Educate your students about the value and everyday use of statistics the statistics in schools program provides resources for teaching and learning with real life data. Overview ibm spss statistics is software for managing data and calculating a wide variety of statistics this document is intended for students taking classes that use spss statistics or anyone else who is totally new to the spss software. The consortium for the advancement of undergraduate statistics education (cause) and the american statistical association are happy to announce the 2017-18 undergraduate statistics project competition (usproc) the purpose of usproc is to encourage the development of data analysis skills, to enhance presentation skills. Statistics project ideas high school there are a lot of simple statistics project ideas students for high school students basic principles of statistics learned in. Survey for student statistics project due thursday, dec 10, 2009 thank you for taking the time to fill out this questionnaire designed to collect data on students. Appendix d sample student projects this appendix provides summaries of some projects previously conducted by other students these are included to help you understand the kinds of research questions you could address in your own project.
Statistics about college students we have statistics to share about college students some of these may shock you others may be more intuitive. National center for education statistics statistical analysis report april 1997 1996 national household education survey student participation in community service activity. Clemson middle school mathematics project unit 7: probability problem 1: are you lucky in your science class, you are facing a major test several of the questions. Here are a few ideas that might make for interesting student projects at all levels (from high-school to graduate school) i’d welcome ideas/suggestions/additions to the list as well all of these ideas depend on free or scraped data, which means that anyone can work on them i’ve given a. Postgraduate students at the department of statistics have many research areas to choose from » new msc and bsc(hons) research topics available for this year (2018. How could we organize a math fair and what kinds of projects would our students present i’m not thinking here of projects that would be judged, as in a science fair, but rather investigations and activities that would engage middle school students and be presented for the whole school as well as parents.
High school statistics curriculum below are the skills needed, with links to resources to help with that skill we also enourage plenty of exercises and book work. Statistics education resources are provided for k–12 teachers and teacher educators, undergraduate faculty and department chairs, graduate faculty, statistics students, and statisticians in developing countrieshere, you will find classroom resources, publications in statistics education, guidelines and reports, professional development resources.
These are the types of skills that students learn by studying science, technology, engineering, and math—subjects collectively known as stem yet today, few. Simple tuition uses higher education data to match students with the most affordable college loans and repayment options more highlights updates bullying rates. Statistics project: hypothesis testing university of idaho $4410 11,739 idaho state university $4400 13,000 there weren’t really any large gaps or outliers in the. Some topics for statistics projects, as suggested by mcgraw-hill higher education, include examining the factors that affect the gas mileage of a car, the gender distribution of a grocery store's.
Research projects for students a research project can be a very important part of an education inmathematics besides the greatly increased learning intensity that comes from personal involvement with a project, and the chance to show colleges or graduate schools and potential employers the student's ability to initiate and carry out a. Statistics and probability science fair projects and experiments: topics, ideas, resources, and sample projects. Statistics project ideas for students here are a few ideas that might make for interesting student projects at all levels (from high-school to graduate school) i’d welcome ideas/suggestions/additions. Most statistic projects ask college students to come up with an interesting question and at the same time design and carry out surveys and experiments.
Three fun probability games and projects tags: card game, lesson plan, project , review game i did a lot of research on probability lesson plans this past year, but. Students’ statistics project proposal due tuesday, october 4 the term project is meant to encompass many of the elements learned throughout the statistics course you should think of your group as a small statistics.
“more hands make for lighter work” “two heads are better than one” “the more the merrier” these adages speak to the potential groups have to be more productive, creative, and motivated than individuals on their own group projects can help students develop a host of skills that are. What are some good project ideas for a college statistics course update cancel ad by aha a new home for product managers need. Projects standards tutorials sponsors about the high school industrial math project database the wpi industrial mathematics project for high school students has developed over 20 industrial mathematics projects for high school students drawn from a variety of real-world situations projects are available for every level of high school mathematics, from algebra to calculus and statistics. Student sports projects in a statistics course robert l wardrop department of statistics university of wisconsin-madison [email protected] august, 1996. Student guide: discovery projects in statistics 1 overview the best way to understand something is to experience it for yourself that’s why.
The nces fast facts tool provides quick answers to many education questions (national center for education statistics) get answers on early childhood education, elementary and secondary education and higher education here. Business statistics introduces students to statistics and finance through business applications that will enhance their future employment and college prospects authentic projects illuminate abstract statistical concepts in a variety of real world contexts besides attaining statistical proficiencies, students master excel software, develop. Statistics 103 probability and statistical inference instructions for data analysis project you've learned lots about doing statistical analyses. What interesting topic should i choose for a statistics project update cancel ad by uc berkeley extension uc berkeley extension certificate in.


