3 edition of Math . . . It Figures! found in the catalog.
January 16, 2002 by Instructional Fair .
Written in English
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Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race Paperback – Math. It Figures! book 6, #N#Margot Lee Shetterly (Author) › Visit Amazon's Margot Lee Shetterly Page.
Math. It Figures! book Find all the books, read about the author, and more. See search results for this by: This item:Math with Bad Drawings: Illuminating the Ideas That Shape Our Reality by Ben Orlin Hardcover $ Ships from and sold by FREE Shipping on orders over $ Details.
Change Is the Only Constant: The Wisdom of Calculus in a Madcap World by Ben Orlin Hardcover $ Ships from and sold by (). (Inside Science) -- Math plays a starring role in the movie "Hidden Figures," which is nominated for three Oscars, including Best Picture, at this weekend's Academy d from a book of the same name by Margot Lee Shetterly, the movie chronicles the grit and ultimate triumphs of three African-American women working as "human computers" for NASA in the segregated south.
Everyone in the theater applauded as the credits rolled at the end of the movie, Hidden Figures, and for good reason. It is an amazing, humorous, educational, inspiring and important movie. It is a film that every educator and math student should see.
This Math. It Figures! book story of the contribution of three black women to NASA’s. This lesson plan is designed for intermediate students using the picture book, Hidden Figures by Margot Lee Shetterly. Common Core aligned and full over 25 pages of extras and extensions beyond the comprehensive lesson plan, this Hidden Figures picture book download covers multiple standards and foc.
February 4, pm The Math Behind “Hidden Figures” – Why STEM is important and math is everywhere. Today’s guest blog post is by StarTalk intern Kirk is majoring in physics while minoring in mathematics and piano at Idaho State University. Significant Figures: The Lives and Work of Great Mathematicians is a nonfiction book by British mathematician Ian Stewart FRS CMath FIMA, published by Basic Books.
In the work, Stewart discusses the lives and contributions of 25 figures who are prominent in the history of mathematics. The 25 mathematicians selected are: Archimedes, Liu Hui, Muḥammad ibn Author: Ian Stewart. Hidden Figures Book.
Displaying all worksheets related to - Hidden Figures Book. Worksheets are Hidden figures movie lesson, A teachers guide to, Discussion guide for hidden figures, Unhidden figures, Modern figures activities, Modern figures toolkit, Lesson plan when computers wore skirts katherine, National aeronautics and space administration.
A Teacher's Guide To The Book. Read Margot Lee Shetterly' s book Hidden Figures, then grab this Teacher's Guide to make planning easier. Scholastic' s Moon Math. Have kids feel like they are part of the action. Read ab out mathematician Katherine Johnson, then complete a diagram of the moon lander' s flight plan and calculate angles.
NASA mathematician Katherine Johnson, pictured at the Academy Awards, was one Math. It Figures! book the women profiled in the book and film Hidden Figures. She died Monday at Math. It Figures! book died Monday at Jordan. Start studying "Hidden Figures" Review Questions. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
• The figures were recently released by the magazine. • A comparison of the two figures shows the estimated profit on investment. • Exercise and a sensible diet will help you get your figure back after having a baby. in round figures • Estimates for the delay, given in round figures, ranged from two to Math.
It Figures! book hours. Hidden Figures is clearly fueled by pride and admiration, a tender account of genuine transcendence and camaraderie. The story warmly conveys the dignity and refinements of these women. They defied barriers for the privilege of offering their desperately needed technical abilities.
The New York Times Book Review - Janna LevinBrand: HarperCollins Publishers. In addition to presenting calculations, figures, and puzzles, another way for a book to be mathematical is by portraying characters who love and practice math.
In Giant Pumpkin Suite, math and cello enthusiast Rose deals with literal and figurative growing pains as she joins her shorter, nonmusical twin brother in a project to grow a record. Hidden Figures: The True Story of Four Black Women and the Space Race covers a lot of ground, packing a lot into its few pages.
Author Margot Lee Shetterly worked with Winifred Conkling, author of numerous nonfiction picture books, to present simple explanations of complicated historical events and scientific concepts.5/5. Space Math Problem Books from NASA (downloadable PDFs) Background Information.
The True Story of “Hidden Figures,” the Forgotten Women Who Helped Win the Space Race (Smithsonian Magazine) Hidden Figures: Margot Lee Shetterly’s book about NASA’s black women mathematicians and engineers is timely and eye-opening (Scientific American). 'Hidden Figures': How Black Women Did The Math That Put Men On The Moon Back in the days of the space race, "computers" were people — often women — who performed vital Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race by Margot Lee Shetterly is a book not only about strong women but more.
It is a book about society, struggles, overcoming prejudices, spirit, strong will, and brains.4/5(K). Math, in that sense, is in Hidden Figures a tool of meritocracy. It is a symbol of the power of education (chalk being handed from one person to another is a.
These materials enable personalized practice alongside the new Illustrative Mathematics 6th grade curriculum. They were created by Khan Academy math experts and reviewed for curriculum alignment by experts at both Illustrative Mathematics and Khan Academy.
This book, written under the pseudonym A. Square and published inis the obvious place to start. Flatland is both an exploration of the nature of dimensions and geometry, and of Victorian social hierarchy.
The narrator is a square living in Flatland who dreams of a visit to a one-dimensional world, which leads to the questioning of his (and our) understanding of. Glenn’s flight, and the math making it happen, was the subject of the film Hidden Figures, in which Johnson, as well as other African American women working at NASA, are given the spotlight.
And sometimes a film version of a book sparks a national conversation that the book alone couldn’t quite manage. Such is the case with Margot Lee Shetterly’s book "Hidden Figures." The film rights to the book were sold before it even published, and the film was released just three months after the book’s publication last year.
A picture book, children's version of Hidden Figures, of an adult non-fiction book of the same name. There is also a hit film also called Hidden Figures.
This is a touching story of four African-American women who worked between as computers for NASA to help the war effort in making jet planes fly faster and safer and later, rockets /5. Hidden Figures: Math Activity (Perfect for Black History Month or after watching the movie in Math Class!)The activity gives a brief description of the three brilliant African-American women at NASA -- Katherine Johnson, Dorothy Vaughan and Mary Jackson who served as the brains behind one of the gre.
TITLE: Hidden Figures. AUTHOR: Margot Lee Shetterly. PUBLISHED: FORMAT: Paperback. Hidden Figures bills itself on the cover as “The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race.” That is a perfect description of the book, which has already inspired a (somewhat fictionalized) movie.
The book Hidden Figures by Margot Lee Shetterly — which will be coming out as a film this Friday — tells previously untold story about the black women mathematicians who worked for NASA and “helped win the space race,” and this presentation is set to tell us the story of the mathematics and mathematicians behind the book.
But, this incredible story was truly hidden–buried–until Lee Shetterly wrote the book on which the film is based. Unfolding from the s to. Scientific American is the essential guide to the most awe "Hidden Figures," a book by Margot Lee Shetterly and a some of her math equations were used in a lecture series compendium.
Below, you will find a wide range of our printable worksheets in chapter Figures of section worksheets are appropriate for Fifth Grade have crafted many worksheets covering various aspects of this topic, points, lines and angles, measure and draw angles, intersecting lines, polygons and circles, sum of angles in figures, conguent and similar.
Review: Hidden Figures Margot Lee Shetterly's book about NASA's black women mathematicians and engineers is timely and eye-opening By Evelyn Lamb on Octo On Being a Black Female Math Whiz During the Space Race Katherine Johnson, left, and Christine Darden, two of the former NASA mathematicians in.
Margot Shetterly’s groundbreaking book, Hidden Figures, reorients our view of the space race by telling the stories of Nasa’s black women mathematicians.
It casts them as protagonists in the. The pages in this Practice Book can be assigned in order to provide practice with key skills during each unit of the Bridges in Mathematics curriculum. The pages can also be used with other elementary math curricula. If you are using this Practice Book with another curriculum, use the tables of pages grouped by skill (iii–x) to assign pages.
Writing a math book requires careful and meticulous planning. Every chapter must introduce new concepts, and the problem sets, ideas and explanations must. It’s a popular movie, not a movie for math people. Given that, the math I recognized in the movie seemed to be clear and correct.
Much better than normal for a movie. Katherine Goble Johnson is shown at a young age spotting that an apparent fourth. I thought the book was very thorough and well written. Although it lacks the drama of the Hollywood film, the story is still fascinating.
Shetterly's account of the lives of hidden figures is extremely well researched and seems very accurate. She also takes the time to paint a picture of the historical and cultural events occurring during the /5(6).
The book is intended for lower-level students who wish to know the standard topics and methods that are included in most first statistics courses. Math students will find it easy to understand the ideas presented, while teachers and tutors will discover an engaging and highly effective way to teach statistics material.
YES. Now is the time to redefine your true self using Slader’s free Glencoe MATH Course 2 (Volume 2) answers. Shed the societal and cultural narratives holding you back and let free step-by-step Glencoe MATH Course 2 (Volume 2) textbook solutions reorient your old paradigms.
NOW is the time to make today the first day of the rest of your life. Thank you for visiting Figure This. Math Challenges for Families.
Take a challenge, visit the teacher's corner, or explore our indexes. Directed pdf Theodore Melfi. With Taraji P. Henson, Octavia Spencer, Janelle Monáe, Kevin Costner. The story of a team of female African-American mathematicians who served a vital role in NASA during the early years of the U.S.
space program/10(K).Our math worksheets are free to download, easy to use, and very flexible. A detailed description is provided in each math worksheets section.
The flexibility and text book quality of the math worksheets, makes a very unique resource for people wanting to create and use math worksheets.The book and movie "Hidden Figures" celebrate the contributions of African-American "human computers" who performed mathematical equations and .


