10 edition of Linear Systems Properties found in the catalog.
This pocket book serves as an immediate reference for the various formulae encountered in linear systems, control systems, probability, communication engineering, signal processing, quantum mechanics, and electromagnetic field theory. It includes novel results on complex convolutions; clearly explains real and complex matrix differentiation methods; provides an unusual amount of orthogonal functions; and presents properties of Fourier series, Fourier transforms, Hilbert transforms, Laplace transforms, and z-transforms. Singular value decomposition techniques for matrix inversion are also clearly presented.
|LC Classifications||QA402.3 .K734 1998|
|The Physical Object|
|Number of Pages||292|
|LC Control Number||97048753|
Book Summary: The title of this book is Linear Systems, Fourier Transforms, and Optics and it was written by Jack D. Gaskill. This particular edition is in a Hardcover format. This books publish date is Unknown and it has a suggested retail price of $ It was published by Wiley-Interscience and has a total of pages in the Edition: 1st. vector spaces, linear maps, determinants, and eigenvalues and eigenvectors. Another standard is book’s audience: sophomores or juniors, usually with a .
Linear Algebra, Theory and Applications was written by Dr. Kenneth Kuttler of Brigham Young University for teaching Linear Algebra II. After The Saylor Foundation accepted his submission to Wave I of the Open Textbook Challenge, this textbook was relicens\ ed as CC-BY Linear Systems oscillating systems whose properties do not change when their state changes—that is, the parameters of a linear system that characterize its properties (the elasticity, mass, and coefficient of friction of a mechanical system; the capacitance, inductance, and active resistance of an electrical system) are independent of the quantities.
About this book Automation of linear systems is a fundamental and essential theory. This book deals with the theory of continuous-state automated systems. Exercises, as well as MATLAB-based computational and design algorithms utilizing the Linear Systems Toolkit, are included to reinforce and demonstrate the concepts treated throughout the book. Topics covered include: * Basic Concepts of Linear Systems Theory * Decomposition of Unforced and/or Unsensed Systems, Proper Systems and their Properties.
history of Rolls-Royce motor cars.
Call of the Wild (Classics Collection)
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Moores Federal Rules Pamphlets 2002
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Sher Shah Suri
Social conservatism and the middle classes in Germany, 1914-1933.
The post-certificate training and education of nurses.
Everyday maths practice.
Used Tractor Price Guide 1995 (Official Tractor Blue Book)
Linear or Non-linear Systems (Linearity Property): A linear system is a system which follows the superposition principle. Let us consider a system having its response as ‘T’, input as x(n) and it produces output y(n).
This is shown in figure below: Let us consider two inputs. Input x1(n) produces output y1(n) and input x2(n) produces. Here we focus on defining linear systems and describing some of their basic properties.
Shift invariance, causality, and stability are described in terms of the impulse response of the system. Linear shift invariant systems will play a central role in. This pocket book serves as an immediate reference for the various formulae encountered in linear systems, control systems, probability, communication engineering, signal processing, quantum mechanics, and electromagnetic field theory.
It includes novel results on complex convolutions; clearly explai. The Theory of Linear Systems presents the state-phase analysis of linear systems.
This book deals with the transform Linear Systems Properties book of linear systems, which had most of its success when Linear Systems Properties book to time-invariant systems. Organized into nine chapters, this book begins with an overview of the development of some properties of simple differential systems.
The focal point of the book is an analysis of the convergence properties of the successive overrelaxation (SOR) method as applied to a linear system where the matrix is "consistently ordered". Comprised of 18 chapters, this volume begins by showing how the solution of a certain partial differential equation by finite difference methods leads to.
This professional reference is divided into three main parts: The first part contains the definitions and basic properties of positive linear systems. The second part, following the theoretical exposition, reports the main conceptual results, considering applicable examples taken from a number of widely used models.
It should be a strong contender as a textbook for first year graduate engineering courses on linear systems and it should serve as a valuable reference on linear systems for a wide audience.―Mathematical Reviews "There exist many good books on linear systems.
Among them the book by P.J. Antsaklis and A.M. Michel occupies a special by: Like other reviewers have mentioned, this book is extremely challenging to read. I wouldn't say it is a bad book- I'd say it is the kind of book you come back to after you've mastered the concepts of advanced linear algebra, control systems, signals & systems (Laplace Transforms, etc.), and even some more 'beginner' books on this topic, like maybe the one by by: A thorough introduction to systems theory with emphasis on control is presented in this self-contained textbook.
The book examines the fundamental properties that govern the behavior of systems by developing their mathematical descriptions. Linear time-invariant, time-varying, continuous-time, and discrete-time systems are covered. The book examines the fundamental properties that govern the behavior of systems by developing their mathematical descriptions.
Linear time-invariant, time-varying, continuous-time, and discrete-time systems are covered. particularly in linear feedback systems and intelligent autonomous control systems, with emphasis on hybrid and discrete.
Linear Systems Properties: A Quick Reference - CRC Press Book This pocket book serves as an immediate reference for the various formulae encountered in linear systems, control systems, probability, communication engineering, signal processing, quantum mechanics, and electromagnetic field theory.
Introduction to Linear Control Systems is designed as a standard introduction to linear control systems for all those who one way or another deal with control systems. It can be used as a comprehensive up-to-date textbook for a one-semester 3-credit undergraduate course on linear control systems as the first course on this topic at university.
Linearity is commutative, a property involving the combination of two or more shows the general idea. Imagine two systems combined in a cascade, that is, the output of one system is the input to the each system is linear, then.
About the Book. A college (or advanced high school) level text dealing with the basic principles of matrix and linear algebra. It covers solving systems of linear equations, matrix arithmetic, the determinant, eigenvalues, and linear transformations. Numerous examples are given within the easy to read text.4/5(1).
Chapter 5: Linear Systems. Most DSP techniques are based on a divide-and-conquer strategy called superposition. The signal being processed is broken into simple components, each component is processed individually, and the results reunited. This approach has the tremendous power of breaking a single complicated problem into many easy ones.
Tyo came to the class with an electrical engineer's classic understanding of linear systems in time and frequency. Tyo quickly came to realize that, at that time, Prof. Gaskill's textbook was the only one written from the perspective of an optical engineer who needs to take 2D spatial Fourier transforms instead of 1D temporal ones.
The laws of physics are in the form of differential equations and for this reason, this book concentrates on system descriptions in this form. This means coupled systems of linear or nonlinear differential equations.
The physical approach is emphasized in this book because it is most natural for complex systems. SectionDiscrete-Time LTI Systems: The Convolution Sum, pages SectionContinuous-Time LTI Systems: The Convolution Integral, pages SectionProperties of Linear Time-Invariant Systems, pages SectionSingularity Functions, pages File Size: KB.
other linear systems books, it is generally not covered at the same level of detail (in particular the frequency domain properties of LQG/LQR, loop shaping, and loop transfer recovery).
In fact, there are few textbooks in print that cover the same material, in spite of the fact that these are classical. This book is a continuation of the book n-linear algebra of type I. Most of the properties that could not be derived or defined for n-linear algebra of type I is made possible in this new structure which is introduced in this book.
( views) n-Linear Algebra of Type I and Its Applications by W. Kandasamy, F. Smarandache. The superposition principle, also known as superposition property, states that, for all linear systems, the net response caused by two or more stimuli is the sum of the responses that would have been caused by each stimulus that if input A produces response X and input B produces response Y then input (A + B) produces response (X + Y).
A function that satisfies .A linear system is a mathematical model of a system based on the use of a linear systems typically exhibit features and properties that are much simpler than the nonlinear case. As a mathematical abstraction or idealization, linear systems find important applications in automatic control theory, signal processing, and telecommunications.Linear dynamical systems Some properties of linear system (1/2) De nition: Systems such that if y 1 and 2 are the outputs corresponding to u 1 and u 2, then 8 2R: y 1 + y 2 is the output corresponding to u 1 + u 2 Representation near the operating point: Transfer function: y (s) = h)u State space representation: x_ = Ax +Bu y = Cx(+Du) The.


At the end of Key Stages 1 and 2, all children in years 2 and 6 sit Statut0ry Assessment Tests (SATs). The way that the results are calculated, changed in 2016 in line with the new National Curriculum and higher expectations.
Children in year 2 are recorded as having met or not met the expected standard in reading, writing and maths. In KS2, the children are recorded as having met or not the standards in reading, writing, grammar, spelling and punctuation, and mathematics. There are also scaled scores for reading, grammar and maths with 100 being the expected standard. These scaled scores relate to the raw scores achieved on the actual tests – in 2017, 100 in reading was equivalent to a raw score of 26, and in 2016 it was equivalent to a raw score of 21.
Progress for KS2 is measured using the children’s KS1 scores which are converted into points and an average of reading, writing and maths is used to plot the expected progress for each child based on the average KS1 score.
For example: L2b at KS1 = 15pts so if a child achieved L2b (15pts) in reading and L1 in writing (9pts), the average for English would be 15 + 9 = 24 ÷ 2 = 12, with maths at L2c = 13. Add the average for English (12pts) to the maths points (13pts) and find the average: 12 + 13 = 25, 25 ÷ 2 = 12.5. Using this figure and the chart produced by the Department for Education, a child who averaged 12.5pts at KS1 is expected to achieve 95.8 in reading, 94.2 in writing and 97.7 in maths.
These figures are to identify the progress of each child by comparing their scaledscore on the test to the predicted score. For example, a child who achieved 100 on the reading test and was predicted 94, shows progress of +6; a child who achieved 96 but was predicted 102, shows progress of -6.
Hopefully, this helps you to interpret the data for KS2. Please follow the link below to see this year’s results.