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Paste values into the box. However, you can find maps of various areas at all different scales. etc. show a simple scale so I quickly estimate distances by eye. … The scale_bar function is simple enough, but it has a lot of options. The True Size is a website that lets you compare the size of any nation or US state to other land masses, by allowing you to move them around to anywhere else on the map. For example, township engineers generally need extremely detailed maps that show sewers, power and water lines, and streets. The small scale map above shows the town of Killarney and the surrounding area. Share with friends, embed maps on websites, and create images or pdf. Type 1: and a number. The basic signature is scale… At a map scale of 1:100000, 1 kilometer on the ground is equivalent to 1 millimeter on the map. Determining Proportionality. What would the map distance (in cm) be if the actual distance is 14 km? Watch this tutorial to learn about ratios. How to put a floating map scale showing for example 500m 1 Recommended Answer 5 Replies 27 Upvotes. Finally, A Truly To-Scale Map Of The World - Digg Scale bars are bespoke to the scale of the drawing or map they are assigned to, and can only be transferred between one drawing to another if both drawings are of the same ratio (scale). How Scale Affects Feature Representation. Map frames and other layout elements, such as scale bars, north arrows, legends, and text, can be added to the map with a single click or by drawing a rectangle. This form of expressing scale is perhaps the simplest form but various units of showing distance are used world over. There is a difference in the use of symbols, depending on the scale and style of the map. I'm using maps preview on Windows 8.1 but I can't find an option to show the scale. Upvote (27) Subscribe Unsubscribe. A particular map shows a scale of 1 cm : 5 km. Small scale maps show a larger geographic area with few details on them. Community content may not be verified or up-to-date. There's also an extension scale, which shows fractions of a … Even a GPS uses scale drawings! A retired archeologist has created a map showing the scale to which Burton has grown in the last decade. The 1: prefix can be present or absent (for example, 1,000,000). Just like this basemap example, it often makes sense to create group layers for each scale range within a multiscale map. Map scales. Example 18. By default, Scala uses the immutable Map. Without a road map, you'd be lost! These help us to work out distances on maps. Easily Create and Share Maps. 1 inch shows 2 miles. Learn basic calculations concerning the scale in maps: how to calculate the distance in reality from the distance on the map, and vice versa. Such maps are called large scale because the representative fraction is relatively large. This is referred to as the graphical scale or bar scale (Fig. That will be the same for any unit of measure. A map scale is not measured in miles - it is a ratio, typically expressed as a value such as 1 : 25,000, meaning that 1 unit on the map corresponds to a distance of 25,000 units along the ground. The scale control indicates and sets your current stylization scale. I then perform a binary search to find a point close enough to the desired distance. Once the direction on the map is specified, I perform an exponential search to find a point far enough away. If the scale is 1 : x, then divide the actual distance by x to calculate the map distance. Scale models come in various different shapes and sizes, but sometimes, the scale may not be clearly written out for you. The RF scale of a small scale map would have a much larger number to the right of the colon such as 1 : 1,000,000. Details. Then think of some ratios you've encountered before! The scale will differ from map to map, but will typically be presented as a number ratio, like “1 : 100,000.” This ratio simply means that 1 unit of distance on the map is equal to 100,000 units in real life. The difference is due to linear vs. area measures. What is a Scale Drawing? The scale of a map is the ratio between the physical size of geographical features, and their physical size on the map. For example, on a 1:100000 scale map, 1cm on the map equals 1km on the ground. For example, if the map scale is 1:100000 that means 1 cm on map is equal to 100000 cm or 1 km on ground. A map’s scale provides a ratio of map distance to actual distance. For instance a town plan, which is a large-scale map, might be on a scale of 1:10,000, whereas the world map, which is a small scale map, might be on a scale of 1:100,000,000. Graphical or Bar Scale: The second type of scale shows map distances and the corresponding ground distances using a line bar with primary and secondary divisions marked on it. Small scale maps are used to show the extent of an entire country, region, or continent. For example, if a map was shrunk down to 75 percent on a copier to make a handout and the scale says that 1 inch on the map is 1 mile, it's no longer true; only the original map printed at 100 percent is accurate for that scale. To change from 10,000 to 100,000 requires multiplying by a factor of 10. You have to make sure that you know what scale the model is; otherwise you may find yourself wanting a tiny model and getting a huge one, or vice versa. Until now. If you want to use both mutable and immutable Maps in the same, then