Friday 29 October 2021: Barton Zwiebach (CTP, MIT) Title: Nonlocal field theory, rolling tachyons, and initial value problem (recording, slides)
Abstract: We consider a nonlocal scalar field theory inspired by the tachyon action in open string field theory and p-adic string models. We study in detail field redefinitions that re-cast the theory in a form with a clear initial value problem. We discuss rolling tachyons and issues of causality.
Friday 12 November 2021 : Carlo Maccaferri (Università di Torino) Title: D-branes potentials and closed string deformations in open string field theory (recording, slides)
Abstract: I discuss recent results on the effective potential of various D-branes systems in both bosonic string theory and Type II superstring. I focus on open string field theories based on Witten’s star product for which we know how to construct exact classical solutions and where the coupling with deforming closed strings can be obtained via a simple open/closed gauge invariant vertex. The obtained effective algebraic couplings can be understood as zero-momentum amplitudes where all possible infrared divergences arising from open string degeneration are systematically tamed by the open string propagator. I also discuss how one can possibly handle similar divergences from closed string degeneration, when a closed string deformation is added to the pure open string theory.
Friday 3 December 2021 : Nathan Berkovits (ICTP-SAIFR, IFT-UNESP) Title: Applications of the $N=1, d=4$ spacetime-supersymmetric version of open superstring field theory (recording)
Abstract: I will first review the version of open superstring field theory based on the hybrid formalism which has manifest $N=1, d=4$ spacetime supersymmetry. I will then discuss two recent applications including the equations of motion for higher-spin massive fields in an electromagnetic background and the computation of stringy corrections to the self-dual $d=4$ instanton solution.
Thursday 27 January 2022 : Ashoke Sen (ICTS) Title: D-instanton amplitudes (recording)
Abstract: I’ll describe the general procedure for computing D-instanton amplitudes in string theory, with special focus on type II string theories compactified on Calabi-Yau manifolds.
Thursday 10 February 2022 : Yuji Okawa (Tokyo University) Title: Renormalization of one-loop scattering amplitudes in scarlar field theories via homotopy algebras
Abstract: When actions are written in terms of homotopy algebras such as $A_\infty$ algebras and $L_\infty$ algebras, expressions of on-shell scattering amplitudes in perturbation theory are universal for both string field theories and ordinary field theories. In this talk we describe renormalization of one-loop scattering amplitudes in $\phi^3$ theory using an $A_\infty$ algebra.
Thursday 24 February 2022 : Ivo Sachs (LMU) Title: The BV-theory of the Point Particle (recording, slides)
Abstract: I will review recent and ongoing work on the BV-field theory of the relativistic spinning particle as a tool to explore aspects of string field theory, including: background independence, non-linear field equations, massive states and “closed string” vacuum solutions. I will also propose a notion of spin fields for the point particle and their application to Ramond-Ramond backgrounds.
Thursday 10 March 2022 : Edward Witten (IAS Princeton) Title: No Ensemble Averaging Below the Black Hole Threshold (recording)
Abstract: In the AdS/CFT correspondence, amplitudes associated to connected bulk manifolds with disconnected boundaries have presented a longstanding mystery. A possible interpretation is that they reflect the effects of averaging over an ensemble of boundary theories. But in examples in dimension D≥3, an appropriate ensemble of boundary theories does not exist. Here we sharpen the puzzle by identifying a class of “sub-threshold” observables that we claim do not show effects of ensemble averaging. These are amplitudes that do not involve black hole states. To support our claim, we explore the example of D=3, and show that connected solutions of Einstein’s equations with disconnected boundary never contribute to sub-threshold observables. To demonstrate this requires some novel results about the renormalized volume of a hyperbolic three-manifold, which we prove using modern methods in hyperbolic geometry. Why then do any observables show apparent ensemble averaging? We propose that this reflects the chaotic nature of black hole physics and the fact that the Hilbert space describing a black hole does not have a large N limit.
Thursday 24 March 2022 : Spring break
Thursday 7 April 2022 : Raghu Mahajan (Stanford University) Title: Semiclassical evaluation of the vacuum sphere and the FZZT disk path integrals in noncritical string theory (recording, slides)
Abstract: We compute the vacuum sphere and the FZZT disk partition functions in noncritical string theory in the semiclassical limit. The worldsheet theory consists of the (2,p) minimal model, the Liouville field and the usual bc ghosts. The semiclassical limit is the limit of large p, in which the central charge of the Liouville sector goes to plus infinity, and the path integral can be done via the saddle point method. The main conceptual point is that the unfixed PSL(2,C) and PSL(2,R) gauge groups are spontaneously broken by the saddle point configuration of the Liouville field, which removes the usual obstacles in computing these path integrals in critical string theory. The quantity sphere/disk^2 is free of all normalization ambiguities and we find a precise numerical match between the string theory answer and the answer from the dual double-scaled one-matrix integral. (This talk is based on work with Douglas Stanford and Cynthia Yan.)
Thursday 21 April 2022 : Nima Arkani-Hamed (IAS) Title: On Unitarity of Tree-Level String Amplitudes (recording)
Abstract: Four-particle tree-level scattering amplitudes in string theory are magically consistent with unitarity, reflected in the non-trivial fact that beneath the critical dimension, the residues of the amplitudes on massive poles can be expanded in partial waves with all positive coefficients. While this follows (rather indirectly) from the no-ghost theorem, the simplicity of the statement and its fundamental importance for the physical consistency of string theory begs for a more direct and elementary understanding. In this note we take a step in this direction by presenting a new expression for the partial wave coefficients of string amplitudes, given by surprisingly simple double/triple contour integrals for open/closed strings. This representation allows us to directly prove unitarity of all superstring theories in $D \leq 6$ spacetime dimensions, and can also be used to determine various asymptotics of the partial waves at large mass levels.
Abstract: In this talk, I will explain how one can fix the normalization of the D-instanton contribution to the superpotential in type II string theory on Calabi-Yau orientifolds using string field theory and show such normalization is holomorphic function of the moduli. Along the way I will sketch the proof for a folk theorem relating D-instantons to space-filling D-branes on Calabi-Yau’s. Lastly, I will argue for the absence of multi-instanton contribution to the superpotential in these scenarios. Based on 2204.02981.
Thursday 19 May 2022 : Oliver Schlotterer (Uppsala University) Title: Recent developments in superstring loop amplitudes
Abstract: In this talk, I will review motivations, results and strategies for loop amplitudes in superstring theories. Based on chiral splitting of correlation functions of closed-string vertex operators, a simplified result will be presented for two-loop five-point amplitudes involving massless type-II states.
Abstract: We construct open-closed superstring interactions based on the open-closed homotopy algebra structure. It provides a classical open superstring field theory on general closed-superstring field backgrounds described by classical solutions of the nonlinear equations of motion of the closed superstring field theory.


By Serge Vaudenay
A Classical creation to Cryptography: purposes for Communications Security introduces basics of knowledge and verbal exchange safeguard by way of offering acceptable mathematical recommendations to end up or holiday the safety of cryptographic schemes.
This advanced-level textbook covers traditional cryptographic primitives and cryptanalysis of those primitives; uncomplicated algebra and quantity concept for cryptologists; public key cryptography and cryptanalysis of those schemes; and different cryptographic protocols, e.g. mystery sharing, zero-knowledge proofs and indisputable signature schemes.
A Classical creation to Cryptography: functions for Communications safeguard is wealthy with algorithms, together with exhaustive seek with time/memory tradeoffs; proofs, equivalent to protection proofs for DSA-like signature schemes; and classical assaults resembling collision assaults on MD4. Hard-to-find criteria, e.g. SSH2 and defense in Bluetooth, also are included.
A Classical creation to Cryptography: functions for Communications Security is designed for upper-level undergraduate and graduate-level scholars in desktop technological know-how. This ebook is usually compatible for researchers and practitioners in undefined. A separate exercise/solution book is obtainable besides, please visit www.springeronline.com less than writer: Vaudenay for added info on tips to buy this booklet.
Read or Download A Classical Introduction to Cryptography: Applications for Communications Security PDF
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This textbook is meant for an undergraduate/graduate direction on computing device networks and for introductory classes facing functionality review of pcs, networks, grids and telecommunication platforms. not like different books at the topic, this article provides a balanced procedure among know-how and mathematical modeling.
The recent multimedia criteria (for instance, MPEG-21) facilitate the seamless integration of a number of modalities into interoperable multimedia frameworks, reworking the way in which humans paintings and engage with multimedia information. those key applied sciences and multimedia ideas engage and collaborate with one another in more and more powerful methods, contributing to the multimedia revolution and having an important effect throughout a large spectrum of customer, enterprise, healthcare, schooling, and governmental domain names.
This ebook offers a scientific and comparative description of the big variety of learn matters on the topic of the standard of knowledge and data. It does so via providing a valid, built-in and entire review of the state-of-the-art and destiny improvement of information and data caliber in databases and knowledge platforms.
Additional resources for A Classical Introduction to Cryptography: Applications for Communications Security
10. CFB mode with Set to the block length. 5 Counter Mode (CTR) The plaintext x is split into -bit blocks x1 , . . , xn , and the ciphertext y is the concatenation of blocks which are obtained iteratively. We use a sequence t1 , . . , tn of counters and the encryption is performed by yi = xi ⊕ truncL (C(ti )). For a given key, all counters must be pairwise different. For this we can, for instance, let ti be equal to the binary representation of t1 + (i − 1) so that each ti “counts” the block sequence.
2. 3. 4. Generate a pseudorandom IV which is given in clear with the ciphertext. Generate a pseudorandom IV which is transmitted in a conﬁdential way. Use a ﬁxed IV which is a known constant. Use a ﬁxed IV which is another part of the secret key. The US standards recommend one of the two ﬁrst solutions. There are a few security problems. Information Leakage by First Block Collisions If for two different plaintexts the ﬁrst blocks x1 are the same and the IV is ﬁxed, then there is still a leakage of the equality of these blocks.
X,y Note that X and Y are independent if and only if Pr[X = x, Y = y] = Pr[X = x] × Pr[Y = y] for any x and y. e. H (X |Y ) = − Pr[X = x, Y = y] log2 Pr[X = x|Y = y]. 1. For any distribution, we have r H (X, Y ) ≥ H (X ) with equality if and only if Y can be written f (X ) r H (X, Y ) ≤ H (X ) + H (Y ) with equality if and only if X and Y are independent; 17 For more information, see the textbook by Cover and Thomas (Ref. ). 18 Chapter 1 r if Pr[X = x] = 0 for at least n values of x then H (X ) ≤ log n with equality if 2 and only if all nonzero Pr[X = x] are equal to n1 .