PhD researcher Sead JAHIĆ will present the lecture at the Monday CS seminar series on Monday, 11 February, 2019, at 16:00 at the premises of UP FAMNIT,
When and Where: *11. februar 2019* ob *16.00* v *FAMNIT-VP2 *
Presenter: Sead JAHIĆ
Sead Jahič graduated in 2012 at the Faculty of Natural Sciences and Mathematics in Tuzla, Bosnia and Hercegovina as a Mathematician (Math teacher). Between 2012 and 2016 he was Teaching Assistant at the University of Tuzla (Applied Mathematics and Computer Science). Presently, he is a PhD student and Teaching Assistant at UP FAMNIT (Computer Science and Information Technologies).
Title: Introduction to Sentiment Analysis of South-West Slavic Languages
In this presentation, we are going to find out more about Sentiment Analysis, by reviewing two articles and give basic information about the book written by Katerina Veselovska -- Sentiment Analysis of Czech language.
The first article that we are going to review is "Sentiment analysis on tweets in a financial domain (Apple stock prices) and the second article is "Sentiment Annotation of Slovene User-Generated Content".
The aim of the presentation will be to convey to the audience more information about possible use of Sentiment Analysis in different areas of research.


Here’s What I Know About What Is Mathematics Anxiety
Thus, in this instance, if the observed effect is large, the sample size doesn’t have to be as large (if you are just determining whether or not there’s a change, not the size of the change). samedayessay All the computers in the lab have the typical software, in addition to MAPLE and MyMathLab. While social media can exacerbate that issue, it might also be the solution.
Who Else Wants to Learn About What Is Mathematics Anxiety?
You don’t have to Terence Tao to find an A in any undergraduate math class however tough the university. This skill is quite vital for doing math. The student feels he or she is the just one incapable of locating the solutions, even when math is extremely complicated.
Early identification of mathematics anxiety is the most important for the upcoming mathematics learning of the person. The study of mathematics is usually presented in such a manner it seems there is just one right answer. Thus, math anxiety is one particular factor which affects student achievement.
The What Is Mathematics Anxiety Trap
One of the principal goals of understanding the causes of math anxiety and how math anxiety impacts the brain is to discover methods to help people with math anxiety and ultimately to stop it from happening. Attempting to help students with math anxiety can be hard. If you’ve experienced math anxiety, you’re not alone.
Folks often have more than 1 anxiety disorder. Anxiety symptoms could possibly be masking an organic disease, or appear associated or as a consequence of a health disorder.
Math Anxiety was initially recognized and labeled in the USA during the seventies. write essay for me It is a real thing. Mathematics anxiety was defined in an assortment of means.
The Ultimate What Is Mathematics Anxiety Trick
Promote help-seeking behaviour Many anxious kids and adolescents do not look for help so that it is crucial to encourage help-seeking behaviours and an awareness of connection with others in all students via a young age. Depending on the outcomes of this diagnosis, help is provided to those who want it. You need to find out your own price.
Each boid should look at each other boid, if simply to ascertain if it’s not a nearby flockmate. Or perhaps you can establish a class twitter account to continue to keep students and parents current on what’s happening in the classroom throughout the year. This table indicates the form of support given to every cohort of students for the 2017-18 academic calendar year.
Child protection agencies need to be involved. The very first step in cutting bullying is to raise awareness by offering education about what bullying looks like. The parents at Miramonte don’t require these expert opinions to be livid about the condition of their kids’ school.
The report ends with some suggestions and recommendations about the way to deal with Math Anxiety and keep it from developing in the first location. Most commencement addresses concentrate on highlights. This info provided won’t impact the choice to be admitted to a UC.
What Is Mathematics Anxiety – What Is It?
New methods include things like acknowledging students’ capability to address problems in distinct ways. They haven’t practiced enough problems to rapidly recognize the appropriate approach so that they attempt a couple of wrong ideas before stumbling on the best one. Believing you will be in a position to achieve your destination is vital.
The QM program delivers a biweekly colloquium collection, featuring talks on several facets of methodology. Making the accommodation would need a considerable alteration in the way in which educational opportunities are provided, including the course objectives being altered. The research intends to inquire into the use of this on-line community as a means to support teachers in promoting mathematical practices.
Start thinking and acting differently than the majority of the other PhDs that are attempting to have a job in business. There are two sorts of doctorate in education degrees. Not a great deal of students love academics.
As an example, effective and thoroughly qualified teachers with high expectations for students and fantastic teaching conditions are linked to strong academic performance in several studies. These days, the requirements of society require an increased demand for mathematics. The power to generate a difference via social media extends to administrators in addition to students.
Top Choices of What Is Mathematics Anxiety
Be unable to spell out the reason why they are anxious, or the reason why they acted out. I’ll never be in a position to get this done. Bear in mind, you’re highly trained.
The 30-Second Trick for What Is Mathematics Anxiety
Unlike the rest of the phobia, additionally, this is very detrimental in student community. Attempt to prevent those people who aren’t useful and divert your head towards positive thoughts. Unfortunately, it’s not always simple to catch sight of a bully.
The Downside Risk of What Is Mathematics Anxiety
As a way to turn into one of the world’s best painters, you need to do a great deal of things that aren’t painting. There’s only just enough time to find everyone from the apartment before the rooms are wholly involved. Have a look at the class photo again.
The Good, the Bad and What Is Mathematics Anxiety
In most instances, math tests at school need to be done for a definite time period. Raise the total amount of mathematics taught back to the degree of the 1950s. Once you’ve got this positive mindset, solving problems will turn out to be much easier and your hard work is going to be transformed into more effective work.


Use this simple mortgage calculator to calculate loan payments on a 15 or 30 year mortgage.
This simple mortgage calculator will calculate the monthly principal and interest payments on a mortgage. Just enter the loan amount, the number of years (example - 30 years), and the interest rate. If you're unsure of an interest rate to start with please see the chart below left (automatically updated weekly). Please note that the Freddie Mac rates below are for primary residence "conforming" loans with 20% down. A conforming loan is limited to a maximum loan amount of $417,000 for 2012 except for these areas. Investment loans will generally carry a higher interest rate


- If I use the initial Y-axis value 1 of the gragh mapper to generate the Z-coordinate data of the points, the undulation will become insignificant, so I changed the Y-axis value to 10, and I’m not sure if this is correct.
- To make sure the number of range values and points are the same, I changed the steps to 9. I don’t know if I can input X-1 in the expression of range will get the same result.
Defects in the geometry:
I feel that the model of the function sinc does not look like the shape of the original model.
Generate the umbrella base module, use the point generated in the previous step as the center of the module, place the umbrella module into it, and then adjust it to look like the undulating plane.


Are there opportunities for students to accelerate in mathematics?
Yes. PVPUSD provides opportunities and access to advanced mathematics courses for students, while maintaining sound principles at all levels. Mathematics instruction has become increasingly sophisticated, and students must have a solid foundation before moving on to higher-level courses. PVPUSD also realizes that opportunities to advance are valued by the community and will remain in place for our students. The established course sequencing provides opportunities for all students to be successful and reach advanced levels of mathematics in high school. Board Policy 6152.1: Placement in Mathematics Courses
What does PVCM stand for?
Palos Verdes Core Math
What does MCR stand for?
Meets College Requirements (all MCR courses are UC approved.)
Is it mandatory for students to be accelerated in mathematics?
No. Students will have choice and opportunities to reach advanced levels of mathematics on any course sequence.
Are there any additional course options for a student who struggles in mathematics?
The Essentials of Algebra sequence distributes Algebra 1 content over two years. After successful completion of the Essentials of Algebra program students may then enroll in a Geometry course. This sequence is in place to support students and ensure they will meet high school graduation requirements.
When can a student take AP Statistics?
Students can take AP Statistics with completed or concurrent enrollment in Algebra 2 Honors or Algebra 2.
When can a student take AP Computer Science?
Students can take AP Computer Science once they have completed Geometry or Geometry Honors with a grade of B or better.
What is the mathematics prerequisite for Chemistry 1?
For current Grade 8 students and beyond, Chemistry 1 or Chemistry 1 Honors will require completed or concurrent enrollment in Geometry.
Are teachers properly trained to teach the new California State Standards?
All PVPUSD teachers are highly-qualified, credentialed teachers. Professional development is being provided to support teachers to meet the expectations of instruction under the new state standards and improve teaching and learning in all classrooms for all students.
Our district has been highly successful, so why is this change necessary?
PVPUSD has a history of exceptional student achievement, dynamic teaching, and unparalleled community support. The District is committed to maintaining our reputation for producing exemplary students with the skills necessary to compete in an evolving and competitive environment. Creating a culture of continuous improvement in teaching and learning is vital to the future success of any organization. The rigorous expectations set forth in the new California State Standards have provided us an opportunity to critically evaluate and calibrate our curriculum and instructional strategies. This will result in continued success for our students and in meeting the high expectations of the community.


