- When you reach 16, you carry a “1” over to the next column
- The number after F (decimal 15) is 10 in hex (or 16 in decimal)
Steps to add two hexadecimal numbers:
1. Add one column at a time.
2. Convert to decimal and add the numbers.
3(a). If the result of step two is 16 or larger subtract the result from 16 and carry 1 to the next column.
(b). If the result of step two is less than 16, convert the number to hexadecimal.


"The Fields Medal awarded to Iranian mathematician Maryam Mirzakhani, professor at Stanford University (USA), is an important day for mathematics, for women and sciences. It is an immense source of encouragement for all those who intend to pursue a career in sciences or mathematics. It is a call to further recognize the talents of women on equal terms with men at all stages of their journey," declared the Director-General.
"Today women represent less than 30% of scientists in the world. Most often this is due to persistent and unfounded stereotypes. Girls are not being sufficiently encouraged to pursue math and science education in school. They are often prevented from advancing in their careers. Exclusion of girls and women signifies an enormous waste of talent that penalizes us and limits our common intellectual potential. This has a particularly damaging effect on the field of mathematics, which serves as the foundation for many other disciplines and is indispensable in everyday life, from the economy to the running of trains. Everyone should have the same opportunities to market their skills," she added.
UNESCO is committed to supporting scientific cooperation and science education for all as a motor for equality and scientific excellence. The Organization supports exhibitions, workshops and initiatives with a view to cultivate the interest of students, girls and boys alike, in mathematics, and takes part in continuous teacher training in the field of mathematics. Mathematics of Planet Earth Day was held at UNESCO Headquarters in 2013, in partnership with the International Mathematical Union. UNESCO develops activities, particularly in developing countries, to promote education and research in the fields of science and mathematics in the widest sense. UNESCO has published a book that describes The challenges in basic mathematics education, under the leadership of Michèle Artigue (Paris-Diderot University). Moreover, every year the Organization presents the L'Oreal-UNESCO Award for Women in Science.


Only made obsolete by the electronic variety, it was simple and cheap for the time. It also handles non-decimal measurements, like feet and inches, or pre-decimalization pounds, shillings, and pence. Addition and subtraction require different 'screens', handled by turning the instrument over, or flipping a front panel, or, later, by extended sliders and an extra lower panel. Although not always advertised (e.g. the Magic Brain Calculator mentions "add, subtract, multiply" on its front plate), procedures exist for multiplication (by repeated addition or by individual digit multiplications) and division (eg by repeated subtraction, or use of additions combined with complementary numbers).
More expensive versions have a built-in slide rule on the back.
This type of calculator was introduced by the Frenchman Troncet in 1889. The Addiator was one of the most popular calculators of this sort, and the name is often used to refer to the type generally.


11.1 Uncertainties and errors in measurements and results
Qualitative & Quantitative Analysis
- Analysis of data can be classified into two types
- Qualitative Analysis
- Comes from observations and non-numerical methods
- Quantitative Analysis
- Comes from measurements and always associated with uncertainties determined by either the apparatus and human limitations such as reaction times and sight
- In science, numerical data is divided into two types
- Data with exact numbers (no uncertainty)
- Data with inexact numbers (Degree of uncertainty involved)
Precision vs Accuracy
- Precision: Closeness of agreement between interdependent test results
- Accuracy: Closeness of agreement between the result of measurement and the true value
- Number of digits reflecting precision of a given measurement
- Sometimes it is useful to write in Scientific notation
- Here are some examples:
- Some rules for significant figures in calculation
- For multiplication or division: Result should be expressed based on measurement with smallest number of significant figures.
- For addition or subtraction: Result should be expressed based on measurement with smallest number of decimal places
- (A simple rule on the side is that your final answer should be expressed in the number of significant figures of the measurement with the lowest number of significant figures)
- Every measurement has a degree of uncertainty with it called experimental error
- There are two types of experimental error
- Systematic error: A flaw in experimental design or methodology. This affects the accuracy of the results.
- Random error: Occur because of uncontrolled variables. Cannot be eliminated. This affects the precision of the results.
Absolute and Relative Uncertainty
- Absolute Uncertainty is the margin of uncertainty associated with the result from a measurement.
- Its symbol is given by ΔA
- Relative Uncertainty is the ratio comparing the size of the absolute uncertainty.
- Relative uncertainty = ΔA / A
- All experimental results should be reported in form:
- Experimental result = (A ± ΔA) units