Exactly How to Compute Built Up Passion For Bonds
If you recognize with bonds, after that you will recognize exactly how to calculate accumulated rate of interest. This term is typically associated with this kind of lending and also is utilized in the context of fixed earnings tools. The computation is fairly basic as well as includes three elements: the par value or face value of the bond, the voucher price (yearly return) and also the length of the accrual duration. Let’s have a look at how to calculate accrued passions for bonds. As the rate of interest of a bond adjustments in time, so does its rates of interest. To identify the amount of passion owed, merely multiply the number of days by the everyday rate of interest. Furthermore, you need to separate the complete variety of days in a year by the par value of the bond. After that, subtract the passion from the face value to obtain the built up quantity. When you locate the rates of interest of a bond, you will certainly need to consider the multiplier that you made use of in computing the amount of money owed to the loan provider. When computing accumulated interest on a bond, you require to take into consideration the preliminary publication value of the bond, which is the price of the bond when it was gotten. Next, separate the initial price of the bond by the number of days it has been outstanding. The overall quantity of rate of interest is the difference between the book value of the bond and its yearly rate of interest. If you’ve paid on the bond however haven’t paid the cash yet, you can increase the overall amount of accumulated and also paid back passion by the same method. If you’re not accustomed to exactly how to calculate accumulated interest, allow’s check out a sensible instance. The public provident fund is a federal government system for saving taxes under the 80-c tax obligation code. You can spend as much as Rs 1,50,000 in a year, and also 8% of the amount will certainly be invested yearly. The next example shows just how to determine the accrued rate of interest for a PPF. Making use of an accumulated passion calculator is crucial when establishing the very best time to pre-close a finance or settle it. It can additionally assist you with your bond financial investments. By using an accumulated interest calculator, you’ll be able to make the ideal decision on which option to seek. By learning how to determine accrued, you’ll be much more confident when making a decision to pay back your finance. To calculate accrued rate of interest, begin by splitting the overall amount by the number of durations. The very first day is the latest repayment day; the second is the acquisition day. To obtain a precise value, you require to divide the total amount by the number of days in a year. By using a calendar, you’ll have the ability to see the actual balance of your PPF. The total of the PPF will certainly be divided by the regularity of repayments.


ConnectingSTEM brings research-based cognitive and non-cognitive assessments for all educators, researchers, and instructional designers in science, technology, engineering, and mathematics. The use of these assessments provides access to a public dataset fromwhich to compare the results of one group to another.
The Biewald Orthographic Visualization Battery (BOVB)
The Biewald Orthographic Visualization Battery (BOVB) represents a reliable instrument for use in engineering graphics education. Analysis of the BOVB indicates that there is evidence of predictive validity for academic outcomes when used as both a pre-and post-test.


What is the probability of different poker hands?. In the standard game of poker, each player gets 5 cards and. Four of a Kind: 624. 0.000240. Example: 4.Probabilities in Poker Poker is a card game with many different variants, some. high), or one having 4 cards from the same “kind” of cards.The next two tables show the probabilities in 5-card stud with one wild card.
Poker Probabilities with Seven Card Deal - Math ForumThe section on how to derive the probabilities in five-card stud have been moved to Poker Math.
Work the Odds — Three Card Poker℠
How To Play Poker | Strategy | Rules | Odds | Tutorial
Texas Holdem Probability Chart - expss.com
Poker Cheat Sheet from DaveChild. Poker Hands Odds. Hand. 5 Card. 7 Card. Repeat the single card deal and round of bets until 4 cards are face-up for each player.What are the exact odds of making any four of a kind versus any two,three,four or one specific four of a kind, holding a pocket pair in Texas Holdem?.
QA - Poker Probabilities
Probabilities in Poker 5-card stud poker
Learn about poker hands and values in games available at PokerStars,. Poker Hands; Poker Dictionary;. Four of a Kind: Four cards of the same rank,.For example, with three cards, a royal flush would be suited QKA.
Pocket Pairs Odds Chart - The Poker BankBut, no, your faithful Wizard counted all four trillion ways two five-card hands can be drawn from a single 52-card deck.ElectraWorks Limited has been granted an Operating Licence no. 000-039011-R-319371-004 for the operation of remote gambling in Britain.
Do you know what beats what in poker? Read this list of 5-card poker hands,. a kind means you hold four of the same card,. cards, the better your chances of.The following table shows the following for 2 to 10 players, assuming nobody ever folds.PAYOUT ODDS PLAYER FOLDS ANTE. Three-of-a-Kind 2 to 1 FOUR-CARD POKER. is to get a four-card poker hand that beats the dealer’s best four-card hand.. a Full House or Four of a kind? Poker hand rankings. Keno odds; Pai Gow Poker odds;. Poker Hand Rank #10 - High card.
Omaha Odds and Starting Hand Ranking for All Starting Hands. High Card, Three of a Kind and Four of a Kind.If you continue the navigation, we consider that you are accepting its use.The probability of flopping two-pair (from non-paired hole cards) is about 2%.
What are the probabilities of all poker hands when seven cards are. C(52,7) = 0.0279% Four of a kind:. 4 cards, we want to get rid of the.Pocket pairs odds chart for Texas Hold em. Pocket pairs in Texas Hold'em are very useful cards. “I played break-even online poker for 4 years before finding.
FOUR-CARD POKER - Harrington Casino & RacewayThe chance of one of your hole cards making a pair on the flop is 32.43%, or about a third.
Discrete Mathematics Project -- "What're the odds?"Poker: Poker, card game. approximate odds of getting the hand in five cards;. which beats two pairs and loses to three of a kind; and “four flush” (four.You bluffed with random cards to steal the blinds and were called by A-K.Trouble with Wild-Card Poker. if a full house ranks higher than four of a kind, and a player has a wild card. For information on poker odds,.
The probability for a tie in a two-player game of five-card stud is 0.000344739, or 1 in 2,901.For the purpose of this table, a royal flush, straight flush, flush, and straight must use all cards.The following table shows the number of combinations if each card was dealt from a separate deck, which would be mathematically equivalent to an infinite number of decks.


Find out what animal is your ideal pet.
Do the simple math below, then scroll down to find your recommended pet.
It's crazy how accurate this is!
1. Pick your favorite number between 1 and 9
2. Multiply it by 3
3. Add three
4. Then multiply by 3 again (I'll wait while you get a calculator........)
5. You'll get a 2 or 3 digit number...
6. Add the digits together.
Now scroll down.......
With that number, see what pet is recomended for you.
1 - Fish
2 - Hampster
3 - Guinea Pig
4 - Dog
5 - Bird
6 - Reptile
7 - Amphibian
8 - Insect -like an ant farm
9 - Cat
10 -No recommended pet
I know, I know....cats just have that special effect on people.
Why are you laughing????????
Stop picking different numbers!!! I AM YOUR PET....JUST DEAL WITH IT!!!!!!!!!!!!!


NASA mathematician Katherine Johnson being honored in bronze
West Virginia - AP
West Virginia State University says a dedication ceremony is planned for Aug. 25, the day before Johnson's 100th birthday.
Long before the digital era, Johnson worked as a human "computer" at the agency that became NASA, working in relative obscurity as an African-American woman. Her contributions were later recognized in the "Hidden Figures" movie, with actress Taraji P. Henson playing her role.
West Virginia State hopes to endow the scholarship at $100,000, awarding money to students majoring in science, technology, engineering and math, targeting people who are underrepresented in those fields.