Abacus Mental Arithmetic Program is a proven “Coimbatore Cultural Academy” for children of Age group 4 to 15 years. It is a big boon for kids as it enables them not only to learn to do Maths Mentally ,but also to utilizes the Creative aspects of Right Brain and the Calculative Abilities of the Left Brain.
We at CCA are the 1st ISO 9001 : 2008 CERTIFIED INSTITUTE to offer age group friendly syllabus with 4 different syllabus for kids in accordance to their age.
Our syllabus is unique and One of its kind .We train through Abacus Method ,Fingering Method and Mental Calculation,The highest point of our Abacus Mental training involves Dual concentration for kids.Dual concentration is our innovative method where a kid is trained to concentrate in two different aspects at a given time .All the above training is done through Playful Way which guarantees a joyful and memorable experience that in turn translates into effective learning.
Abacus Mental Arithmetic
This is a method of calculation, performed on a virtual image of Abacus formed in the mind, based on the principles of Abacus Calculation. After the Practice Phase of the Abacus Calculation, the children are able to visualize and operate Abacus in their mind.
A child goes through the following phases to master the Abacus,
Use of the Abacus
Proper techniques of working with the Abacus
Speed, Recognition and writing of numbers
Computation using Abacus
Basic computation skills in addition and subtraction
Combining of Mental Arithmetic & Abacus Skills
Basic computation skills in Multiplication and Division
Speed computation skills in addition and subtraction
Speed computation skills in Multiplication and Division
Sharpening of listening skills in speed computation
Exercising both the left & right brain
Balancing the human brain
Abacus may also be termed as “Brain Gym”


CLUE 12 SOLUTION
The paintings should be separated into 17 groups of three. Each group of three will contain one painting from the circle group, one from the square group, and one from the triangle group.
Each painting in a triplet will have something in common with the other two paintings, either style, subject matter or artist.
Each painting is numbered. Sum the three numbers, then find the letter represented by the sum (modulo 26 = keep subtracting 26 from the sum until you have a number between 1 and 26). Substitute A for 1, B for 2, ... Y for 25 and Z for 26.
When you are done, arrange the letters in order by the sum of the original three numbers, starting with the lowest sum, and going to the highest.
The answer spells
PULGAS WATER TEMPLE


The software is provided "as is" without express or implied warranties of any kind. For commercial applications please contact the author.
Mixture of binary translation invariant PCAs(2006) - Matlab code(11KB) - implementation from our 2006 IEEE CVPR paper. Implements mixture of binary (logistic) PCAs where pixels are modeled using Bernoulli distributions instead of Gaussian. The images do not need to be aligned. The implementation calculates also the posterior distribution of unknown discrete translations per image. For efficient calculation in N log(N) time Fast Fourier Transform is used. Logistic PCA is appropriate for binary images, probability maps but also high contrast images.
Background subtraction library (2002-2005) - Source C++ code - Windows/Linux Matlab interface code (30KB) -
fast pixel based background subtraction from
the 2006 Pattern Recognition Letters paper.
It includes a non-parametric model and a Gaussian mixture model which is an extension of the standard method
(Stauffer and Grimson 2001).
The new mixture model is faster since it also automatically selects the number of components per
pixel as in our 2004 IEEE PAMI paper.
Virtual mirror games (2002-2005) - link to Windows executables (2.5MB) -
interactive webcam games. Various algorithms I've used, implemented, improved
or developed during my research are applied in making these simple and hopefully entertaining
If you want to try them you will need a camera connected to your computer.
The ICEC2004 paper is describing some of the games .
Extended mean-shift color histogram tracking(2004-2005) - Matlab code(6KB) -
the shape of the tracked object is approximated by an ellipse and its appearance by histogram based features derived from
local image properties such as color. We use Jensen's inequality to derive an efficient local search scheme (extension of mean-shift)
to find the image region with a histogram most similar to the histogram of the tracked object.
See 2004 CVPR paper and CVIU 2009 paper.
Recursive EM with number of component selection(2003-2004) - Matlab code(5KB) - a simple and fast implementation of a recursive Expectation Maximization (EM) algorithm for fitting a Gaussian mixture. The algorithm starts with a large number of randomly initialized mixture components. A complexity reduction prior, an approximation of the Minimum Message Length model selection principle, is used to automatically select the appropriate number of components. See 2004 IEEE PAMI paper.
MATLAB face detector (OpenCV haar cascade object detection)(2007) - Matlab + C code(157KB) - Matlab interface for running haar-cascade object detectors from the Intel Open Computer Vision Library. For example the face detector. Used in 2007 IEEE IROS paper.
Gaussian derivatives image convolution (1999) - Matlab (Windows/Linux) code (16KB) - appropriate for scale space representation of images. Implements standard convolution and convolution in Fourier domain. Symbolic Matlab toolbox is needed for derivatives with order higher than 2.
Some old stuff:Real-time 3D head tracking(2000-2001) - Windows executable(900KB) - very old code that still might work. Related to this paper.pdf (1.7MB). Here is a movie.mpeg (3.4MB) generated using this demo software.
Last update: 12 March, 2007. Zoran Zivkovic


Help for Schedule B (Dual Enrollment Worksheet)
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Directions For Schedule B (Dual Enrolled Pupils)
Dual enrolled pupils are those pupils enrolled in a non-public school in any district who, for some portion of the day or week, receive services from the public school district in the areas of special education, occupational education or gifted education. If you have non-public school pupils (either from within or outside your district) for whom you provide services in one or more of these areas, you should claim them on Schedule B.
Aggregate attendance of dual enrolled students in sections I, II and III is the total for all students for the school year reported by either one, two, three and/or four periods per day. For example, if a dual enrolled student receives special education services one period per day three times a week for the entire school year, the aggregate total just for that one student would be 120 (1x3x40 weeks in a school year).
Dual enrolled student FTE in Section IV should be computed using the FTE calculator and reported in total by either one, two, three or four periods per day. One Period per Day line entry was newly added to Section IV for the 2017-18 SAMS claim year. Note that Grades K through 3 do not operate on a period basis. Therefore, for Grades K-3 the 'One Period per Day' description is defined as a minimum of one hour per day, 'Two Period per Day' as 2 hours per day, 'Three Period per Day' as 3 hours per day and 'Four Period per Day' as 4 hours per day. This rule should also be applied to other elementary grades not operating on a period basis.
When the aggregate attendance and FTE of students with disabilities are entered on Schedule B, the program will calculate the total dual enrolled ADA and automatically transfer the data to Form A, Entry 72.
As necessary, report projected current year dual enrollment counts on Schedule B, Section V, lines 1 through 6, in the projected 2017-18 school year column.


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Shortage of maths and science teachers not helped by lack of figures
Tuesday, 11 December 2007
Graduate Job sector Reports
There is a shortage of science and maths teachers in the UK, according to a report by the Royal Society.
The research also showed that the problem is being made worse by the fact that there is little data available about the number of teachers specialising in maths and science.
Michael Reiss, director of education at the Royal Society said: "The government talks about placing a great deal of emphasis on the importance of science and mathematics. However, the vision of an economy driven by innovation will never become a reality unless there are enough high quality teachers in science and mathematics."
He added that the government workforce model is "simply not fit for purpose" and it is time people "woke up to the true scale of the problem and did something about it".
The Royal Society supports young scientists, engineers and technologists and has been in existence since 1660.


Free Udemy Course – Complete guide to Statistics & Probability. Learn everything about statistics and probability in detail.
Probability is a numerical measure of likelihood of an event.Probability tells us how often some event will happen after many repeated trials. Where as Statistics is a form of mathematical analysis that uses quantified models, representations and synopses for a given set of experimental data or real-life studies. Statistics studies methodologies to gather, review, analyze and draw conclusions from data.
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So we have designed this best selling course on Probability & Statistics which will give a broad idea on theoretical, experimental, compound probability, permutations, combinations also how the data should be collected, analysed, interpreted, presented, and organized. This course is designed in a very easy to understand and logical format.
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On completion of this course, one will not only understand the concept in depth but will also be able to improve their data analysis techniques and predictions skills and hence score good marks in their exams with the help of:
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The Effect of Using Multiple Mathematical Representations of Rational number concepts in Basic stage Grades Students in Jordan
Volume 6 Issue 3 (July 2021)
Khaled Ahmed Aqeel AlzubiPages: 226-234 Download Count : 282 View Count: 483 DOI Number 10.24331/ijere.838677
This study, aimed at the effect of using multiple mathematical representations of rational number concept in basic grades students in jordan. The current study employed the content analysis approach to investigate the multiple mathematical representations and transitions among them in 8th Grade Mathematics Textbook. An observation method was used to analyses the teacher practices (n=35 observations), and record the representations and transitions. The results showed that there was an existence of symbol and verbal representations in the textbook and teachers' implementation. Meanwhile, the other three representations (pictures and figures, models and Cutters, and life situations). And This study explored the nature of difficulties of eighth-grade students who struggled to build their conceptual understanding of early fraction ideas. interviews with Pre and post of students were conducted for a sufficient identification of the nature of the students’ difficulties. The study revealed The students also minimal use of informal ordering strategies that involve more conceptual than a procedural understanding of the concept of initial fraction ideas.
- Multiple mathematical representations
- rational number concept
- basic stage grades students in Jordan.


Service Times - 30 min per session
- small groups no larger than 6
- 4 days per wk of instruction in Reading
- 3 days per wk in Writing
- 1 day per wk Survivor Practice
- Special math classes 3 days per week.
All Resource and Intervention participants received 4 hours (240 min) per wk pull out time.
Intensive math program participants received an additional 90 minutes per wk.
- Every summer school class attended the Survivor Lab for one hour a week.
- Students were placed in groups of 6 and rotated through standards based curriculum.
- Teachers were interviewed on areas of weakness and games targeted most salient concerns.
See gr. 1 for sample.