you can continue to refer to the immutable Map as Map but you can refer to the mutable set as mutable.Map. 1 mile = 25,000 miles, 1 inch = 25,000 inches, etc. Ask a how to question, earth_pro. A scale map takes one item and tells how many of the same item would be needed in the real world to make the actual distance. On the layout, drag the map frame to align its left edge with the vertical guide at 0.25 inches. There are many ways to enter scale values: Type a number with or without comma separators. The list includes all the scale ranges (for feature data) and thresholds (for drawing data) defined in the current map. If you want to use the mutable Map, you'll have to import scala.collection.mutable.Map class explicitly. You can also set up a series of desired map scales that allow you to select a map scale from a list. Map scale is often confused or interpreted incorrectly, perhaps because the smaller the map scale, the larger the reference number and vice versa. Map distance = 8 cm. This is given by the scale statement (eg 1:25,000) and/or by showing a scale bar. Map scales can be written in ratios and tell you how many units of length on land, or sea, are equal to one unit of length on a map. What's a Proportion? Thus it is that we’ve all got stuck with maps of the world which show Africa (30.4mkm 2) as basically the same size as Greenland (2.2mkm 2), rather than a whole order of magnitude bigger. Type a relative scale (for example, 1 cm = 100 m or 1 in = 1 mi). Map scale refers to the relationship (or ratio) between distance on a map and the corresponding distance on the ground. It is an ideal map for somebody who wants to travel through and outside the town. This will give you an idea of just how far you have to go. Geography learning is needed to know about the place where we live, about the earth we live, and about the many place and directions to go there. For example a scale bar showing an imperial 1:8” scale, can only be used to measure a 1:8” drawing. Tip: The bar scale may also contain a primary scale, which shows whole units increasing from 0, left to right. If you link scale to zoom, styles update appropriately as you adjust the zoom, and zoom updates when you select a scale. I think what you mean is the map resolution - i.e. Large-scale maps show smaller areas in more detail, such as county maps or town plans might. Maps without a scale are not much use! Check out this tutorial to learn all about scale drawings. A graphic scale will change with the reduction or enlargement, but other scales become wrong. Scale drawings make it easy to see large things, like buildings and roads, on paper. On small-scale maps, cities are usually shown by circles and dots; on large-scale maps by their streets. The 1/100th area figure is correct, but the 100 times as large should be 10 times as large. Watch: Large Scale Versus Small Scale Maps . 371 3 3 silver badges 3 3 bronze badges. You'll see that this map is designed to draw at over a dozen map scales (within the United States). Scale formats. After a lifetime of being lied to by world maps, one Redditor took matters into his own hands and designed a new global map that shows how big countries really are relative to one another. Without a blueprint, it would be really hard to construct a building. This statement can make even a lay man understand that an inch of distance on map is showing 2 miles of actual distance on Earth. Ingredients sometimes need to be mixed using ratios such as the ratio of water to cement mix when making cement. The scale corresponds to its intended use.
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Before starting look at a couple of implentations of the divide-by-3 counter.
Take out some drawing paper, but first think of two numbers between 0 and 10100-1 and add them.
- You have been using a O(n) algorithm to add.
- Divide-and-conquer is difficult because of the carries.
- Define some progate Pm:i and generate Gm:i functions.
- Generate the final carry in O(log n) time and O(n) space using a tree.
- Generate the all the bits in O(log n) time but with O(n log n) space.
- Take a look at a few references
- 74F182 Carry Lookahead Generator
- 74F171 Arithmetic Logic Unit


In July at the international Olympiads Ukrainian students won three gold, six silver and five bronze medals at three international Olympiads in chemistry, mathematics and physics. About it reports a press-service of the Ministry of education and science.
Gold medal in physics was awarded to pupils of Richelieu Lyceum (Odessa) Roman Soltsy, a sophomore from the Kharkiv physics and mathematics Lyceum №27 Sergey Krygin.
Silver medal in physics was awarded student of the Kharkiv Lyceum # 161 Viktoria Kovalova, bronze and student of Technical Lyceum of national technical University KPI, Kiril Sowilo and the pupil of the Mariupol city Lyceum Alexander hasay.
International physics Olympiad was held in Yogyakarta (Indonesia), mathematics in Rio de Janeiro (Brazil).
The gold medal went to the Ukrainian capital gymnasium student of the Academy Anton Trigub.
Read also: Ukrainian student has won at the Olympics in the United States
Silver awards brought NGO Ngoc Thai Sean and Oleg Rudenko from the Kharkiv physics and mathematics Lyceum №27.
Student of the Lyceum novel Sarapin and the pupil of the Kievo-Pechersk Lyceum №171 George Ivanchuk received the bronze award.
Diploma brought home student of the Kharkiv Academic gymnasium Ilya Koval.