This brand-new and completely revised third edition of Delta Mathematics is closely aligned with recent developments in New Zealand mathematics education. The content has been carefully revised in line with best teaching practice, and expanded to respond to changes in the curriculum and assessment. Delta Mathematics covers all eight of the NCEA Level 3 Mathematics Achievement Standards.Delta Mathematics includes groundbreaking and balanced coverage of critical-path analysis, a new area in secondary mathematics, and incorporates:critical-path method (earliest and latest start and finish times)the backflow algorithmscheduling, with both unlimited and limited processorsallocation of tasks, with priority lists based on critical times and decreasing times.All the topics in Delta Mathematics are accompanied by a large number of well-balanced questions, graded in difficulty, to reinforce students¿ understanding and build solid foundations for future learning. Many investigations, applications, spreadsheet activities and puzzles help to make the underlying mathematics more interesting and relevant. Full answers are provided.


A quick overview of George Pólyas How to Solve It. Problem solving can be divided into four separate steps: Understand the problem. Make a plan. Carry out the plan. Reflect on the solution.
Understand the problem
What is the unknown? What are the data? What is the condition? Do you understand the problem? Restate it in your own words. Can the condition be satisfied given the data? Introduce suitable notation. Draw a figure. Write it down.
Make a plan
Have you seen it before? Have you seen a related problem? Find a problem with a similar unknown. Divide the problem into simpler problems. Look at a more specialized problem or a more general.
Carry out the plan
As you carry out the plan: check each step! Can you see that it is correct? Can you prove that it is correct?
Reflect on the solution
When the solution is found: check the result! Check the solution. Can you derive the result differently? Can you use the result for another problem?


NEED a break for the scorching heat this Easter Sunday? We have just the thing to keep you and your brain busy.
A new maths puzzle is driving people wild as they try to solve the Easter equation.
Devised by Gala Bingo the puzzle asks people to figure out the value of the Easter egg, daffodil and hot cross bun to work out what the final sum could be, but how will you fare?
This Easter themed maths puzzle took an average of 62 seconds to solve, but can you beat the time?
The answer is of course 50 but we’ll explain if you’re still scratching your head.
The first answer is 45 meaning that each daffodil is equivalent to 15.
Only 30% of people can solve baffling brainteasers in less than 2 minutes
Are there more wheels or doors? Mind-boggling brainteaser will drive you nuts
Therefore the next sum means that the two chocolate eggs make the value of 20 together or ten individually.
This means that the following sum shows that four hot cross buns are equal to eight, giving them the value of two each.
So when you add the daffodil (15) to the chocolate egg (ten) you get 25, multiply that by a hot cross bun (two) and you get 50.
Time to tuck into a well deserved Easter egg after all of that brain power!
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F-test two-sample for variances online dating
The decision process will be the same as well: if the test statistic falls in the rejection region we will reject the null hypothesis; if the -value is less than the preset level of significance we will reject the null hypothesis.
The interpretation of an confidence intervals in support of the hypothesis decision will also be familiar: if the interval does not contain the null hypothesis value then reject the null hypothesis; if the interval contains the null hypothesis value then we will fail to reject the null hypothesis.
or "Are you sure you want to conduct a right-tailed test? Instead, the researcher is responsible for understanding and interpreting the results.
This becomes especially true in this lesson where one has to pay attention to any difference is calculated.
Next, one has to determine if the samples are independent samples or dependent samples in order to choose between a 2-sample test and the paired test.
We will start with comparing two independent population proportions, move to comparing two independent population means, from there to paired population means, and ending with the comparison of two independent population variances.
That is, one could fail to reject a null hypothesis concluding that the diet did not result in a significant weight loss, where instead, if the proper alternative would have been selected a rejection would have taken place and the diet would have shown a significant weight loss.
A seemingly small mistake that has big consequences!!
However, if you were to select the options of "Difference less than hypothesize difference" you would get a decision that conflicts with the the prior option.
The equality of variance between groups is one of the assumptions of ANOVA and linear regression. Sample file is based on Cont1bin1cat1, which is a simulated data with 150 cases and three variables: one continuous, one binary, and one categorical with three levels.
We will be using the continuous variable as the dependent variable, and the three-level categorical variable as the independent variable.
For example, imagine you are conducting a weight loss study where you compare starting weight of your subjects to the end weight.
In such a study if you calculate the difference as "Start Weight - End Weight" you would expect the difference to be greater than zero.