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5. It is appropriate for our attention spans.
Seven is also an excellent fit for our attention spans because our brain capacity favors seven items, provided that the information is given in seven groups of three. While bloggers and authors frequently exploit this reality, some appear to do so more so than others. the book 7 Pages to Success: The Ultimate Short-Attention-Span Guide to Unlock Your Full Potential, as an example! is only 7 pages long, which is okay, but it costs $7 (!), so we assume the only actual potential being unlocked is that of the author’s bank account.
6. It is a prime number.
Both mathematicians and non-mathematicians have long regarded prime numbers, which are divisible only by one and themselves, as remarkable. Given that you cannot multiply seven by any other number in the first ten, it is sometimes referred to be the most “prime” number among those (not to be confused with Optimus Prime, who is a Transformer).
7. It is the most common number.
Over 4,000 people named the number 7 when mathematician Alex Bellos asked 44,000 people to name their favorite number — far more than any other number. As many magicians are aware, when asked to name a number between one and 10, many individuals will respond with the number seven.
This confluence of cultural, historical, theological, numerological, and psychological elements is what makes the number 7 so alluring and influential in our decisions.


- What: $125,000 in grants for STEM educators, awarded in $2,500 or $5,000 grants.
- When: Apply now through May 31, 2023. Grants will be awarded August 2023.
- How: https://survey.alchemer.com/s3/7120645/2023-Teacher-Grant-Application-for-STEM-Instruction.
- Who: STEM teachers and educators who want to bring science, technology, engineering and mathematics to life in their classrooms.
- Why: Bringing STEM into K-12 classrooms provides students with real-life skills, making them better problem solvers and better prepared for their future.
K-12 Catalyst Grants for STEM EducationScott Shaw2023-02-16T12:00:21-05:00


Our essential questions that we have been exploring in Math are What does multiplication and division mean?, What is the importance of patterns in learning multiplication and division?, What strategies can be used to learn multiplication and division facts?, and How can multiplication and division facts with smaller numbers be applied to larger numbers? Students are also now applying their knowledge of multiplication and division to properties and equations. We stress that using models to represent these operations will help students more easily solve problems that require abstract reasoning.
Why are we teaching multiplication and division together? Because right from the start we can save time and tears. Who would turn down such a bargain? It’s like buying one and getting one free. Or getting two for the price (in this case, the effort) of one. Learning multiplication facts and immediately applying that knowledge to related division facts is one step on the path to success in getting the facts memorized. The sad fact that so many students do not have basic facts at their command speaks to the problems that exist. The way basic facts are traditionally taught obviously is not effective for a large number of students. Teaching multiplication and division together right from the start helps to avoid those erroneous paths of thinking. Some students inherently grasp this similarity in basic multiplication and division facts, and for them memorization is a breeze. The fact that many children do not possess this inherent ability has nothing to do with intelligence or lack thereof. It has to do with learning styles. Everybody can learn and learn well. That’s part of what makes teaching so exciting!
From pirates to the Colonial days in the New World! Students learned about the pirates who sailed the seas off the coast of South Carolina, including Anne Bonny, Stede Bonnet, and Blackbeard. We have also been exploring about the life in colonial SC, including Charles Town and the Backcountry. They learned and discussed how the colony affected the Cherokee and the conditions of slaves.
Motion makes all the things go ‘round’. When we think of motion, we often think of cars, bicycles, kids running, basketball bouncing and airplanes flying. But motion is so much more. It is important to our lives and impacts so many things that we do. Motion can be defined as the changing of location or position but it requires a force to cause that change. What is force? Force is just a fancy word for pushing or pulling. If you push on something or pull on something, then a force is being applied on it. Force makes things move or makes thing change their motion. Two natural forces are the force of gravity and magnetic forces. These two forces can be applied from a distance and direct contact between the objects is not required to function. Gravity produces a force that pulls objects toward each other, like a person toward the ground. It is the force that keeps the earth revolving around the sun and it is what pulls you towards the ground when you trip.
The purpose of the activity below was to provide students an opportunity to learn and apply science process skills and conceptual understanding of forces and motions, and work in cooperative groups to problem solve. They built a roller coaster and explored how energy can be stored as height. In the activity, they investigated how hills give roller coasters energy by experimenting with a model “bumper coaster.”
The Lowcountry fair featured activities highlighting aspects of the unique culture and heritage of the South Carolina Lowcountry and its historic underpinnings. The richness of our English, French, Native American, Scottish and Spanish heritage was the focus of events, performances, and vendors featuring the arts, food, and activities characteristic of the countries of our ancestors, as well as some that are a uniquely American blend of them all. Students had a great time experiencing what we have been studying in Social Studies this year!
Be sure to click on the video below from the field trip!
Students enjoyed going to support their fellow classmates in the USCB Production of Madagascar!
Click on video below to see how much fun we had at Rise Against Hunger! Students loved packing the meals for the less fortunate.


Simply put, we only have 1g of protein, 1g of fat, and 6g of fibre per 210g package. Protein is 4 calories per gram, fat is 9 calories per gram, and fibre is 4 calories per gram. 4 + 9 + (6×4) = 37! Then, they are rounded to the nearest 5 calories, and hence, nuPasta has 35 calories per package!
Long story short, 95% of what you’re eating is water and with 3% fibre.


Last Updated on: 4th May 2023, 03:32 pm
Web site: www.eduknoppix.org (not active)
Desktop environment: KDE
Based on: Knoppix
Wikipedia (it): eduKnoppix
Media: Live CD
The last version | Released: 3.0.2 | February 10, 2007
eduKnoppix – an Italian Linux distribution based on Knoppix, designed for teachers and young students between 8 and 15 years old.
eduKnoppix has been especially created for teaching and features pre-installed applications such as:
– Maxima – a computer algebra system
– GNU Octave – a high-level programming language, primarily intended for numerical computations
– Kig – an interactive geometry software
– Dr. Geo – an interactive geometry software
– Kalzium – a periodic table of the elements for KDE Software Compilation 4
– scelix – a scientific software
– GeoGebra – an interactive geometry, algebra, statistics and calculus application
– KmPlot- a mathematical function plotter for the KDE Desktop
– KStars – a planetarium program using the KDE Platform
– Blender, Gimp, OpenOffice.org, Skencil
– Icedove, Iceweasel, KGet, Kopete, Konqueror, Krdc, Sun Jave 5.0
– MPlayer, XMMS, K3b
The default locale is Italian.
eduKnoppix was under development between 2003 and 2007.


Multiplying polynomials Video transcript Multiply negative 4x squared by the whole expression 3x squared plus 25x minus 7. So if you multiply anything times a whole expression, you really just use the distributive property to multiply each term of the expression by the negative 4x squared. So we're going to have to distribute this negative 4x squared over every term in the expression. So first, we could start with negative 4x squared times 3x squared.
Look for and make use of structure. Warm Up Developing a Baseline I plan to ask students to work with their partner on this warm-up. While students are working, I circulate around the room to assess student understanding of the concepts and procedures. When students have completed the warm-up, I will call on different students to show their answers either on the board or using the document camera.
As usual, I encourage students to thoroughly explain their answers to the class MP3. I display the rubric for students to see and explain its levels to them.
Once the plan is explained, I divide the class up into four groups: I also try to keep in mind the groups that they will end up forming the following day. Since there will be one student from each of the expert groups, I try to balance the groups appropriately. If the number of students in class is not a multiple of 4, I put any extra students into groups 2 and 4.
Concepts from Groups 1 and 3 are often reiterated by Groups 2 and 4. For the next portion of the lesson it would be ideal to have computing available either tablets or laptops. If students need to share technology that will work, but it is not ideal.The easiest case of polynomial multiplication is multiplying a monomial and a polynomial.
In this case, we "distribute" the monomial to each term in the polynomial. We really do distribute it, though. We weren't using the quotation marks to be sarcastic or ironic. Menu Algebra 1 / Factoring and polynomials / Monomials and polynomials.
A polynomial as oppose to the monomial is a sum of monomials where each monomial is called a term. The degree of the polynomial is the greatest degree of its terms. Don't forget to reverse the signs within the second parenthesis since your multiplying all terms with Multiply Polynomials - powered by WebMath.
Help With Your Math Homework. Visit Cosmeo for explanations and help with your homework problems! Home. Math for Everyone. General Math. K-8 Math. Algebra. Plots & Geometry. Trig. & Calculus.
Other Stuff. Multiply Polynomials. This page will show you how to multiply polynomials together. Create your own math worksheets. Linear Algebra: Introduction to matrices; Matrix multiplication (part 1) Matrix multiplication (part 2).
More challenging multiplying monomial problems like find the area or find missing values to make an equation true.
Multiply Polynomials - powered by WebMath. This page will show you how to multiply polynomials together.
Here are some example you could try.