International chemistry Olympiad held in the city of Nakhon Pathom (Thailand). The silver award was won by a graduate of the Metropolitan Natural-scientific Lyceum №145 Julia Fil, a graduate of Zaporizhzhya multidisciplinary Lyceum №99 Nikolay Avramenko, a graduate of Lviv physics and mathematics Lyceum at LNU. Franko Taras Ceja.
The bronze award was won by scenic Kharkiv Lyceum №89 Alexander Kolomiets.
Read also: Ukrainian took fourth place at the international competition of scientists


Crash Casino Game Algorithm Demystified: How It Works
Crash Casino game, also known as Crash, is a popular online gambling game that has gained immense popularity in recent years. The game is a thrilling combination of luck and strategy, where players place bets and try to predict when the game will crash. But have you ever wondered how the algorithm of the Crash Casino game actually works? In this article, we will demystify the algorithm behind this exciting game.
At its core, the Crash Casino game algorithm is based on a random number generator (RNG). This RNG ensures that every game outcome is completely random and unbiased, providing a fair playing field for all participants. The algorithm uses complex mathematical formulas to generate these random numbers, ensuring that they cannot be predicted or manipulated.
When the game begins, players place their bets and wait for the multiplier to increase. The multiplier represents the potential payout for each player. As the multiplier increases, so does the risk of the game crashing. Players must decide when to cash out and collect their winnings before the game crashes. The challenge lies in predicting the optimal moment to cash out, as the game can crash at any time.
The algorithm behind the Crash Casino game calculates the multiplier based on a variety of factors. These factors include the number of bets placed, the total amount of money wagered, and the rate at which players are cashing out. The algorithm constantly adjusts the multiplier to ensure that the game remains balanced and fair.
One important aspect of the algorithm is the concept of "bust probability." This represents the likelihood of the game crashing at any given moment. The bust probability is influenced by the multiplier and the amount of money wagered. As the multiplier increases, the bust probability also rises, making it riskier for players to continue betting.
Another factor that affects the algorithm is the house edge. The house edge is the statistical advantage that the casino has over the players. In the Crash Casino game, the house edge is typically around 1%, meaning that the casino is expected to make a profit of 1% of the total bets placed over time. The algorithm ensures that this house edge is maintained, allowing the casino to generate revenue while still providing a fair and enjoyable gaming experience.
It is important to note that while the algorithm of the Crash Casino game is designed to be fair and random, there is still an inherent risk involved in playing. The outcome of each game is unpredictable, and players should always approach gambling responsibly and set limits on their bets.
The algorithm behind the Crash Casino game is based on a random number generator and utilizes mathematical formulas to determine the multiplier and bust probability. It ensures that each game outcome is fair and unbiased. Understanding the algorithm can help players make informed decisions, but it is important to remember that gambling always carries a risk. Play responsibly and enjoy the excitement of the Crash Casino game!


Michael Lacey is an American mathematician who was born on 26th of September 1959. He has played a role in helping reshape mathematics due to his innovative programs and procedures well designed to heighten the subject’s impact in the world. Read more: Michael Lacey | Mathalliance and Michael Lacey | Wikipedia
Lacey acquired his bachelor’s degree from the University of Texas, Austin. Under the supervision of Walter Phillip, a prominent mathematician, he also received a Ph.D. from the University of Illinois in 1987. He is a proud professor of mathematics at the Georgia Institute of Technology since 1996.
Mathematics categories included pure and applied mathematics and statistics with probability as a statistics specialization. Michael hypothesis focused on the subject of probability by the Banach spaces. He successfully solved a mathematical problem associated with the laws of logarithmic iterations for functions of empirical nature.
He specializes in areas of probability, harmonic analysis, and ergodic theory. At the University of North Carolina and the Louisiana state university, Lacey held his first postdoctoral position. Lacey and Walter Philipp proved their theorem of central limit while at UNC.
From 1989 to 1996 at Indiana University, he held an assistant professor position and got presented with a postdoctoral fellowship; a National Science Foundation where he commenced the study of bilinear Hilbert transform during his tenure. Learn more about Michael Lacey: https://www.math.gatech.edu/people/michael-lacey and https://www.genealogy.math.ndsu.nodak.edu/id.php?id=62509
The transform had no proof hence it was a subject of conjecture that in 1996 was solved by Christoph Thiele and Lacey. As a result, they got awarded the Salem Prize. He acquired a Guggenheim Fellowship in 2004 and later joined the American Mathematical Society in 2002 having worked together with Xiaochun Li.