2008/9 Schools Wikipedia Selection. Related subjects: Mathematics
Kinematics ( Greek κινειν,kinein, to move) is a branch of dynamics which describes the motion of objects without the consideration of the masses or forces that bring out the motion. In contrast, kinetics is concerned with the forces and interactions that produce or affect the motion.
The simplest application of kinematics is to point particle motion ( translational kinematics or linear kinematics). The description of rotation ( rotational kinematics or angular kinematics) is more complicated. The state of a generic rigid body may be described by combining both translational and rotational kinematics ( rigid-body kinematics). A more complicated case is the kinematics of a system of rigid bodies, possibly linked together by mechanical joints. The kinematic description of fluid flow is even more complicated, and not generally thought of in the context of kinematics.
Translational or curvilinear kinematics is the description of the motion in space of a point along a trajectory. This path can be linear, or curved as seen with projectile motion. There are three basic concepts that are required for understanding translational motion:
- Displacement is the shortest distance between two points: the origin and the displaced point. The origin is (0,0) on a coordinate system that is defined by the observer. Because displacement has both magnitude (length) and direction, it is a vector whose initial point is the origin and terminal point is the displaced point.
- Velocity is the rate of change in displacement with respect to time; that is the displacement of a point changes with time. Velocity is also a vector. For a constant velocity, every unit of time adds the length of the velocity vector (in the same direction) to the displacement of the moving point. Instantaneous velocity (the velocity at an instant of time) is defined as , where ds is an infinitesimally small displacement and dt is an infinitesimally small length of time. Average velocity (velocity over a length of time) is defined as , where Δs is the change in displacement and Δt is the interval of time over which displacement changes.
- Acceleration is the rate of change in velocity with respect to time. Acceleration is also a vector. As with velocity if acceleration is constant, for every unit of time the length of the acceleration vector (in the same direction) is added to the velocity. If the change in velocity (a vector) is known, the acceleration is parallel to it. Instantaneous acceleration (the acceleration at an instant of time) is defined as , where dv is an infinitesimally small change in velocity and dt is an infinitesimally small length of time. Average acceleration (acceleration over a length of time) is defined as , where Δv is the change in velocity and Δt is the interval of time over which velocity changes.
When acceleration is constant it is said to be undergoing uniformly accelerated motion. If this is the case, there are four equations that can be used to describe the motion of an object.
- Those who are familiar with calculus may recognize this as an initial value problem. Because acceleration (a) is a constant, integrating it with respect to time (t) gives a change in velocity. Adding this to the initial velocity (v0) gives the final velocity (v).
- Using the above formula, we can substitute for v to arrive at this equation, where s is displacement.
- By using the definition of an average, and the knowledge that average velocity times time equals displacement, we can arrive at this equation.
To describe the motion of object A with respect to object O, when we know how each is moving with respect to object B, we use the following equation involving vectors and vector addition:
The above relative motion equation states that the motion of A relative to O is equal to the motion of B relative to O plus the motion of A relative to B.
For example, let Ann move with velocity VA and let Bob move with velocity VB, each velocity given with respect to the ground. To find how fast Ann is moving relative to Bob (we call this velocity VA / B), the equation above gives:
To find VA / B we simply rearrange this equation to obtain:
Rotational kinematics is the description of the rotation of an object and involves the definition and use of the following three quantities:
Angular position: If a vector is defined as the oriented distance from the axis of rotation to a point on an object, the angular position of that point is the oriented angle θ from a reference axis (e.g. the positive x-semiaxis) to that vector. An oriented angle is an angle swept about a known rotation axis and in a known rotation sense. In two-dimensional kinematics (the description of planar motion), the rotation axis is normal to the reference frame and can be represented by a rotation point (or centre), and the rotation sense is represented by the sign of the angle (typically, a positive sign means counterclockwise sense). Angular displacement can be regarded as a relative position. It is represented by the oriented angle swept by the above-mentioned point (or vector), from an angular position to another.
Angular velocity: The magnitude of the angular velocity ω is the rate at which the angular position θ changes with respect to time t:
Angular acceleration: The magnitude of the angular acceleration α is the rate at which the angular velocity ω changes with respect to time t:
The equations of translational kinematics can easily be extended to planar rotational kinematics with simple variable exchanges:


What is Numeracy?
Numeracy is a fundamental area of skill for all students. It is critical to success in school and far beyond.
Being numerate means having the confidence and skill to use numbers and mathematical approaches in all aspects of life.
A numerate individual is able to reason with numbers and other mathematical concepts and apply these in a range of contexts and to solve a variety of problems.
Being numerate is as much about thinking and reasoning logically as about doing math calculations.
Why is Numeracy Important?
Numeracy is used in every aspect of our daily lives: at home, at work and beyond. We rely on our numeracy skills to compare costs, judge distances, decorate a room, interpret a chart or adapt a recipe. The digital age presents us with more numerical data than ever before, placing a new premium on numeracy skills.
Ways to Support Numeracy Development
Children’s motivation and achievement improve when their parents or caregivers are involved in their education. There are many everyday things you can do to encourage numeracy learning.
- Be positive about math. Don't say things like "I can’t do math" or "I hated maths at school"; your child might start to think like that themselves.
- Point out the math in everyday life. Include your child in activities involving math such as using money, cooking and travelling.
- Praise your child for effort rather than talent. This shows them that by working hard they can always improve.
See the selection of resources and websites listed here for many other great ideas on how you can help your child develop numeracy skills.
Parent Resources for Numeracy Learning
- Battle River School Division Numeracy Brochure https://drive.google.com/file/d/0B_pckrY9ucsGMGhvMHZLQlBqYUU/view?usp=sharing
- National Numeracy Family Maths Toolkit https://www.familymathstoolkit.org.uk/
- Queensland Literacy & Numeracy Parent Resources https://education.qld.gov.au/parents-and-carers/school-information/literacy-and-numeracy/resources
- Alberta Education My Child’s Math videos https://education.alberta.ca/mathematics-k-6/program-supports/everyone/videos/
- Government of Canada Teaching Children About Money https://www.canada.ca/en/financial-consumer-agency/services/teaching-children-money.html


During term 1 and the remote learning period, several year 7 students participated into the Maths Talent Quest. This is an annual competition aimed at promoting interest in mathematics and fostering positive attitudes among students, parents and teachers and is open to all primary and secondary students across the Nation. Students were encouraged to investigate a mathematical problem where they were required to select a topic and collect evidence and data to draw a conclusion regarding their question of investigation. After many weeks of research and tinkering with their data, students submitted their entries in a variety of formats including videos and e-books. Entries were judged at a school level in August. It was a very challenging job for teachers to pick out just two investigations to submit at the State judging level.
This year the award ceremony was presented online in October to celebrate the achievements of students receiving distinctions, high distinctions and special awards. Estelle Tabet’s “Using Maths to Enhance Performance in Tennis,” received a distinction, while Mary Saad’s “Is Memory Affected By Age,” received a high distinction and also the special Casio Education Award. We are all extremely proud of the effort and time each student has put into their project. Well done on a fantastic achievement!


• Decision Dilemmas: Each course section is introduced with a real-world business vignette that presents a dilemma and related managerial or statistical questions. Solutions to these questions require the use of techniques presented in the section. A Decision Dilemma Solved feature concludes each section, giving students the opportunity to answer and discuss each question presented at the beginning of the section.
• Thinking Critically About Statistics in Business Today Exercises: Each course section features one or several of these exercises that give real-life examples of how the statistics presented in the section apply in the business world today.
• EXPANDED Databases: Twenty databases representing several industries including banking, consumer spending, energy, environmental, finance, manufacturing, healthcare, market research, retailing, stocks and more provide additional opportunities for students to apply the statistics presented in each chapter.
• NEW Big Data Case: Using data from the American Hospital Association, each chapter contains an activity asking students to perform several tasks using variables, samples, and data.
• NEW Visualizing Time-Series Data Section: helps students use historical data with measures taken over time to predict what might happen in the future.
• Ethical Considerations: This feature in each course section integrates the topic of ethics with applications of business statistics.
• Tree Taxonomy Diagrams: These diagrams illustrate the connection between topics and techniques and the ability to see the big picture of inferential statistics.
• Section Reorganization Options: This course was designed to allow for both one- and two-semester coverage.
• 900+ Practice Problems: A treasury of practice problems are available in this course.
1 Introduction to Statistics and Business Analytics
2 Visualizing Data with Charts and Graphs
3 Descriptive Statistics
5 Discrete Distributions
6 Continuous Distributions
7 Sampling and Sampling Distributions
8 Statistical Inference: Estimation for Single Populations
9 Statistical Inference: Hypothesis Testing for Single Populations
10 Statistical Inferences About Two Populations
11 Analysis of Variance and Design of Experiments
12 Simple Regression Analysis and Correlation
13 Multiple Regression Analysis
14 Building Multiple Regression Models
15 Time-Series Forecasting and Index Numbers
16 Analysis of Categorical Data
17 Nonparametric Statistics
18 Statistical Quality Control
19 Decision Analysis
<한빛아카데미> 도서는 한빛 홈페이지에서 더 이상 판매를 하지 않습니다. 도서 구입은 인터넷 서점을 이용하시기 바랍니다. 양해바랍니다.