Impact of the Braer Oil Spill on Historic Scotland Monuments in Shetland (Research Report Series)
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Collaborative Design in Virtual Environments (Intelligent Systems, Control and Automation Science and Engineering)
Structural Analysis with the Finite Element Method. Linear Statics: Volume 1: Basis and Solids: Basis and Solids v. 1 (Lecture Notes on Numerical Methods in Engineering and Sciences)
Edexcel GCSE (9-1) Mathematics: Higher Practice, Reasoning and Problem-solving Book (Edexcel GCSE Maths 2015)


Character Rigidity for Lattices and Commensurators
Darren Creutz and Jesse Peterson
We prove an operator algebraic superrigidity statement for homomorphisms of irreducible lattices, and also their commensurators, in certain higher-rank groups into unitary groups of finite factors. This extends the authors' previous work regarding non-free measure preserving actions, and also answers a question of Connes for such groups.
Stabilizers of Actions of Lattices in Products of Groups
Ergodic Theory and Dynamical Systems
We prove that any ergodic nonatomic probability-preserving action of an irreducible lattice in a semisimple group, at least one factor being connected and higher-rank, is essentially free. This generalizes the result of Stuck and Zimmer that the same statement holds when the ambient group is a semisimple real Lie group and every simple factor is higher-rank.
We also prove a generalization of a result of Bader and Shalom by showing that any probability-preserving action of a product of simple groups, at least one with property (T), which is ergodic for each simple subgroup is either essentially free or essentially transitive.
Our method involves the study of relatively contractive maps and the Howe-Moore property, rather than the relaying on algebraic properties of semisimple groups and Poisson boundaries, and introduces a generalization of the ergodic decomposition to invariant random subgroups of independent interest.
Stabilizers of Ergodic Actions of Lattices and Commensurators
Darren Creutz and Jesse Petersoncite
Transactions of the AMS (Vol. 369 p. 4119–4166)
We prove that any ergodic measure-preserving action of an irreducible lattice in a semisimple group, with finite center and each simple factor having rank at least two, either has finite orbits or has finite stabilizers. The same dichotomy holds for many commensurators of such lattices.
The above are derived from more general results on groups with the Howe-Moore property and property (T). We prove similar results for commensurators in such groups and for irreducible lattices (and commensurators) in products of at least two such groups, at least one of which is totally disconnected.
Contractive Spaces and Relatively Contractive Maps
AMS Contemporary Mathematics (Vol. 678 p. 103–132)
We present an exposition of contractive spaces and of relatively contractive maps. Contractive spaces are the natural opposite of measure-preserving actions and relatively contractive maps the natural opposite of relatively measure-preserving maps. These concepts play a central role in the work of the author and J.~Peterson on the rigidity of actions of semisimple groups and their lattices and have also appeared in recent work of various other authors. We present detailed definitions and explore the relationship of these phenomena with other aspects of the ergodic theory of group actions, proving along the way several new results, with an eye towards explaining how contractiveness is intimately connected with rigidity phenomena.
A Normal Subgroup Theorem for Commensurators of Lattices
Darren Creutz and Yehuda Shalomcite
Groups, Geometry and Dynamics (Vol. 8 p. 789–810)
We establish a general normal subgroup theorem for commensurators of lattices in locally compact groups. While the statement is completely elementary, its proof, which rests on the original strategy of Margulis in the case of higher rank lattices, relies heavily on analytic tools pertaining to amenability and Kazhdan's property (T). It is a counterpart to the normal subgroup theorem for irreducible lattices of Bader and the second named author, and may also be used to sharpen that result when one of the ambient factors is totally disconnected.
Mixing on Stochastic Staircase Transformations
We prove mixing on a general class of rank-one transformations containing all known examples of rank-one mixing, including staircase transformations and Ornstein's constructions, and a variety of new constructions.
Mixing on Rank-One Transformations
Darren Creutz and Cesar Silvacite
Studia Mathematica (Vol. 199 p. 43–72)
We prove mixing on rank-one transformations is equivalent to “the uniform convergence of ergodic averages (as in the mean ergodic theorem) over subsequences of partial sums”. In particular, all staircase transformations (and polynomial staircase transformations) are mixing, answering Adams' question.
Mixing on a Class of Rank-One Transformations
Darren Creutz and Cesar Silvacite
Ergodic Theory and Dynamical Systems (Vol. 24 p. 407–440)
We prove that a rank-one transformation satisfying a condition called restricted growth is a mixing transformation if and only if the spacer sequence for the transformation is uniformly ergodic. Uniform ergodicity is a generalization of the notion of ergodicity for sequences, in the sense that the mean ergodic theorem holds for a family of what we call dynamical sequences.
The application of our theorem shows that the class of polynomial rank-one transformations, rank-one transformations where the spacers are chosen to be the values of a polynomial with some mild conditions on the polynomials, that have restricted growth are mixing transformations implying in particular Adams’ result on staircase transformations. Another application yields a new proof that Ornstein’s class of rank-one transformations constructed using “random spacers” are almost surely mixing transformations.
Commensurated Subgroups and the Dynamics of Group Actions on Quasi-Invariant Measure Spaces
Margulis’ Normal Subgroup and Arithmeticity Theorems classify completely the lattices in higher-rank algebraic groups as being (up to finite index) the simple groups consisting of integer points of algebraic groups. We generalize the Normal Subgroup Theorem to commensurators of lattices in arbitrary locally compact groups and in particular obtain that the commensurator of a uniform tree lattice in a regular tree is simple (up to finite index) if and only if a corresponding completion is. We also make progress on the Margulis-Zimmer Conjecture: a generalization of the Arithmeticity Theorem to commensurated--geometrically normal--subgroups by establishing the property (T) “half” of the conjecture.
In keeping with the methods of Margulis’ work and of rigidity theory in general, we prove new results in the area of the dynamics of group actions with quasi-invariant measures and in the area of unitary representation theory that in turn lead to our structural results on commensurators of lattices in arbitrary groups and commensurated subgroups of lattices in algebraic groups.
The dynamics of group actions with quasi-invariant measures–the study of group actions on measure algebras preserving the ideal of null sets, but not necessarily the measure itself–is the natural setting for dynamics of nonamenable groups (such as those we are concerned with). We develop some foundational results on strongly approximately transitive actions–the dynamical opposite of measure-preserving–and prove a “SAT Factor Theorem” along the lines of Margulis’ original boundary-based factor theorem that plays a key role in the proof of our Normal Subgroup Theorem.
In the realm of unitary representations we prove an existence and uniqueness result for harmonic cocycles–namely, in any reduced cohomology class there exists a unique harmonic representative. Consequences of this include our progress on the Margulis-Zimmer Conjecture.
Rank-One Mixing and Dynamical Averaging
A rank-one transformation is defined by a sequence of positive integers, the sequence of cuts, and a dynamical sequence of nonnegative integers, the sequence of spacers, that are used to repeatedly cut and stack a single column. Our main result is that rank-one transformations satisfying a condition called restricted growth and such that the spacer sequence is uniformly ergodic with respect to the transformation are mixing transformations.
The restricted growth condition limits the total variation in the spacer sequence and is a generalization of a condition, equivalent to restricted growth for staircase transformations, given by Adams, that is sufficient for staircase transformations to be mixing, while the uniform ergodicity of the spacer sequence is a generalization of the notion of uniform Cesaro transformations used by Adams to show mixing on staircases.
The application of our concepts and results to a class of rank-one transformations, a class we call generalized staircase transformations, yields a variety of rank-one mixing transformations with explicit constructions.


Honest I was only going to take a a couple days off from blogging while I settled into the new year. Did a month already fly by???
I hope your all enjoying the start of the year!
Please enjoy this freebie-Coloring Sticks Basic Facts to 10 :) I used this in math centers this week and the kids loved it!
Choose 1 color and color the number of boxes to represent the first number in the equation.
Color the remaining squares with a second color to represent the second number in the equation
Includes 20 ten sticks to color-6 pages in all !


Learning Math: Multiplication
Learn the foundation of multiplication!
Each times table is presented individually and for every multiplication the division is calculated. Children are guided so they can work independently. The concept of the app makes it easy to independently control each task at all times.
The summary feature enables the child to manage the tables they are good at and others that need more practise.
The child can select the row they would like to practise on. They can then choose between four training variations: forwards, backwards, crosswise or divided. They succeed when all four variations are completed without any mistakes. In the third section, the aim is to re-visit what they have already learned. The child can also choose numbers to calculate with and set a finishing time - 5 minutes, 10 minutes or endless.


Student, The Open University of Israel
I am a 13 years old boy, an eighth-grade student at the Ben Gurion School in Ramat Gan.
I have been studing for a B.Sc in mathematics and computer science as part of the "High School Academy" program at the Open University since I was
10.5 years old (one course per semester)
In addition, I am a member of the young Israel science team.
I have won several national competitions in programming and mathematics over the years.