Curing students’ fear of numbers is what PhD student Eleanor Fallon attempted in the seminar series “Media Challenges in a Digital Age”.
The statistics specialist gave an interactive presentation on the topic “Reporting on risk: How to effectively communicate numbers in news”.
Her topic is more relevant than ever during the ongoing pandemic. Daily we are bombarded with data on new covid cases or vaccination numbers. For this reason it is especially important to be able to interpret numbers and health risks.
However, a short survey at the beginning of the seminar showed that most of the students shy away from maths.
Ms Fallon wants to open up the conversation and make people more comfortable with numbers and statistics.
“When you have that fear it’s hard to continue working with it”, she said. “Numbers and statistics mustn’t be feared.”
Especially for journalism students it is vital to be able to work with numbers. “The disciplines can learn a lot from each other.
Journalists need to know how to interpret numbers and put them in appropriate wording”, module coordinator Kathryn Hayes emphasised.
Ms Fallon went on to demonstrate, using news headlines as examples, how misleading the way news outlets present numbers can be.
“Depending on the way risks are presented they might seem bigger or smaller even though multiple ways of presenting can be correct. “500 out of 10,000 means the same as 5 out of 100 but the two make different impressions.”
“Journalists are definitely using big numbers to sensationalise a topic”, she pointed out.
“This can not only be misleading but highly problematic if we think of anti-vaxxers who might have an interest in exaggeratedly presenting vaccine risks.
To avoid being misled, Ms Fallon shared a checklist for dealing with statistics: Questions to ask yourself include ‘In which format is the risk presented?’, ‘Is there a starting group (placebo group) to compare to? What is the starting risk?’, and ‘Does the number sound dramatic? If so, is the risk in absolute or relative format?’
Often, the relative number is higher and therewith sounds more dramatic than in the absolute format, she flagged. Context and wording are very important in that regard, she emphasised.
Along the way, Ms Fallon explained the basics of statistics and risk. Risks can appear in the shape of a fraction (1/10), a decimal (0.1), a percentage (10%), or a frequency (1 out of 10). Alternatively, icons can be useful tools to visualise risks. For this, she recommended the open access webpage iconarray.com.
After doing a couple of in-class calculation exercises, multiple students attested: “The way you explain it is way easier than how we did it at school” You could say that Ms Fallon has reached her goal: Making numbers more approachable


Bachelor of Science - Computer Science
1) The Degree is titled as B.Sc. Computer Science (Bachelor Degree in Computer Science) and it is an integrated Course to be taught over a period of three years.
2) The number of students to be admitted in a class is 24.
Eligibility and Admission
A candidate for being eligible for admission to the three year integrated course leading to the degree of B.Sc. (in Computer Science) must have passed Higher Secondary School Certificate examination (Std XII) in Science stream conducted by the Maharashtra State Board of Secondary &Higher Education with mathematics and Statistics as one of the subjects; or its equivalent examination.
Admission will be as per merit on the order of preference as follows:
i) Aggregate marks of HSC or equivalent examination
ii) Aggregate marks in Science Stream (P-C & M)
iii) Marks in Mathematics and Statistics and Physics
iv) Marks in Mathematics and Statistics
Subject Combination Offered:
|F.Y.B.Sc||Physics, Maths/Statistics,Computer Science|
|S.Y.B.Sc||Physics, Computer Science|
After F.Y.B.Sc., Foundation Course Paper I and at S.Y.B.Sc., Foundation Course Paper II are compulsory along with the other subjects. Note: Candidate taking admission for Comp Sc. would not be eligible for transfer to any other subjects and must continue studying Comp Sc. till completion of the degree.
The choice of subject combination offered at F.Y.B.Sc is at the discretion of the Principal.
The course at a glance is described on the subsequent pages.


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Postado por assistente em 16/set/2020 - Sem Comentários
Almost any player can bet on all roulette numbers. Since the birth of roulette, many players have built systems and strategies to help them win. Most systems are based on the desire to find some dependence of the ball on which the number or group of numbers has previously fallen.
Roulette is one of the most popular gambling games played in casinos all over the world. The essence of the game is simple – players place bets on the playing field, after which the tracker turns the roulette wheel and starts the ball..
The object of the roulette game is to predict the winning number and place a bet on it. Before the ball falls, players have the opportunity to place their bets in a specially marked area on the table – a sector, trying to predict the winning number. In this case, you can choose not just one number, but two, three or more.
Therefore, all systems based on game mathematics are recommended to be perceived only as fun, rather than as a real way to make money. Slots.com.ua has described the main mathematical systems and strategies for playing roulette. Roulette is a game of chance, the name of which comes from the French word roulette, which translates as “little wheel”.
For example, it is hard for us to imagine that if 6 times in a row the number 26 (or any other) falls, then it may fall for the 11th time. By the way, in the record book, there was a case of a number on a roulette wheel only six times in a row. So we understand that the number 26 has a certain probability of falling for the 7th time, but we believe that this probability is smaller than that of the other numbers. Mathematically, this is not the case – the probability that any subsequent number is the same does not depend on the previous one..


[Elastix] The determinant of the spatial Jacobian
F.Berendsen at lumc.nl
F.Berendsen at lumc.nl
Tue Apr 28 13:31:33 CEST 2015
You can see the transform in two different directions:
- to transform coordinates from the fixed image to the moving image (i.e. a displacement field)
- to use it to warp the moving image to the fixed image
The Jacobian determinant is >1 if displacement field is locally divergent, but form a warping point of view, the moving image is compressed.
A Jacobian determinant between 0 and 1 placement field is locally convergent, the warped moving image is expanded.
A Jacobian determinant smaller than 0 means folding of the deformation field, the warped moving image is locally 'turned inside-out'. Generally you would see parts of the moving image being repeated (all be it inside-out).
Considering your last question.
Elastix does not take the Jacobian determinant into account for warping images. So, locally stretching an image does not result in a lower intensity.
If you would want to transform an image where the intensities represent some sort of densities, for which a 'preservation of mass' needs to apply, you would need to do the post processing with the Jacobian determinant image yourself.
I hope this answers your questions,
From: elastix-bounces at bigr.nl [mailto:elastix-bounces at bigr.nl] On Behalf Of litiantian
Sent: zondag 26 april 2015 18:57
To: elastix at bigr.nl
Subject: [Elastix] The determinant of the spatial Jacobian
i have a question when i do the registration.....
when I use the command:
transformix -jac all -out outputDirectory -tp TransformParameters.txt
to calculate the determinant of the spatial Jacobian matrix, but i found that it contains minus values in the matrix.
through the elastix manual, i learned that the value of the determinant of the spatial Jacobian matrix identified the amount of local compression or expansion. If it was >1, the pixel was compressed,vise versa. but how does the minus value mean?
in my application, i want to do the registration of the organ position and shape,but keep the value of the corresponding pixel unchanged....(i don't know if this description is clearly to you... )
And if there is any possible method to do the registration and keep the 3D distribution information at the same time?
I would be appreciate if i can get any help from you!
Thank you very much!!
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More information about the Elastix


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This section is a list of different interactive calculators that help you plan your budget, calculate returns, and other things.
If you have any task that you find especially tedious and confusing to calculate, and you are sure that there's a better way to do it (just that no one has come up with it yet), contact us at firstname.lastname@example.org. We'll design it especially for you!
Plan your budget, know exactly how much you have left for yourself every month after paying for your house loans, car loans, bank loans, mortgage loans, wife's shopping, kid's tuition, dog's vet charges.....etc...etc...
How much would your investments be worth in 30 years if it earns 10% every year? Do this and other compounding functions here.
OK, so your unit trust has returned a total of 230% after 10 years. But what is the average annual return? Use the backwards compounder to find out.
Unit Trusts Returns Calculator
To find out how much your investments have made in percentage terms, use our Returns Calculator. This comes with live up-to-date daily bid/offer prices!


My problem is a follows:
1. An urn contains six red balls, five green balls, and three yellow balls. Two are drawn without replacement. What is the probability that at least one is yellow?
1. Una urna contiene seis bolas rojas, cinco bolas verdes, y tres bolas amarillas. Dos se extrae sin reemplazo. ¿Cuál es la probabilidad de que al menos uno es de color amarillo?
We make clear that at least one ball is yellow, so...we have many "answers":
Make a drawing to explain better...
so, the probability of getting at least one yellow ball is 30%


My latest project tying in with our study of events (which are sets) in CMPE 107 is a program for building set membership tables.
One way to verify that two set expressions are equivalent is to build a set membership table or SMT for each expression and compare them. This approach has the advantage that it is relatively simple to compute such a table, especially with a computer. It does not require any kind of computer algebra based system. On the other hand, such a table has 2n rows where n is the number of variables. This can easily be prohibitively expensive for expressions with many variables. It is also sometimes difficult to verify two expressions are the same if they have different numbers of variables but some variables are not algebraically relevant.
In this application, I parse a text based representation of a set expression into an abstract syntax tree. I then extract the variables and subexpressions from that tree. Finally, I enumerate the different combinations of Boolean values for each variable and use them to evaluate the subexpressions and final expression in a table.
Here are some example uses of the generator adapted from this pdf.
Double Complement Laws
Universal Bound Laws
De Morgan’s Laws
Complements of 𝕌 and ∅
Set Difference Law
The parser uses a relatively simple grammar in order to parse set expressions. An expression is first broken down into tokens then run. Anything that cannot be interpreted as a keyword will be interpreted as a variable. Most keywords have several synonymous ways to input them. Unfortunately, the parser currently doesn’t give the user much help if their expression is invalid.
These expressions expect a subexpression to be on either side of them. Eg
expr *infix* expr
|Union||union, or, ∪|
|Intersection||intersection, and, &, ∩|
|Difference||difference, -, \|
These expressions expect a subexpression on the left but none on the right. Eg
|Complement||complement, ^C, !, ^∁, ∁|
These expressions immediately evaluate to a set without any operands. Eg
|Universal Set||universal, 𝕌, Ω|
|Empty Set||empty, ∅|
You can group tokens together using parenthesis or brackets. Either choice will be treated exactly the same. Groups follow the regular algebraic rules. Expressions inside of parenthesis are evaluated before expressions outside of them.