Betting on the success of innovative technologies in the marketplace can carry all the uncertainty and risk that betting on the next card in the deck does at a blackjack table in Las Vegas. There is a factor of randomness that must be factored in, but precisely how to do so is anyone's guess.
I was always told that I was good in mathematics, and I guess my grades and standardized test scores supported that. My worst subjects were those that generally involved a lot of reading - English and history. So, having good test scores in math and mediocre ones in reading, I was naturally advised to major in engineering in college.


A car is traveling at a speed of 48 miles per hour. What is the car's speed in miles per minute? How many miles will the car travel in 2 minutes? Do not round your answers.
To find the miles per minute from the miles per hour, divide the mph by 60 since there are 60 minutes in an hour. So if a car is driving 48 mph, divide 48 by 60 to get the miles per minute. If a car is driving at 48 mph, then the car's speed in miles per minute is .8 miles per minute.


PUT your maths skills to the test by trying to solve this puzzle.
If you're able to work out the answer in under 15 seconds, it could mean you have a top IQ.
Brain teaser fans have been challenged to work out the answer to the fourth sum by using the first three.
To solve the final problem, you need to work out what number each fruit represents.
The first shows three mangoes added together to make 15, which divided by three equals five.
And the second sum shows one mango added to two pears totalling 23.
More brain teasers
Can you spot the five differences in this fun cat picture in just 10 seconds?
You have to be cool as ice to spot the odd one among the peppers in five seconds
Minusing the mango, five, from 23 gives 18 – which is divided by two to represent each pear equals nine.
The third equation then shows a pineapple plus two pears equaling 21.
So, we know one pear is nine, so double that is 18 – and 21 minus 18 is 3, so pineapples must represent three.
And so the final problem should be easy to solve now – its one mango (five) plus and pineapple (three) plus a pear (nine), which totals 17.
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If you were able to solve that one easily, have a go at this maths problem which has stumped the internet.
Or try spotting the correctly spelled word in this puzzle in just five seconds.
In this perplexing optical illusion, a dog sits almost concealed from view – with puzzle lovers left baffled trying to spot it.
Can you also find the correctly-spelled word in this puzzle?
Source: Read Full Article


Abstract --- Whether there exists a parallelepiped with edges, face diagonals, and main diagonals all of integer length is an open question. We look at the structure of integer length vectors in dimensions two, three and four and develop an algebraic view of the structure of those vectors in three dimensions. Namely, we give matrix generators for producing all the 3-dimensional integer length integer vectors. Parametric families of parallelepipeds that have good properties and the results of computer searches for perfect parallelepipeds are described.
Manuscript preprint: [Preprint]
Mathematica computations for proofs in the manuscript:
Available [as html] [as *.nb]