Writer of science with the
Curse of the crystal skulls and other vanishing area puzzles
As in Arthur C. Clarke’s “The Nine Billion Names of God” (1953), mathematics can provide a shortcut to the Day of Judgement. But... is it worthwhile?
The idea came to my mind during a congress, when I gave a talk just before Gianni Sarcone, who showed this vanishing area puzzle:
I needed to design a puzzle for my book about the end of the world in 2012 and I asked Gianni to reshape the picture of 7/8 eggs to support the narrative of 12/13 crystal skulls. The result was published in 2012: The end-of-the-world game (1):
First vanishing area puzzles in print by Sebastiano Serlio
The first example of vanishing area puzzles was reported in the book Libro d’Architettura Primo by Sebastiano Serlio (1475-1554), an Italian architect of the Renaissance. (2):
Sometimes strange accidents happen to the architect: in situations like the one here described, the methods of mathematicians will help. He has a single panel 10 feet × 3 feet and he needs to convert it into a 7 feet × 4 feet panel. Cutting it vertically, its height will double and will reach 6 feet but he needs 7. At the same time, cutting a lateral slice of 3 feet, it will not satisfy the need because the remaining part will have a size of 7 feet × 3 feet. In order to get the result, he has to follow these instructions. The panel, 10 feet × 3 feet, has four vertices A, B, C, D: cut it on its diagonal CB and slide the upper part towards B until the distance between the point A and its projection F will be 4 feet. The same will happen with the distance ED, and the distance AE will be 7 feet, so that the new panel AEFD will be 7 feet × 4 feet. Two additional triangles allow to create a small door: CFC and EBG. (3)
Sebastiano Serlio, Libro d’Architettura Primo, 1566, p. 16 (read it here)
He cites the case of a 3×10 rectangle which can be converted into a rectangle 4×7 and two triangles 1×3. Curiously, Serlio didn’t noticed that the sum of the three resulting areas (31 square feet) was greater than the original one (30 square feet):
Edme Gilles Guyot’s explanation
In 1769 Edme Gilles Guyot (1706-1786) described the vanish area paradox in the second volume of his Nouvelles récréations physiques et mathématiques (read it here): a 10 × 3 square can be divided in four pieces which, rearranged, define a 5 × 4 and a 6 × 2 rectangle. (4)
Edme Gilles Guyot, Nouvelles récréations physiques et mathématiques,
Guyot suggested to draw a coin on each square and to use this paradox to tease alchemists and their claim of producing gold in mystical ways. Curious detail: the diagram given in the first edition of the book was wrong, and it was corrected in the second edition.
William Hooper, Rational Recreations, Volume 4, 1774, pp. 286-287. (read it here)
The second rectangle was 3×6 instead of 2×6.
Mitsunobu Matsuyama’s Paradox
In 1979 Mitsunobu Matsuyama created “Paradox”, a simple vanishing area puzzle involving a playing card: the back of a playing card, when reversed, shows a King of Diamonds, augmented of a small additional square coming from nowhere.
It was published by Karl Fulves in the issue 18 of Chronicles (6)
Winston Freer Tile Puzzle
Winston Freer (1910-1981) created a more intricate version, used in this video by John Rogers to explain relativity theory: it is still more astonishing because it involves three different steps.
The structure of Freer’s puzzle is described in detail by Peter Tappan in “FuTILE Subtraction”. (7)
In the article, Peter Tappan describes an improved version of the vanishing area puzzle, which in 1994 won the I.B.M. Originality Contest.
Tofique Fatehi’s progression
In 1980 Tofique Fatehi created “The eleven holes puzzle”, an extended version of Winston Freer’s puzzle involving a progression of 11 vanishing squares!
It starts from here:
A detailed description of its structure can be downloaded from his website.
Robert Pages’s Business Card Paradox
Robert Page marketed a “Business Card Paradox”, a simplified version of Matsuyama’s Paradox in which the rectangular vanishing area was replaced with a personal business card.
Gianni Sarcone’s TangraMagic
In 1998 Gianni Sarcone created TangraMagic, an extended Tangram involving a vanishing square, cut in foam. The 10 pieces (7 original and 3 additional) can be rearranged so that only 9 pieces fit the same area in a frame. (8)
His website offers a tutorial to create it.
Many thanks to Max Maven for his precious contributions to this article. (9) Gianni Sarcone also provided useful information about the topic.
(1) Mariano Tomatis, 2012 è in gioco la fine del mondo, Iacobelli, Roma 2010.
(2) Greg N. Frederickson, Dissections: Plane and Fancy, Cambridge University Press, 1997, pp.271-273.
(3) Sebastiano Serlio, Libro d’Architettura Primo, 1566, p. 16.
(4) Edme Gilles Guyot, Nouvelles récréations physiques et mathématiques, Vol.2, planche 6, 1799 edition, pp. 38-39. This reference was found by Douglas Rogers.
(5) William Hooper, Rational Recreations : In which the Principles of Numbers and Natural Philosophy are Clearly and Copiously Elucidated, by a Series of Easy, Entertaining, Interesting Experiments. Among which are All Those Commonly Performed with the Cards, L. Davis; J. Robson; B. Law; and G. Robinson, 1774, pp.286-287.
(6) Mitsunobu Matsuyama, “Paradox” in Chronicles #18, 1979, pp.1235-1238.
(7) Peter Tappan, “FuTILE Subtraction”, Linking Ring, october 2000, pages 112-119.
(8) Gianni Sarcone, “Paradoxical Tangram and Vanishing Puzzles”, Journal of Recreational Mathematics, #29:2, 1998, pp. 132-133; problem 2424.
(9) Post on Genii Forum “Amazing Geometric Vanish — MAGIC magazine”, 11/07/2010 and personal communications.


MA 1111: Linear Algebra I
Homework problems due October 15, 2015
Solutions to this problem sheet are to be handed in after our class at 3pm on Thursday. Please attach a cover sheet with a declarationhttp://tcd-ie.libguides.com/plagiarism/declaration confirming that you know and understand College rules on plagiarism.
Please put your name and student number on each of the sheets you are handing in. (Or, ideally, staple them together).
1.The system of equations
x−y+3z= −1, 4x−y+z=2
defines a line ` in the 3D space (which is the intersection of the corresponding planes). Find a parametric equation of that line.
2. Using the methods outlined in class, describe the solution set to the system of linear
−3x1−4x2−2x3+x5= −1, 2x1+3x2+2x3+3x4+2x5= −2.
3.(a) Write down the system of equations corresponding to the3×5-matrix
1 4 5 1 1
−2 −2 −3 −3 −4
1 −2 −2 2 −4
(b) Compute the reduced row echelon form of the matrix A, and use it to describe the solution set to the corresponding system of equations.
4.(a) Bring the matrix
1 1 2 1 2 1 1 1 1 1 1 0 0 2 2 1 1 1 1 2 5
−1 2 1 1 0 1 1
to its reduced row echelon form by elementary row operations.
(b) Which of the unknowns are pivotal (principal) for the corresponding linear system, and which are free? Describe the solution set to that system.
5.Assume that the numbers a,b,c,d,e, and fare such that the system of equations
ax1+bx2=e, cx1+dx2 =f
has (at least) two different solutions. Show that the system
ax1+bx2=0, cx1+dx2 =0
also has (at least) two different solutions. (Hint: one solution to this system is(0, 0), so to solve the problem it is enough to find one solution different from(0, 0).)


History of reality codes
When I got 23, I've finally noticed how things actually work. (Read my last blog entry for explaintation).
So, I've tried a bunch of experiments with Psi-Balls etc. I programmed them like I wanted to and got interessting results. I have a very good knowledge in electronics and decided to find a way to get some information from Psi-Ball -> to machine. This costed me 2-3 years of my life. from Day to day, I was working hard on that little project. While I needed to create a super capacitor(original name was condenser). A capacitor is a electronic component, which saves electric charge and energy. I also build up a Read-Only-Memory chip, which generates a progression of numbers, letters and special characters(ä,ö,ü,ß). The point was, that I couldn't generate a exact progression. So, this generates random of those numbers, letters etc. -> But this was intended, because Psychokinesis can manipulate the coincidence. (See that conscious project, where random generators, where going away from the expected rate of numbers on 9/11). With around 25/26 I was stopping the project after 2-3 years. Then with 28 I have done it. A made a little machine, (It haves the size of the first apple computers out there) with a screen, which generates that random progression of numbers, letters and special characters. I made also a Input cable, which have to be touched by my hands. While I was putting energy into that Input, the output(screen) gave me that random characters and numbers. I noticed, that some of that progression's are similar with the others, which means that they have a exact progression. When I got 30, I made that fat machine a bit little, added some calculation methods into it. (-> Complex equations, Normal addition, subtraction, multiplication and division). I also deleted the special characters and all letters. I only had following into it:
When I programmed my Psi-Ball with orders, then I get following progression:
I call that the "89790 progression" -> It seems to appear in every order for a psi-ball.
I tried it more than 20 times and in every progression this number progression was found. So, I called this the first time code. Since, it had something to do with this.
Also, warm energy results in multiple numbers:
"23888338388838aa74784888aa88aabb8822883939" -> Burger progression
-> Notice the number 888. It appears directly after the last eight. Only exception was the number 4 and 7. -> Interessting thing: the 4 is between the two 7's. Burger progression I called this, since some number is enclosed by 2 numbers. However, it's not 4 and 7 everytime. It's random, but the progression algorithm itself is interessting. Also the aa, bb or aabb is very interessting, which shows how sorted everything is.
From that moment on, I knew that these codes have something to do with Psychokinesis.
Lesson 1 - What is a reality code?
A reality code is a progression of numbers and letters, which are showing actions->reactions in reality. A little machine generates these. It has 42 characters and is completly random, at last If you don't do anything.
It can be out of:
0 - 9
a, b, c, d
Lesson 2 - Commonly occuring progressions
Commonly occuring progressions are the 89790 progression, the burger progression, the psi-ball progression, energy progression.
These are very interessting. -> the first 2 I explained already in the history of reality code.
But the next 2 are a bit harder, which took me longer to find out.
The psi-ball progression is just a unprogrammed Psi-Ball. (A normal psi-ball). No changes or anything. A neutral psi-ball, which doesn't shows any reactions.
The progression result is as follows:
-> The parts, that are commonly occuring:
"46a" and "88ab"
Then commonly these were occuring:
After 46a there's "b", which caused confusion. It's not 46ab, it's 46a.
Then we have the energy progression, which appears in every form of energy:
Numbers like 8, 4, 7 and 9 are occuring commonly, which means, that energy is explained in 8479 progression. However, the generator could generate them randomly around 20 times. So, we can't really show a progression of energy.
Lesson 3 - Input/Output machine
My special machine, with Input/Output has an interessting point:
Imagine if you could give in a reality code and then you get back an output... Wouldn't be that great? You could create a psi-ball, with using the energy of the machine.
89790 shows, that it's a order to do. ->
"827aba348" -> The order. The order was: The Psi-Ball should give me a telepathic picture of the environment.
"a3b48484ar4tadddb6939ae95495" -> The energy construct? / Psi-ball?
The Psi-Ball will do the order to make a telephatic picture of the environment.
A machine that changes the real world, with codes.
-> However, not fully working yet.