In the PROCMIXED statements, Batch is listed as the only classification variable. The fixed effect Month in the MODEL statement is not declared as a classification variable; thus it models a linear trend in time. An intercept is included as a fixed effect by default, and the S option requests that the fixed-effects parameter estimates be produced. The Mixed Procedure Figure 6 displays the. procmixed; /* auto-regression(1) */ class trt unit; model y = trt | time; randomintercept time / type = ar(1) subject = unit; Here are two ways to fit a multivariate model with unstructured covariance matrix. The first treats effects over time as random, while the second treates time as fixed. I believe that I need to create a multi-level model (as we want to look at differences between individual hospitals) with proc glimmix in order to do this, and that I will have to consider both random slopes and randomintercepts in my model. Unfortunately, I can't find a good resource as to how to test this. My code at present looks like:.
fixed effects as does PROCMIXED. The LATTICE and NESTED procedures fit special types of mixed linear models that can also be handled in PROCMIXED, although PROCMIXED may run slower because of its more general algorithm. The TSCSREG procedure analyzes time-series cross-sectional data, and it fits some structures not available in PROCMIXED. Mixed Effects Logistic Regression Model (RandomIntercept) 12 Crossover Trial on Cerebrovascular Deficiency The NLMIXED Procedure Parameters beta1 beta2 beta3 g11 NegLogLike-1.2433 0.5689 0.2951 1 76.6705695 Iteration History Iter Calls NegLogLike Diff MaxGrad Slope 1 3 75.877218 0.793351 3.143617 -31.3385 2 5 71.2225189 4.654699 0.769971 -36.6519. The Mixed Procedure The random effects solution provides the empirical best linear unbiased predictions (EBLUPs) for the realizations of the random intercept, slope, and nested errors. You can use 1920x1080 resolution settings. Continuing with my exploration of mixed models I am now at the first part of random coefficients: example 59.5 for procmixed (page 5034 of the SAS/STAT 12.3 Manual). This means I skipped examples 59.3 (plotting the likelihood) and 59.4 (known G and R).
Model selection and validation. Step 1: fit linear regression. Step 2: fit model with gls (so linear regression model can be compared with mixed-effects models) Step 3: choose variance strcuture. Introduce random effects, and/or. Adjust variance structure to take care of heterogeneity. Step 4: fit the model. Make sure method="REML". A more complex form, that is normally used for repeated measures is the random slope and intercept model: Where we add a new source of random variation v related to time T. RandomIntercept Model for Clustered Data Just to explain the syntax to use linear mixed-effects model in R for cluster data, we will assume that the factorial variable rep. 2.1.1 PROCMIXED Fits a variety of mixed linear models to data and allows speciﬁcation of the parameter estimation method to be used. This procedure is comparable to analyzing mixed models in SPSS by clicking: Analyze >> Mixed Models >> Linear Explanation: The following window from the SAS help menu shows the options available within the PROC. for a fixed contrast matrix C, θ represents s predictable function, which are linear combinations of the fixed and random effects. When C 2 = 0, then the null hypothesis is of fixed effects, otherwise, the hypothesis is a function of the conditional mean (e.g., GLMM). For example, if the researcher has to test the joint hypothesis of equality of the intercepts, α 1 and α 2, and slopes, β 1.
proc mixed data=rc; class Batch; model Y = Month / s; random Int Month / type=un sub=Batch s; run; In the DATA step, Monthc is created as a duplicate of Month in order to enable both a continuous and a classification version of the same variable. The variable Monthc is used in a subsequent analysis. In the PROC MIXED statements, Batch is listed. i is the randomintercept for the ith subject, and e ij is assumed to follow N(0, s2). 6. Model fitting using SAS ... The Mixed Procedure Fit Statistics . LDA lab Feb, 6th, 2002 6-2 Log Likelihood 33828.8 AIC (smaller is better) 33838.8 AICC (smaller is better) 33838.8 BIC (smaller is better) 33858.3. title1 Mixed Effects Model for log(FEV1) with Random Intercept and Slopes for Age and Log Height; title2 Six Cities Study; proc mixed method=reml noclprint=10 covtest; class id; model logfev1 = age loght baseage logbht.
Example 41.5: Random Coefficients. This example comes from a pharmaceutical stability data simulation performed by Obenchain (1990). The observed responses are replicate assay results, expressed in percent of label claim, at various shelf ages, expressed in months. The desired mixed model involves three batches of product that differ randomly. GEE compared to Mixed modeling for LINEAR LINK . Pancreatic Enzyme example revisited: procmixed data = long1; class pilltype personid; model fat = pilltype/solution; randomintercept / subject = personid; estimate "all compared to none" pilltype 1 1-3 1; run; The Mixed Procedure . Covariance Parameter Estimates . Cov Parm Subject Estimate. Example 41.5: Random Coefficients. This example comes from a pharmaceutical stability data simulation performed by Obenchain (1990). The observed responses are replicate assay results, expressed in percent of label claim, at various shelf ages, expressed in months. The desired mixed model involves three batches of product that differ randomly.
. Although PROCMIXED does not automatically produce a "fit plot" for a mixed model, you can use the output from the procedure to construct a fit plot. In fact, two graphs are possible: one that incorporates the random effects for each subject in the predicted values and another that does not. Use PROC PLM to visualize the fixed-effect model. In SAS PROCMIXED, which allows the user to fit linear mixed effects models with continuous outcomes, we can model the the covariance structure of the random effects (G) using the RANDOM statement, and we can model the covariance structure of of the errors (R) using the REPEATED statement (see equation (1)). The randomintercepts model implies a shrinkage of the intercepts in the estimation procedure. (Note: What if \(K = 2\)?) ... Linear mixed model fit by maximum likelihood ['lmerMod'] Formula: Y ~ x + (1 | kommun) Data: dd AIC BIC logLik deviance df.resid 138.8 145.6 -65.4 130.8 36 Scaled residuals: Min 1Q Median 3Q Max -2.3440 -0.4089 0.1326 0..
If SAS mixed model is used, the key difference will be the use of Repeated statement if MMRM model and the use of Random statement if random coefficient model is used. MMRM In a paper by Mallinckrod et al, “ Recommendations for the primary analysis of continuous endpoints in longitudinal clinical trials ”, the MMRM is recommended over the. PROCMIXED does not include the intercept in the RANDOM statement by default as it does in the MODEL statement. You can specify the following options in the RANDOM statement after a slash (/). ... specifies a randomintercept-slope model that has different variances for the intercept and slope and a covariance between them. title1 Mixed Effects Model for log(FEV1) with Random Intercept and Slopes for Age and Log Height; title2 Six Cities Study; proc mixed method=reml noclprint=10 covtest; class id; model logfev1 = age loght baseage logbht. The formula for a random regression coeficient for a variable x, without the corresponding randomintercept, is "0 + x". Randomintercepts are included by default, so "x" and "1 + x" are equivalent specifications of both a random slope and a randomintercept. Random effects must vary at a courser grain than at the finest level, or else they'd.
Ezzet and Whitehead (1991) and Agresti and Lang (1993) describe random-intercepts proportional odds models. Hedeker and Gibbons (1994) describe both an ordinal logistic and probit model with multiple random effects. Tutz and Hennevogl (1996) propose similar mixed models that additionally allow the model thresholds to be considered as random. GLMM（一般化線形混合モデル）をSASで実行する方法2. Posted on 2015年3月23日 by norimune. 昨日アップした， GLMMをSASで実行する方法1 に続いて，変量効果を2種類実行する方法を書きます。. この記事の前に，1のほうを先に見てください。. 個人差以外の変動. For example: proc mixed data=test; class variable1 ..... variableN; model outcome=variable1+...+ Stack Exchange Network Stack Exchange network consists of 180 Q&A communities including Stack Overflow , the largest, most trusted online community for developers to learn, share their knowledge, and build their careers.
The MODEL statement fits a straight line for time; the intercept is fit by default just as in PROC GLM. The REPEATED statement models the R matrix: ... random indiv; run; procmixed; class indiv; model y = time; randomintercept / subject=indiv; run; Both of these specifications fit the same model as the previous one that used the REPEATED. Tips and Strategies for Mixed Modeling with SAS /STAT® Procedures, continued 4 SUBJECT= effects in all RANDOM and REPEATED statements in PROCMIXED . The equivalent specification using the same nested effects also. the randomintercepts are around the common intercept of each group (usually following a Normal distribution). This is the mixed models approach. From another point of view, in a mixed model we have a hierarchy of levels. At the top level the units are often subjects or classrooms. At the lower level we could. information from the mixed procedure in a special data set that can be used by the plm procedure for post processing. Random effects go in the random statement. Print the least squares means. The plm procedure is better for testing differences. Input the procmixed results stored in into proc plm. Print the main effect LS-means. The.
Random Effects. One way to think about randomintercepts in a mixed models is the impact they will have on the residual covariance matrix. Of course, in a model with only fixed effects (e.g. lm), the residual covariance matrix is diagonal as each observation is assumed independent.In mixed models, there is a dependence structure across observations, so the residual covariance matrix will no. access_time23 junio, 2022. RANDOM Statement. Using notation from Notation for the Generalized Linear Mixed Model, the RANDOM statement defines the matrix of the mixed model, the random effects in the vector, the structure of , and the structure of . The matrix is constructed exactly like the matrix for the fixed effects, and the matrix is constructed to correspond to the. The nocons option after this tells Stata not to include a randomintercept term for patient, which it would include by default. Instead, as described above, we specify in the last part of the call that we want to model the residuals using an unstructured covariance matrix. ... procmixed data=work.longdata; class trt time id; model y = y0*time.
In order to answer this question, you draw a sample by using simple random sampling from the student population in the junior high school. You randomly select 40 students and ask them their average weekly expenditure for ice cream, their household income, and the number of children in their household. Sas Macro For Proc Glimmix completelynewtosasortryingsomethingnewwithsasposthereforhelpgettingstartedprocglimmix1proc. ... texas medical school acceptance stats reddit. Especially Mixed Effects Model 1 below is recommended to improve a digestion of this post. However, the Repeated Measure ANOVA corresponds to a mixed-eﬀect model with both randomintercepts and slopes. Thus, I'll recommend to read at least two first posts below: Repeated Measures ANOVA; Midex Effects Model 1: RandomIntercept.
In the 1st section we will present the mixed models theory, repeated measures analysis, and the random coefficient models. In the 2nd we will show the SAS code for MIXED procedure and the use of repeated and random statements for each method. At the end we will present an example and the results. LONGITUDINAL DATA ANALYSIS. 1 Answer. Sorted by: 1. In your situation, assuming the correlations between the 6 measurements from the same tank are the same, (it is reasonable assumption) you do not need both repeat and random. Just keep one of them, like this one. procmixed data=data1; class id tank; model measure=tank; randomintercept/subject = id;. PROC MIXED Syntax and Results proc mixed; class school; model grade = gender mean_essay essay/solution; random intercept / subject=school; Covariance Parameter EstimaCovariance Parameter mclaren 2022 ford f100 for.
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What is a Linear Mixed Model (LMM)? • A parametric linear model for - Clustered data ... a randomintercept), then D would be a 1 X 1 matrix. If there were two random effects per subject, e.g., a random ... ProcMixed Syntax
In order to use PROC MIXED , the covariance must be estimated in some way. If the investigator has no knowledge of how the input random effects correlate, the default unstructured matrix is the If the investigator has no knowledge of how the input random effects correlate, the default unstructured matrix is the optimal choice. PROC MIXED
formulate with the REPEATED statement in the MIXED procedure. In PROC GLIMMIX, all random effects and their covariance structures are specified through the RANDOM statement. ... randomintercept x1/ subject=ID; Note that TYPE=VC or TYPE=UN are typical covariance structures that are used to model G-side
where U is the full-rank design matrix corresponding to the effects that you specify and are the parameters that PROCMIXED estimates. An intercept is not included in U because it is accounted for by . ... In the RANDOM statement, a distinct variance component is assigned to each effect. In the REPEATED statement, this structure is usually used ...
This indicates that the intercept for the i-th individual is a function of a population intercept plus some unique contribution for that individual.As well, the slope for the i-th individual is a function of the population slope plus some unique contribution for that subject.We assume and and ,. is the variance-covariance matrix of random effects. Correlation exists between the random slope ...