Example of Zero Coupon Bond Formula. A 5 year zero coupon bond is issued with a face value of $100 and a rate of 6%. Looking at the formula, $100 would be F, 6% would be r, and t would be 5 years.
Thus the Present Value of Zero Coupon Bond with a Yield to maturity of 8% and maturing in 10 years is $463.19. The difference between the current price of the bond, i.e., $463.19, and its Face Value, i.e., $1000, is the amount of compound interest that will be earned over the 10-year life of the Bond.
The value of bond may fluctuate after issuance of the bond as the current interest rates of the market will influence prices. Zero Coupon Bond Illustration . Lets suppose a zero coupon bond is issued for 5 years havinga face value of $150 along with a rate of 7%, now we put all these values inexpression above;
If 30-year interest rates are 14% a person would only need to spend $17,257.32 to buy a $1,000,000 face-value zero coupon bond. With interest rates at 3% that math changes drastically, requiring a $409,295.97 payment to buy the same instrument. That difference in price is capital appreciation.
n = 3 i = 10% FV = Face value of the bond = 1,000 Zero coupon bond price = FV / (1 + i) n Zero coupon bond price = 1,000 / (1 + 10%) 3 Zero coupon bond price = 751.31 (rounded to 751) As the face value paid at the maturity date remains the same (1,000), the price investors are willing to pay to buy the zero coupon bonds must fall from 816 to 751, in order from the return to increase from 7% to ...
The par value of the bond is the amount that the bond issuer will pay to the bond holder when the bond matures. The par value is typically $1,000. Thus, in this example, $1,000 divided by 1.338 equals 747.26. This means that the present value of a zero coupon bond providing a 6% rate of return by paying out $1,000 at maturity is $747.26.
Zero Coupon Bond (Definition, Formula, Examples, Calculations) COUPON (2 days ago) Thus the Present value of zero coupon bond with a Yield to maturity of 8% and maturing in 10 years is $463.19. The difference between the current price of the bond i.e. $463.19 and its Face Value i.e. $1000 is the amount of compound interest that will be earned over the 10-year life of the Bond..
So a 10 year zero coupon bond paying 10% interest with a $1000 face value would cost you $385.54 today. In the opposite direction, you can compute the yield to maturity of a zero coupon bond with a regular YTM calculator.
Zero coupon bonds, also known as zeros, ... The less you pay for a zero coupon bond, the higher the yield. A bond with a face value of $1,000 purchased for $600 will yield $400 at maturity.
Zero Coupon Bond Value - Formula (with Calculator) CODES (2 days ago) A 5 year zero coupon bond is issued with a face value of $100 and a rate of 6%. Looking at the formula, $100 would be F , 6% would be r , and t would be 5 years.
The company plans to issue 5,000 such bonds, and each bond has a par value of $1,000 with a coupon rate of 7%, and it is to mature in 15 years. The effective yield to maturity is 9%. Determine the price of each bond and the money to be raised by XYZ Ltd through this bond issue. Below is given data for the calculation of the coupon bond of XYZ Ltd.
For example there is 10-years bond, its face value is $1000, and the interest rate is 5.00%. Before the maturity date, the bondholder cannot get any coupon as below screenshot shown. You can calculate the price of this zero coupon bond as follows:
Divide the face value of the bond to calculate the price to pay for the zero-coupon bond to achieve your desired rate of return. Zero-Coupon Bond Price Example For example, say you want to earn a 6 percent rate of return per year on a bond with a face value of $2,000 that will mature in two years.
Although bond equivalent value can also be used for that purpose, however zero coupon bond effective yield do much better job. Let’s suppose an example where an individual buys zero coupon bonds for $700 having a face value of $1,700 on maturity.
The yield rate on zero-coupon bonds is 1.5% and you have $400,000 to invest, $250,000 in 2-year bonds and $150,000 in 5-year bonds. If both types of bonds have a face value of $1,000, how many bonds of each type can you buy?
A thirty-year zero-coupon bond has a face value of $1,000 and a market price of $700. Face value is assumed to be $1,000. (1) What is the yield-to-maturity on this bond? Please type in your answer --> Note: if you choose C, please just type C. Don't type (C) or 1.43.
You buy a 10-year $1,000 par value zero-coupon bond priced to yield 6%. You do not sell the bond. If you are in a 28% tax bracket, you will owe taxes on this investment after the first year equal to _____. C. $9.38. Floating-rate bonds have a _____ that is adjusted with current market interest rates.
This zero-coupon bond was sold for $2,200 below face value to provide interest to the buyer. Payment will be made in two years. The straight-line method simply recognizes interest of $1,100 per year ($2,200/2 years).
Zero Coupon Bond Value - Formula (with Calculator) 50% off Offer Details: After 5 years, the bond could then be redeemed for the $100 face value.Example of Zero Coupon Bond Formula with Rate Changes. A 6 year bond was originally issued one year ago with a face value of $100 and a rate of 6%.
What are the cash flows involved in the purchase of a 5-year zero-coupon bond that has a par value of $1,000 if the current price is $800? Assume the market rate of interest is 5 percent. true. True or false: Zero coupon bond calculations use semiannual periods to be consistent with coupon bond calculations.
For instance, suppose we have a 10-year bond with a $100,000 face value and a 10% annual interest rate. Assuming it initially pays coupons semi-annually, 21 zero-coupon bonds can be created. That’s the 20 C-STRIPS plus the principal strip (P-STRIP). Each of the C-STRIPS has a $%5,000 face value, which is the amount of each coupon.