About seven years ago I printed out Fraction Manipulatives from donnayoung.org. They were printed on cardstock, then colored, then laminated.
These are so wonderful to use. I start with the 1/2 and how it makes a whole. Then work our way down to the smaller fractions. Each one is placed on the whole, to show how many pieces make a whole.
With Pea #2, we worked on the 1/2 and 1/4 sizes. She got the idea right away. After the lesson, she wanted to play with the manipulatives, so I let her. Later she came up to me and said, “MOM! Each piece can be made into a whole pie!” lol
We are missing one slice she told me. Personally, I think someone ate it.
This is our last year of using these manipulatives. It makes me sad.


Graduate School July 2-3, 2022
Conference July 4-6, 2022
The Symposium on Geometry Processing (SGP) is the premier venue for disseminating new research ideas and cutting-edge results in geometry processing. In this research area, concepts from mathematics, computer science, and engineering are studied and applied to offer new insights and design efficient algorithms for acquisition, modeling, analysis, manipulation, simulation and other types of processing of 3D models and shape collections. Continuing a successful tradition from previous years, SGP will also offer a Graduate School on July 2nd and 3rd, targeted at students and researchers new to the field. Courses will be taught by leading experts and complemented by interactive demonstrations to provide in-depth knowledge of recent and fundamental aspects of geometry processing.
Response to Pandemic
SGP 2022 is held as an online conference. The submission and review process and the schedule is not affected by this decision. Paper presentations and invited talks are held online and we offer online networking opportunities to make the conference experience as interactive and social as possible.
|(Recommended) Abstract submission||April 7, 2022, 23:59 UTC|
|Paper submission||April 11, 2022, 23:59 UTC|
|Notification of acceptance||May 30, 2022|
|Revised version due||June 10, 2022, 23:59 UTC|
|Camera ready due||June 20, 2022, 23:59 UTC|
|Graduate School||July 2-3, 2022|
|Conference||July 4–6, 2022|
Contact us if you like to become a sponsor of SGP 2022.


Moonbeam Class are currently learning about the Ancient Greeks.
In Maths we are looking at fractions and how our times tables can help us to work out a fraction of a number. We have made some artwork using fractions and our Maths Board looks very bright and eye catching.
English has seen us reading lots of different Greek Myths and we are now beginning to write our own. We have very much enjoyed reading all about the Greek Gods.
In Science this term we have been looking at rocks. We have investigated different types of rocks and how hard they are by carrying out an experiment.
We are currently looking at the 10 Commandments in RE.
In Art we are in the middle of creating a whole school mandala, this isn’t as easy as it looks and is taking a lot of preparation time.


CIMPA Research School on Singularities and Applications
Instituto de Ciências Matemáticas e de Computação (ICMC)
Universidade de São Paulo, São Carlos, São Paulo, Brazil
from 13/07 to 24/07/2020
Dear graduate students, young researchers and the scientific community.
We are pleased to invite you to the CIMPA RESEARCH SCHOOL on Singularities and Applications to be held in São Carlos city, São Paulo state, Brazil, from 13/07–24/07/2020.
This two weeks research school addresses Master and PhD students and young researchers willing to follow a math carrier on Singularity Theory and related areas.
The school will offer a solid introduction to this rich topic by presenting the fundamentals of the topology and geometry of singularities, geometric bifurcation theory, algebraic and analytic methods of singularities, computing and applications including vision, aiming to drive the students for the current research lines.
Brazilians and participants from any other country may apply for financial support to cover travel and local expenses during the two weeks of the school.
Further details about registrations, mini-courses and lecturers, please look at the attached pdf-file or visit the website http://cimpa.icmc.usp.br/
Taking the opportunity, we also call your attention that in the sequence of the 2020-Cimpa School there will be the 16th International Workshop on Real and Complex Singularities. For information see the weblink http://www.worksing.icmc.usp.br/main_site/2020/
We appreciate if you can forward this announcement to anyone who may be interested in attending our school and/or the International Workshop.
We hope to see you in São Carlos next year.
Best wishes and regards,


Use print button or click over image to open in a new window and print - set
printer to portrait mode only
Print 3 pages for a complete set. Page
1 | Page
2 | Page
*Print to card stock or print and glue page to thin card board
or heavy duty construction paper, laminate and cut
Addition Worksheet This worksheet will help to learn
addition equations up to 12 1.Use a set of game dominoes or print a set
2. Start by selecting
dominoes with easy equations and low addition results and
progress to bigger numbers.
3. Place selected dominoes face down and mix.
4. Children will select one domino and place above their blank
5. Make sure to explain the (+) plus and (=) equal
5. Children will copy/draw the circle patterns
in their worksheet domino, write and complete the equation.
Continue until four domino equations are completed.
6. Have children read the equations properly: one
plus one equals two


Russian School of Mathematics training brains to solve problems
By Jane Donahue For The Sun January 16, 2013 5:02PM
From left to the right: Heather Ramsey of Oak Brook, Pushkar Betsur of Lisle and Ellin Liu of Naperville are classmates at the Russian School of Mathematics in Naperville. About 50 students attend the afterschool program that opened in September, 2012. Submitted.
On the web
To learn more about the Russian School of Mathematics in Naperville, visit www.russianschool.com/naperville_mathematics.html
Updated: February 19, 2013 2:02PM
Mikhail Korenman doesn’t see math as a subject. Instead the 50-year-old educator and owner of the Russian School of Mathematics in Naperville views it as “a tool for developing a habit of mind,” which is why he opened the school in September.
“Our goal is to help children build a solid foundation for future success in taking the SAT and college mathematics,” he said. “We provide our students with a thorough understanding of every mathematical concept and help them develop excellent problem-solving skills.”
The after-school mathematics program was founded in Boston in 1997 by Russian immigrant and computer engineer Inessa Rifkin. Since then, 15 schools have opened around the country, including Massachusetts, California, Washington, Kentucky and Korenman’s facility in Illinois.
Korenman, who has a doctorate in education from Kansas State University and 27 years of teaching experience, said the program is based on classical traditions of systematic math education.
Along with his wife, Dr. Tamara Korenman, associate professor at Saint Xavier University in Chicago and Russian School of Mathematics teacher, he said they teach math because they “want young people to feel smart and have a habit of working smart and overcoming challenges in real life.”
“We believe math is a tool for developing a habit of mind; A habit of thinking creatively, recognizing patterns, and most important, a habit of enjoying a challenge. (When) working on math problems, children get used to working hard, trying different approaches, thinking and rethinking steps.”
The location at 932 N. Wright St. serves more than 50 students in kindergarten through grade 12 from Chicago and the suburbs. Learning takes place “in an individual way, at an individual pace.”
“Ever since the conception of this school, we have successfully practiced our cornerstone beliefs,” Korenman said. “Critical thinking and problem solving skills can be developed. Strong and structured foundation is a key to success and confidence.”
Terry Chang said she enrolled her two daughters, ages 8 and 10, because she wanted to supplement their current District 204 math curriculum.
“Math is something that everybody needs,” Chang said. “Russian math is giving me a supplement for them; they are doing very well in their (elementary school) math class (but) I wanted to get something more for them.”
Chang said along with the math class, the girls are taking chess at the Naperville location.
“They are taking chess for enjoyment, something they can do for leisure,” she said. “They really enjoy going to chess and to math. It’s never a drag to take them there.”


Montessori Maths – Cards and Counters
One of the exercises which help children arrange the sequence of numeral 1-10 and the proper quantity for each numeral. The child also learn how to assoicate between the numeral 1-10 and the loose quantity.
Moreover, it gives visual impression of odd and even quantities and later to introduce the term ‘odd and even’
About Angie Chan
“Early Childhood is the foundation on which children build the rest of their lives. And I believe learning can via many different ways to explore and experience. It is so much fun when seeing the children finds their ways to learn and love to learn which drive me to keep the passion on working with children.”
This entry was posted in Montessori 蒙特梭利
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Actually, the exact title for this post should, "Check their math."
Version #2 of my Short Sleeve Swirl Cardi (the first one went really wrong too but we won't talk about that):
Since the demise of the first version, I decided to use a pattern from the DROPS design website. I really like almost all their designs, even if the English translation of the patterns are sometime, how should I say this? Interesting, meaning I cannot understand what the heck they are saying. But that was not the problem, the problem was the math, that, I believe, should work the same all over the world.
I looked at the pattern and I decided to make the size XL - 110 cm = 43".
First mistake: I did not notice that in the schematic it was indicated that the XL has a bust of 43" and hips of 130 cm = 52". Now, my hips are not 52", they are actually narrow than my bust.
Second (huge) mistake: I did not check their math. For the XL size I was instructed to cast on 288 sts: at a 5.25 sts per inch, that gave me 55" circumference for the hips and, at 6.25 sts per inch, 46" circumference for the bust.
Uhm ...... to the frog pond (again!)
My dilemma is now this: do I re-size correctly this pattern that I like (most if it, I changed the sleeves because they were coming out really weird and I made them raglan style) or make something else entirely?
In the meantime, I made a hat with some handspun of mine:


After discussing the first two models, it’s now time to go into the details of the mathematical model. The radar antenna elevation table resulting is still an approximation: as mentioned in Part I, there is an expected inducted error in the elevation boundaries calculation and it increases the wider the angle gets. Nevertheless, it’s still precise enough to find a target in most conditions.
School is useful!
I have applied very basic trigonometry and the theorems or right-angled triangles to calculate both the limits and the elevation angle to set in order to spot a target at a certain range and altitude.
By splitting the radar cone in two following the bisector, we obtain two right-angled triangles.
- a is half width of the radar cone;
- b is the distance between our aircraft and the target;
- α is the angle covered by the 4 BARS setting (6.3°);
- β is α/2.
a is calculated as the tangent of β angle, times the distance b. By doubling the value of a we obtain the width of the radar cone at that particular distance.
Back to the original goal
The idea behind the model was understanding the elevation angle to set in order to find a target at a particular range and altitude; for instance a target that might be outside of the radar cone at default elevation but shown on the TID thanks to the DL.
The same basic trigonometry can be applied to calculate the elevation angle instead of the width; the width in this case is the ΔAltitude.
The example shows how trigonometry can be applied to get the new approximated elevation. The radar cone boundaries are instead calculated without taking into account the radar elevation, only the number of bars.
The final result can be downloaded as PDF or Kneeboard page from the Download section. Feel free to download and test it and advise if you find mistakes or have additional considerations.


an d fo r man y valuab le su ggestio n in every part o f it. HALL.,. May,. H S. S. R. KN IGH T. PR EFACE TO THE THIR D EDITION. IN this editio n the text. sioteketerhost.ga: Allows you online search for PDF Books - ebooks for Free downloads In one sioteketerhost.gat search High School Mathematics By Hall And. Higher Algebra by Hall & Knight - Free ebook download as PDF File .pdf) or read HIGHER ALGEBRA- A Sequel to Elementary Algebra for Schools by H.S. HALL & S.R. KNIGHT A Second Step to Mathematical Olympiad Problems Vol 7.
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Higher algebra. by Hall, H. S. 9 editions - first published in Algebra for colleges and schools by H. S. Hall and S. R. Knight. by Hall, H. S. Results 1 - 16 of 91 A School Geometry, Elementary Algebra For Schools & Algebra For Beginners Arihant. by HS Hall & FH Stevens and HS Hall & SR. [pdf] Higher Algebra by Hall and Knight Permutations & Combinations, Mathematical Induction, Binomial Theorem Positive Integral Index.
Saskin, I. Shashkin, and Yu. Shashkin "How to Construct Graphs" by G. Natanson and I.
Shilov "Induction in Geometry" by L. Golovina and I.
I'Aglom "Inequalities" by P. Korovkin "Inversions" by I.
Bakelman, J. Teller, and S. Williams "Number Systems" by S.
Fomin "Pascal's Triangle" by V. Uspenskii "Proof in geometry" by A. Natanson "Systems of Linear Inequalities" by A. Nor is its topic being particularly recommended for inclusion, indiscriminately, into the school curriculum.
However, it should convey some of the breadth and depth found close to the traditional school and college curricula, and encourage the reader not only to follow up on some of the historical and technical references, but to pull out pen and paper to tackle some problems of special interest.
Some of the mathematics will be difficult, but I believe that it will all be accessible. The intended audience consists of students at both high school and college who wish to go beyond the usual curriculum, as well as teachers who wish to broaden their mathematical experience and discover possible material for use with their regular or enriched students.
In particular, I am concerned about two groups of students. There are those who romp through the school curriculum in mathematics while they have yet to complete other subjects. A standard response to this situation is to accelerate them, either into calculus or into college prematurely.
While this is undoubtedly appropriate for some, my experience is that very often such acceleration is counterproductive and leads to an unsettled academic experience. Then there are those who get caught up in contest activity.
It is now possible to spend much of the spring semester preparing for and writing contests, and this may have some value. However, there are some for whom contests are not congenial and others who emphasize the short-term goal of solving problems and winning contests at the expense of proper mathematical growth.
What seems to be needed is a mathematical enrichment which starts with school mathematics, broadens it and yet is sufficiently down-to-earth that the student can explore it in an elementary way with pencil and paper or calculator.
This book covers algebra, but it covers it much more deeply than typical high school courses. It would be appropriate, as Barbeau suggests, as enrichment reading for a high school student who is too advanced for the usual curriculum but has not been accelerated through it.


My undergraduate major was Electronics Engineering Technology, and I earned a GPA of 3.92/4.00 and was the recipient of various awards and honors. My academic career has been marked by achievement and recognition, which provides evidence of my significant potential to excel within the program. I have not studied Statistics previously, but I excelled in Calculus, Linear Algebra, and Statistical Mathematics and experienced a growing interest in Statistics as a specialty during my studies. My interest developed as I understood how Statistics affect every aspect of business, government, and people’s lives and well-being. I also began to appreciate that an excellent statistician possesses, along with technical skills and knowledge, ‘artistic’ intuitive and interpretative skills of a high order, and the ability to think creatively and look beyond the superficial.
I am particularly interested in capital public investment and its impact on economic growth and private investments in developing countries. I hope to assist in research in these areas. Opportunities to study Statistics at the Master’s level are very restricted in my home country, even though there is a strong demand and need for specialists in a thriving and expanding economy. So, I am seeking to do so abroad. I am also hoping to assist in developing statistical studies in the UAE. The Statistics Program at XXXX is of particular interest to me because of its high ranking in the subject, the prestigious faculty, and the flexibility and options offered within the program. A degree in this field creates opportunities for further studies and analytics in various areas I hope to explore.
Skilled in Math with an impressive academic record, I have the passion characteristic of the best work in my field. I am a diligent and enthusiastic student with the potential and determination to excel within the program.
Thank you for considering my application to Statistics at XXXX.


The basics of photography begin with correctly exposing the sensor by finding the right combination of f-stops and shutter speeds. Exposure can be expressed in this formula:
Exposure = INTENSITY X TIME
or, E = IT
“Intensity” is the f-stop and “Time” is the shutter speed.
By the way, there is no actual multiplication taking place in this formula. It is used as a way of explaining the concept of keeping exposures “equal”.
“E” will represent the amount of light that reaches the sensor. If you remember any algebra, because there is an = in the equation, I can change my variables, so long as I keep them an equal value.
E = 2 x 10,
E = 4 x 5
(E is the same answer in both, but we used different variables.)
Using this formula we can plug-in some f-stops and shutter speeds just to see what happens. So let’s do it…
E = I x T
E = F8 @ 1/125
(F8 and 1/125 are variables that I selected entirely at random for this example.)
In my sample, I stated E = F8 @1/125. If for some reason I wanted to change the F8 to F5.6, could I do it? YES! As long as I keep the amount of light that reaches the film equal!
-If I move from F8 to F5.6, I am opening up the lens to let twice the amount of light reach the sensor.
-In order to remain equal, I have to cut the light in half by moving the shutter speed to the next faster speed.
E = F8 @ 125
E = F5.6 @ 250
F5.6 @ 1/250 would be an equal, or equivalent exposure to F8 @ 1/125 because in both cases, the exact amount of light reaches the film. As a matter of fact, there can be many equivalent exposures:
F22 @ 1/15
F16 @ 1/30
F11 @ 1/60
F8 @ 1/125
F5.6 @ 1/250
F4 @ 1/500
F2.8 @ 1/1000
Each of the above exposures yield the exact amount of light onto the film. This process is the same no matter which f-stop and shutter speed combination you choose to start out with. The hard part about exposure is figuring out which f-stop and shutter speed to start with in the first place. (We will cover this in-depth later.)
It is at this point that you may be thinking, “Gosh, If F8 @ 1/125 will work, why the heck would I want to change to F4 @ 1/500?” This is where we first begin to realize the magic of photography.
Remember, F-stops control depth of field, so changing from F8@1/125 to F4@1/500 allows you to create an image with a shallower depth of field.


Finite Element Analysis is an analytical engineering tool developed in the 1960's by the Aerospace and nuclear power industries to find usable, approximate solutions to problems with many complex variables. It is an extension of derivative and integral calculus, and uses very large matrix arrays and mesh diagrams to calculate stress points, movement of loads and forces, and other basic physical behaviors. Students will find in this textbook a thorough grounding of the mathematical principles underlying the popular, analytical methods for setting up a finite element solution based on those mathematical equations. It quickly bridges that knowledge to a host of real-world applications--from structural design, to problems in fluid mechanics and thermodynamics. Professional engineers will benefit from the introduction to the many useful applications of finite element analysis, and will gain a better understanding of its limitations and special uses.
New to this edition: · New sections added on the assemblage of element equations, and an important new comparison between finite element analysis and other analytical methods…showing advantages and disadvantages of each · Updated solutions manual available · Improved sample and end-of-chapter problems
* The only book to provide a broadoverview of the underlying principles of finite element analysis and where it fits into the larger context of other mathematically based engineering analytical tools. * New sections added on the assemblage of element equations, and an important new comparison between finite element analysis and other analytical methods, showing the advantages and disadvantages of each. * New Companion website that will host usable finite element programs and sample engineering problems, as well as a Solutions Manual for end-of-chapter problems.