|ZVON > References > Haskell reference|
|Intro / Search / ZVON|
|| Indexes | Syntax | Prelude | >> Ratio << | Complex | Numeric | Ix | Array | List | Maybe | Char | Monad | IO | Directory | System | Time | Locale | CPUTime | Random|
For each Integral type t, there is a type Ratio t of rational pairs with components of type t. The type name Rational is a synonym for Ratio Integer.
Ratio is an instance of classes Eq, Ord, Num, Real, Fractional, RealFrac, Enum, Read, and Show. In each case, the instance for Ratio t simply "lifts" the corresponding operations over t. If t is a bounded type, the results may be unpredictable; for example Ratio Int may give rise to integer overflow even for rational numbers of small absolute size.
The operator (%) forms the ratio of two integral numbers, reducing the fraction to terms with no common factor and such that the denominator is positive. The functions numerator and denominator extract the components of a ratio; these are in reduced form with a positive denominator. Ratio is an abstract type. For example, 12 % 8 is reduced to 3/2 and 12 % (-8) is reduced to (-3)/2.
The approxRational function, applied to two real fractional numbers x and epsilon, returns the simplest rational number within the open interval (x-epsilon, x+epsilon). A rational number n/d in reduced form is said to be simpler than another n'/d' if |n| <=|n'| and d <=d'. Note that it can be proved that any real interval contains a unique simplest rational.
-- Standard functions on rational numbers module Ratio ( Ratio, Rational, (%), numerator, denominator, approxRational ) where infixl 7 % prec = 7 :: Int data (Integral a) => Ratio a = !a :% !a deriving (Eq) type Rational = Ratio Integer (%) :: (Integral a) => a -> a -> Ratio a numerator, denominator :: (Integral a) => Ratio a -> a approxRational :: (RealFrac a) => a -> a -> Rational -- "reduce" is a subsidiary function used only in this module. -- It normalises a ratio by dividing both numerator -- and denominator by their greatest common divisor. -- -- E.g., 12 `reduce` 8 == 3 :% 2 -- 12 `reduce` (-8) == 3 :% (-2) reduce _ 0 = error "Ratio.% : zero denominator" reduce x y = (x `quot` d) :% (y `quot` d) where d = gcd x y x % y = reduce (x * signum y) (abs y) numerator (x :% _) = x denominator (_ :% y) = y instance (Integral a) => Ord (Ratio a) where (x:%y) <= (x':%y') = x * y' <= x' * y (x:%y) < (x':%y') = x * y' < x' * y instance (Integral a) => Num (Ratio a) where (x:%y) + (x':%y') = reduce (x*y' + x'*y) (y*y') (x:%y) * (x':%y') = reduce (x * x') (y * y') negate (x:%y) = (-x) :% y abs (x:%y) = abs x :% y signum (x:%y) = signum x :% 1 fromInteger x = fromInteger x :% 1 instance (Integral a) => Real (Ratio a) where toRational (x:%y) = toInteger x :% toInteger y instance (Integral a) => Fractional (Ratio a) where (x:%y) / (x':%y') = (x*y') % (y*x') recip (x:%y) = if x < 0 then (-y) :% (-x) else y :% x fromRational (x:%y) = fromInteger x :% fromInteger y instance (Integral a) => RealFrac (Ratio a) where properFraction (x:%y) = (fromIntegral q, r:%y) where (q,r) = quotRem x y instance (Integral a) => Enum (Ratio a) where toEnum = fromIntegral fromEnum = fromInteger . truncate -- May overflow enumFrom = numericEnumFrom -- These numericEnumXXX functions enumFromThen = numericEnumFromThen -- are as defined in Prelude.hs enumFromTo = numericEnumFromTo -- but not exported from it! enumFromThenTo = numericEnumFromThenTo instance (Read a, Integral a) => Read (Ratio a) where readsPrec p = readParen (p > prec) (\r -> [(x%y,u) | (x,s) <- reads r, ("%",t) <- lex s, (y,u) <- reads t ]) instance (Integral a) => Show (Ratio a) where showsPrec p (x:%y) = showParen (p > prec) (shows x . showString " % " . shows y) approxRational x eps = simplest (x-eps) (x+eps) where simplest x y | y < x = simplest y x | x == y = xr | x > 0 = simplest' n d n' d' | y < 0 = - simplest' (-n') d' (-n) d | otherwise = 0 :% 1 where xr@(n:%d) = toRational x (n':%d') = toRational y simplest' n d n' d' -- assumes 0 < n%d < n'%d' | r == 0 = q :% 1 | q /= q' = (q+1) :% 1 | otherwise = (q*n''+d'') :% n'' where (q,r) = quotRem n d (q',r') = quotRem n' d' (n'':%d'') = simplest' d' r' d r


Today we’re going to tie the concepts of; coding, renaissance rivalry, punch-ups, golden shapes and reproducing rabbits all together – because maths wouldn’t be the same without it. Now a long time ago (I was 9) my dad tutored me to prepare me for my exams at 11. Everything was a challenge, but that if … Continue reading Coding, rivalry, seashells, golden triangles and rampant rabbits.
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Selected Topics in Advanced Mathematics
- Functions of several variables: partial derivatives, maxima and minima, Lagrange multipliers for maxima and minima, implicit function.
- Differential equations: separated variables, LDE of 1st order, LDE of 2nd order, applications.
- Laplace and Fourier transform.
- Partial differential equations: basic concepts, modelling, solution by separating variables.
Goals and competencies
On successful completion of this module students will be able of abstract thinking. Moreover, they will get mathematical fundamentals for other professional courses.
1. A. Turnšek, Tehniška matematika, Fakulteta za strojništvo, Ljubljana, 2007.
2. E. Kreyszig, Advanced engineering mathematics, John Wiley&Sons, Inc., 1993.
3. I. Vidav, Višja matematika 3, Državna založba Slovenije, 1976.