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This semester, I'm teaching two sections of Ordinary Differential Equations at Florida State University. Both sections are held online. The syllabus is linked below. If you are a student, please see the Canvas page for more information.
Sections 2 & 3 Syllabus
I taught two sections of Calculus II at Florida State University. Both sections started in person but were eventually moved online.
First semester at Florida State University! I taught two sections of Calculus II at Florida State University.
I taught one section of Pre-Calculus during my final semester at the University of North Carolina.
ABOVE: "Probability Bingo Game" I invented for the University of North Carolina's Females Excelling More in Math, Engineering, and Science (FEMMES) Day Camp in 2017. Over 50 girls (ages 10-12) attended.
BELOW: I was afraid the girls wouldn't like my probability game so I brought lots and lots of candy with me...


Mathematics is the study of patterns, both quantitative and spatial. As such, it is the key to understanding our natural and technical world. Through the study of mathematics, students develop skills in problem solving, critical thinking and clear, concise writing. Statistics is the study of data. In a world where data is readily available and so many decisions are made from data analytics, students need to be equipped to extract meaning from data.
About the Program
The Department of Mathematics and Statistics offers courses which serve as a fundamental part of a liberal education and as a basis for work in other disciplines. In addition, the department offers a complete major program providing opportunities for a deeper study of mathematics as well as an optional concentration in statistics. Mathematics majors pursue a wide range of career options, including work in teaching, business, industry and government service. Many mathematics majors choose to continue their studies with graduate work in mathematics, statistics, computer science or other fields which require significant mathematical background, such as economics or science.
The department also provides opportunities for independent study and research. Collaborative student/faculty research projects have been conducted in the areas of mathematical modeling, chaos theory, dynamical systems, statistics, real analysis, complex analysis, linear algebra, algebra, representation theory, geometry and bioinformatics.
Study abroad opportunities are available in Budapest, Hungary and Aberdeen, Scotland. In addition, majors can study off-campus at a variety of domestic locations such as Oak Ridge National Laboratory.
The Department of Mathematics and Statistics offers both a Bachelor of Science and a Bachelor of Arts in mathematics with the option for a concentration in Statistics. Many of our majors are double majors or minors in areas such as chemistry, physics, computer science and economics. We also have majors who have a second major or minor in areas such as music and English. About half of our mathematics majors become teachers. We offer a Mathematics Secondary Education Major for students intending to become middle school or high school mathematics teachers.
The Department of Mathematics and Statistics offers a Minor in Mathematics and a Minor in Statistics for non-mathematics majors. We also offer a Mathematics Secondary Education Minor for students intending to become middle school or high school teachers.


Net Intelect can provide vector graphics for your logo or promotional material. Vector graphics are the use of geometrical primitives such as points, lines, curves, and shapes or polygon(s), which are all based on mathematical equations, to represent images in computer graphics. Often this type of graphic is used for large format print or artwork that requires scaling up easily without distortion. Vector graphics are essentially linear artwork and shapes which can be scaled to any size using the required software. Vector graphics are generally used for logos and and linear or patterned artwork, or artwork with defined shapes.
Net Intelect have created a variety of artwork in vector format for use on just some of the following :- T shirt and clothing, snowboard and skate board graphics, signage and banners and much more.
Vector graphics formats are complementary to raster graphics, which is the representation of images as an array of pixels, as it is typically used for the representation of photographic images. Vector graphics files store the lines, shapes and colours that make up an image as mathematical formulae. A vector graphics program uses these mathematical formulae to construct the screen image, building the best quality image possible, given the screen resolution.