Peanut has become very interested in math and numbers, so I decided to begin addition. To get started, I decided to make my own DIY Montessori Addition Strip Board.
First, let’s start with why? How did I arrive at the conclusion that this would be a good material for Peanut? There are many ways to do addition with Montessori math materials. Up to this point, Peanut hasn’t shown a whole lot of interest in the bead stair or beads in general. “Mama that’s boring,” he says. So…much to my dismay, no beads. But it’s not about me! It’s about him.
So, I moved on and thought that maybe he would like the addition strip board. I decided to make one and see if he liked it and guess what? Bingo! He loves it! I think the block-like shapes of the strips are appealing to him, as after I presented it to him he started filling out the whole board with the different colored strips to see how they would match up.
What is an addition strip board?
As you can see in the pictures, it’s a board with a grid on it. There are two sets of strips, one blue set and one red set. Each set of strips has the numbers 1-9. Then, the child uses the strips, one of each color, to perform addition problems. The board shows the answer. It’s really quite simple, and it’s a very practical way to show addition in a concrete way.
DIY Montessori addition strip board…how?
I used a piece of poster board and foam paper to make my set. I measured out the grid using squares that are 2 cm by 2 cm. Then, make sure you draw a line down the middle of your board at the 10. It’s hard to see in the image, but I did the grid from 1-10 in black and from 11-18 in blue. Why? This helps get children thinking in terms of sets of tens. This is helpful for math later as children learn to “carry” and “borrow” or regroup. Finally, I covered my board in clear plastic tape, but I would recommend laminating if possible.
I also made my strips 2 cm by 2cm for each square. So, my “1” strips are 2 cm by 2 cm and my “2” strips are 2 cm by 4 cm, and so on and so forth. I measured and showed divisions in each of my strips so that Peanut can see there are 4 squares in the “4” strips. Each strip only has one number at the end of the strip.
Presenting the addition strip board
It’s easy to present the board. I started by teaching Peanut how to set up the board. We did it together. I set up one set of numbers on the right side and he set up the other set on the left side. Then, I showed him a problem. For example, you could start with 2+5 = ____. I simply stated the problem. Then, I pointed to the number 2 again and said “2” while picking out the blue 2. I placed the 2 on the board in the top left-hand corner. Then, I said “plus 5” and selected the 5 from the red set. I set the 5 right next to the 2. Then, I said “equals” and pointed to the number 5 above the red strip and said “7.” I wrote in the answer, 7.
Then, we practiced doing a few problems together and I helped him write his answers. Sometimes he practiced writing the numbers in rice before using a pencil to write them on his worksheet. Now, he can do the problems on his own! It’s been a great addition to our DIY Montessori homeschooling materials.
Are you ready to make an addition strip board? Tell me about how you’re doing with math in the comments below.


Odds are an integral component of gambling. They give an estimate of your possible return if your wager succeeds and help determine whether a particular bet should be undertaken or not.
Learning how to calculate odds will make betting much more pleasurable and profitable. Understanding all three forms of odds – Fractional, Decimal and American – is essential.
No matter if you are an experienced or novice gambler, learning to calculate odds will make the gambling experience more satisfying and enjoyable. Knowing how to convert betting odds into percentages will enable you to choose which games and bet amounts, known as odds conversion – an integral component of gambling industry operations.
Odds can be defined as a ratio comparing the proportion of favorable outcomes to unfavorable ones in any situation, expressed either as fractions, decimals, or American odds (moneyline). While their calculation may be complex, their basic principle remains straightforward – higher odds mean greater chances of winning and lower odds represent diminished ones.
Finding your way around gambling can be difficult, especially for newcomers. Luckily, there are several resources online which can assist with understanding odds and probabilities as well as mathematical formulae to assist with making these calculations.
To convert odds to probabilities, first add all of the numbers together, divide by 1 and multiply by 100 – for instance if odds of 3/1 exist, this method would yield 3 * (1/ 2) = 25% probability. It can also be applied to decimal, fractional or American odds formats.
Odds are ratios which compare the probability of winning to that of losing, expressed either as decimal, fractional, or American odds. Odds can also be converted to implied probabilities, which help identify value betting opportunities while helping better comprehend events occurring around us.
To calculate odds, a bettor needs to understand the probabilities associated with each outcome in their chosen game, which can be challenging if unfamiliar with its rules and laws. Furthermore, odds should reflect this overlap among outcomes as some may overlap in any particular event.
An odds calculator is an effective way of estimating the probabilities associated with events. This tool makes estimating probabilities simple; just enter your odds and stake, and this converter will show the return you could expect should your bet win.
If you need to convert American odds to decimal or fractional odds, simply divide by 100 and add 1.00 on the left of the equation to find its equivalent on the right side. Likewise, to convert decimal odds to American odds simply subtract one from (decimal odds plus 1) before multiplying by 100.
When betting on an esports event, it can be helpful to know your chances of success. Calculating this is straightforward – simply divide the odds by 100 to get your percentage chance. Be mindful that these aren’t 100% as they include sportsbook margin.
Odds can be expressed in various ways, including fractional, decimal, and American (moneyline) odds. Each type can be converted to another and each has an implied probability percentage – this concept is essential when betting on sports as it allows you to see what the oddsmakers really think about their chances of victory.
Calculating implied probabilities follows a similar formula to when you convert odds to percentages; however, in this instance, both denominator and numerator must be added together before multiplying by 100 to reach your probability percentage value. To convert odds of 3/1 into probability percentage value for example, add them together before multiplying by 100.
Betting lines do not always reflect the true probability of outcomes because their calculations may not be precise enough, though oddsmakers do their best to give bettors an idea of what’s happening during a game. By understanding actual probability more clearly, bettors can make smarter bets.
An understanding of probability and odds is fundamental for making informed bets. Odds represent a ratio between favorable outcomes to unfavorable ones and can be expressed in various formats. From playing blackjack in casinos to wagering on soccer matches, odds play a pivotal role that can make or break your bets; unfortunately not everyone knows how to calculate them accurately – however this blog will show you how to use formulas to do just that!
Fractional odds can be used as one way of expressing odds, which are numbers separated by a trailing slash (such as 5/1). They can be calculated by dividing the numerator by denominator and multiplying that result by 100; so for instance 4/1 could be expressed as 1 / (4 + 1) = 0.10 which implies there is an estimated 10% chance that Manchester United will win.
Knowledge of how to convert betting odds to implied probabilities is essential when assessing the value of any market. This calculation takes into account bookmaker margin, which represents how likely an event is, while Kelly fraction is used as a mathematical formula to maximize profit – it represents the sum of winning and losing probabilities divided by total amount betted.


Harald Keres 2 November 1912 Pärnu Director in 1950-1955
Harald Keres was born to the family of a tailor in Pärnu. In 1932 he finished the Pärnu Secondary School for boys, in 1936 graduated from the Department of Mathematics of Tartu University. In 1942 he defended his thesis “Space and time in the general theory of relativity” and was conferred the degree of dr. phil. nat. As the Soviet Higher Attestation Commission did not recognize it, in 1947 he again defended the thesis “The relativistic theory of space and time” and was given the degree of Doctor of Physics and Mathematics.
In the years 1936–1938 Harald Keres worked as an assistant at the observatory and in 1938-1944 as a junior support lecturer in mathematics. In 1944 he was mobilized to the German army but in 1945 came back from Germany to Estonia. In 1945–1946 Harald Keres was a senior lecturer at the Chair of Mathematical Analysis, in 1946-1949 the acting assistant professor, in 1949–1958 the Head of the Chair of Theoretical Physics. In the years 1958–1960 Keres was the Research Prorector of Tartu University. In 1947–1950 Keres was the scientific secretary at the Institute of Physics, Mathematics and Mechanics of the Academy of Sciences, in 1950–1955 the Head of the Astronomical Observatory of the Institute of Physics and Astronomy, in 1955–1960 a senior research fellow, in 1960–1973 the Head of the Sector of Theoretical Physics and Mathematics, in 1973–1989 the Head of the Laboratory (Sector) of Theoretical Physics of the Institute of Physics.
Keres has delivered lectures of special and general theory of relativity, analytical mechanics, etc. In 1961 he became a member of the Estonian Academy of Sciences in the field of theoretical physics.
The field of research of Keres is relativistic gravitation theory; he may be considered the founder of the Estonian school of it. Keres developed the theory of inertial system in general theory of relativity and studied the relationships between Einstein’s theory and Newton’s gravitation theory.


詳細の表示を試みましたが、サイトのオーナーによって制限されているため表示できません。. The program ST stands for Spatial and Temporal. The program has a character named Jiji. In this program, the object of the game is to let him pass obstacles. There are also bonus levels that are balloon shaped. Don't get confused on. In ST Math, the puzzles start off simple and then get more challenging as the student progresses. When they reach a challenging problem, they may ask for your help. You may be tempted to give your child the answer. But research. 2018/09/21 · ST Math 1st Grade - Counting With Groups - Duration: 42:23. Ulysses & Estevan M. 513 views 42:23 DAILY IQ BOOSTERS FOR YOUR BRAIN 🧠 11 COOL RIDDLES WITH ANSWERS. We need you to answer this question! If you know the answer to this question, please register to join our limited beta program and start the conversation right. The ST math activation code for John Tyler Elementary is a unique code.
ST Math starts by teaching the foundational concepts visually, then connects the ideas to the symbols and language. With visual learning, students are better equipped to tackle unfamiliar math problems, recognize patterns, and build. ST Math encourages independent problem solving by providing each learner with individualized feedback. Use facilitating questions to focus the student’s attention on the animated feedback. Instead of providing answers, ask questions based on the Think Before You Click strategy. I'm speechless! This individual not only wants the benefits of st math without working for it, he's not even willing to do the work it takes to develop a cheating method, and. Is there any websites that gives you answers to Big Seed Level 8 on St Math? all you have to do is ask someone is your class for the answers and hopefully they will give them to you i didn't work for me but it might work for you. 2013/02/16 · This feature is not available right now. Please try again later.
2017/05/23 · This feature is not available right now. Please try again later.
ST Math is available on tablets, however the rest of this demo sequence is still under construction. Please play the game puzzles on any desktop or laptop. Students first learn concepts visually in ST Math. Gradually, language and. "ST Math offers me a framework for our math lessons. My son and I will start a new concept sitting side by side. Then I'll encourage him to try the next few levels on his own and 'teach' me what he learned. It takes the pressure off me. 2018/04/20 · Java Project Tutorial - Make Login and Register Form Step by Step Using NetBeans And MySQL Database - Duration: 3:43:32. 1BestCsharp blog 7,612,643 views. ST Math games provide rich, interactive representations of mathematical topics that align to all state standards. Learning objectives target key grade-level concepts and skills with mathematical reasoning and problem solving.
Try out visual math learning games from ST Math. Play several free games by solving the visual math puzzle to help JiJi move across the screen. ST Math is available on tablets, however the rest of this demo sequence is still. dlassets. 2012/09/07 · A bit laggy, but really cool! I absolutely love this education app. I am a kid myself and I really love how this app in the beginning helps you memorize your password. I also love how every time I’m on ST Math, that I always want to get. Step-by-step solutions to all your Math homework questions - Slader SEARCH SEARCH SUBJECTS upper level math high school math science social sciences literature and english foreign languages other Abstract algebra. STP Mathematics 1A – Teacher’s Notes and Answers 1 STP MATHEMATICS 1A NOTES AND ANSWERS The book starts with a large section on arithmetic. This has been kept together because we feel that all children starting a.
ST Math Demo Informative Feedback. Introducing ST Math Take a few minutes before students begin to use ST Math to introduce the games and the password. Share the following with students: ü The games are designed using research in neuroscience to make learning. Download ST Math app for Android. Schools can now access their ST Math student accounts from tablets. Virus Free Schools can now access their ST Math student accounts from tablets. Virus Free Schools can now access their ST Math student accounts from tablets.
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Visitation students participate in a spiraling math curriculum beginning in their Kindergarten year. The textbooks used are from Saxon. The curriculum is designed to foster math practice and understanding. Both homework and assessments provide students with the opportunity to continuously practice all content covered throughout the course of the school year. This process constantly reinforces expected skills and leads to mastery.
Students in 8th grade will take Algebra I. There are two courses offered. One is a regularly-paced course in which a student will explore all topics in the given year. The other is an accelerated Algebra class. In this advanced course, students will complete the course in the first two trimesters. In the final trimester, high school Geometry concepts will be explored.
Mr. Erik Nuñez
5th-8th Grade Math


AMS Books Online - In addition to the print publications, the AMS makes selected titles available to the mathematical community by posting books online. AMS Books Online comprises bookmarked PDF files that can be downloaded by chapter and may include corrections that are not in the printed version.
Cornell University Library Historical Math Monographs - The Cornell University Library Historical Mathematics Monographs is a collection of selected monographs with expired copyrights chosen from the mathematics field. These were monographs that were brittle and decaying and in need of rescue.
University of Michigan Historical Mathematics Collection - The University of Michigan Historical Mathematics Collection is a growing library of books selected from the University of Michigan mathematics collection that have been digitized to improve access and to preserve the content of these books. All of the books in this collection were published in the 19th or early 20th century.


Start a game by pressing a Start button.
The number on the button is the number of different colors.
More colors make the game harder.
Click on a touching set of same-colored marbles to obliterate the set.
Only sets of two or more marbles can be obliterated.
To win, all the marbles must be obliterated, with no leftovers.
The score for obliterating a connected set of marbles is the square of the
hypotenuse of the number of marbles in the set times the number of different colors
used divided by four. For more help with scoring, see an accountant.
See what Google
thinks you want:
©2001 Hexatron -- All Rights Reserved


You are serving bratwurst and hamburgers at your annual picnic. You want at least three bratwursts or hamburgers for each of your 50 guests. Bratwursts cost $1.25 each and hamburgers $0.95 each. Your budget is $200let x be the number of bratwursts and y the number of hamburgers. which system of inequalities represents this situation?
That's the logical interpretation of this scenario


Thursday, November 13, 2014
New Common Core Math vs Algorithm Man
In response to a post from respected colleague regarding common core math (note: she is a skilled practicing teacher with real world experience), I responded:
Thanks for the input from the front lines. I always listen to actual practitioners much more than to theorists. However, I must note that similar confusion attached to New Math thirty years ago. New Math was also supposed to replace mindless algorithms with understanding. It failed to accomplish this noble goal (no sarcasm intended) and we went back to algorithms. Now I have difficulty helping my great grandson with his first grade math homework.
I will make a prediction. Common Core Math will face the same fate as New Math for the same reason, not all of us are born with a natural talent for mathematics. Some of us, many of us, NEED mindless algorithms just as some of us are tone deaf and cannot benefit from music theory.


GCSE maths revision courses are designed to help you improve your grades in GCSE maths. They offer a variety of different ways to learn, including interactive videos, quizzes, and even practise tests. Some people may think that GCSE maths revision courses are not necessary because they can just use the Internet. However, this is not always the case because many people do not have the time or resources to find quality GCSE maths revision materials online. This is where GCSE maths revision courses come in handy as they offer a wide range of different ways to learn and revise for your exams.
A GCSE Maths Revision Course is a course that helps students revise for their maths GCSE. It is a course that provides revision materials and techniques to help students get the highest grade possible in their exams. The GCSE Maths Revision Course can be an interactive learning experience, where students can learn through different methods like videos, podcasts and quizzes. There are also resources available for parents and teachers to use with the student.
Choosing the best course is not an easy task. There are many factors that you need to take into account. It would be best to think about your personal needs and what you want to get out of the course. We have compiled a list of some of the best GCSE maths revision courses for your convenience. There is a comprehensive list of some of the best GCSE maths revision courses available on the market today. After thorough research and personal experience with these courses, we have compiled this list so we can guarantee that they are worth it! 1. Exam Tips 2. Maths Genie 3. Exam Solutions 4. Maths Made Easy 5. Corbett Maths
There are many different ways to study for exams, but the best way is to find a strategy that works for you. Some people prefer to study in a group, and others like to work independently. Some people want to work with flashcards, and others like using apps. It would help if you found what works best for you. The best way to study for GCSE maths exams is by finding an approach that works best for you.
A GCSE Maths Revision Course is an excellent way to prepare for your exams. You will learn the content you need to know and get a lot of practice in solving questions. To book your GCSE maths revision course, visit our website and fill out the contact form so we will contact you. Or you can call us on 0800 689 1272 or email us at email@example.com.


Your VisualCalc, Inc., Java application requires that your browser have Java enabled. Please enable Java in your browser to run this VisualCalc, Inc. application. Calculators are for estimation purposes only. Spojnia Credit Union is not responsible for accuracy and results are not guaranteed.
The Home Mortgage Loan Calculator helps you analyze home mortgage loans. How much can you afford to borrow for how long at what interest rate?
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The Retirement Planner allows you to analyze your retirement needs and savings.
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My favorite subject when I was in grade school and high school is Math. Here’s an excerpt from one of my previous post:
Math was my favorite subject in high school. My math teacher made me believe that I am a math genius! That made me decide to study Math in college. I passed the UPCAT (University of the Philippines College Admission Test) and took up Bachelor of Science in Applied Mathematics Major in Actuarial Science.
I was able to use whatever I learned in college for a few years. But I finally decided that there’s no love lost between me and the actuarial field. You might want to read my whole post on why I decided not to become rich.
My son doesn’t like Math. But I encourage him not to, hate math, because he’s actually the math genius in the family. Smarter than me, BS Math graduate, and his dad, BS Math and Physics graduate.
Any suggestions on how to encourage him not to hate Math?


Friday, May 11, 2012
Just a quick update. Finances are lining up so that it's possible to move to Hilo in 4 years or less. I'm studying chemistry now, so when I get into a geology program, I'll only have to worry about assignments and not curriculum. I have to retake algebra and geometry, and then learn trig and calc. Fantastic, considering the only math I've done in the last 10 years is balance a checkbook. I graded myself on my last attempt at algebra, and let's just say, it wasn't pretty. I have to take physics again too. I'm pretty sure I did well in high school and remember some of it. Then I have to take a lot more science. That's a breeze. I can do this. I'm just very excited that we got a lot of debts paid off this year, and we can actually start saving now. Hawaii is so much closer now, even though it's still a way off!
Posted by pami at 4:16 PM