Lacey stands out because of his passion for mathematics. Most of Lacey’s publications got supported by National Science Foundation, Guggenheim Foundation, Salem Prize, The Simons Foundation, the Fullbright foundation and several other research institutions for mathematics.


I have my background in mathematics and the concepts of math used to intrigue me as a kid. I used to wonder why the square root of 2 is irrational... i.e. non terminating and non recurring numbers after the decimal point... where does it end. This sequence ending is indeterminable for human minds as known so far. Similarly the concept of infinity... is amazing. Concept of non-integrable functions is also very intriguing... how come some functions cannot be integrated while all can be differentiated. I could rack my brains all I wanted but I stopped once I figured my brains CPU might hit 100% if I keep trying to solve these!
In my spiritual quest, I have run into similar iterative questions. Karma for e.g. Since my atman is eternal (Bhagavad Gita) ... when in eternity did it ever get embodied to start accumulating karmic reactions (good or bad).
If I am eternal and originally full of knowledge... what exactly cause me to lose the knowledge?
What makes paramatman as paramatman, jeevatman as jeevatman and Prakriti as Prakriti?
What is the root of all this?
Anyways, these are the indeterminates that I have run into in my spiritual quest and I am sure I will contemplating for ever if I need to understand this.
Which is why I for now, have realized that having full gnana is impossible with some of these basic questions. Every saint and avatar was questioned on these and has somehow evaded a direct answer!
But the concept of karma and its reactions and the fact that desires determine outcomes does make logical and intuitive sense to me. And the desire to not go through samsara seems to be a noble desire indeed... letting go seems to be the only possible solution; at least for now!


Question by Littlej: How much will a Solar Hot Air Collector heat a room?
I’m looking to figure out how much heat can be generated using Solar Hot Air collectors. If I know the volume of solar hot air collector and the temperature the air will be inside the collector, as well as the volume of the room I’m attempting to heat and the temperature in that room – would it be possible for me to just average out these temperatures? Ie:
Total Volume of collectors = 5m^3
Temperature of air inside = 50C
Total volume of room = 900m^3
Temperature of air = 10C
[(5*50) + (900*10)] / 905 = 10.22C
I just made up how to do this in my head so I have no idea if it is actually a reasonable way of working it out or whether there is variables I’m missing. Thanks for any help.
Actually I don’t think this will work at all since it’s constantly heating not just chucking a bit of air in there.
Answer by Ecko
The heat from the sun is measured in terms of watts per square meter. If the efficiency of the collector is rated as a percentage, then say 1000W of sun per square meter may result in 800W per square meter of collector panel for an 80% efficient setup.
This heat is transferred to the room in much the same way as other heaters. The heat is added, and the temperature rises. In an ideal case with no losses the temperature would keep rising as long as heat is added.. In reality, some heat escapes through the walls and windows etc., so an equilibrium will be achieved eventually, where the heat lost is equal to the heat gained. This is because the heat lost through insulation (leakage) increases as the temperature increases. There are other ;imits – clearly the ability of the occupants and the room itself to withstand higher temperatures, and the ability of the collector itself, which has its own losses, to increase beyond some particular temperature.
There are estimates for the heat in watts to heat a room based on the volume, and the insulation efficiency etc.. The link below shows a calculator that seems relevant to you.
Give your answer to this question below!


Student – Centered Learning in Mathematics
What does student-centered learning in mathematics look like? This workshop will seek to answer this question with examples at the middle school and high school levels. Problem-based lessons at these grade levels will be discussed and resources will be provided.
Grade levels: middle school and high school mathematics
- Participants will be able to use student-centered methods in their mathematics classroom.
- Participants will be able to write a problem-based lesson plan in mathematics.
- Participants will be able to find resources for creating problem-based lessons.
- Participants will be able to adapt lessons to make them more student-centered.
New Jersey Learning Standards calls for teachers to use instructional methods so that students use the Standards for Mathematical Practice in whatever content they are learning. Student-centered learning methods allow for and in fact require these practices (problem solving, reasoning, explaining, modeling, etc.)
Workshop Led by Dr. Cathy S. Liebars is Associate Chair of the Mathematics and Statistics Department and the Mathematics Education Coordinator at TCNJ. She teaches courses for pre-service teachers at all levels in the content area of mathematics. Dr. Liebars has presented workshops in several school districts in New Jersey on a variety of topics. She has worked with middle grades and elementary teachers, assisting in their implementation of reform-based mathematics programs like the Connected Math Program (CMP) and TERC Investigations in Number, Data, and Space. She is currently co-director of the Woodrow Wilson Teaching Fellowship induction grant at TCNJ. Dr. Liebars is a Past-President of the New Jersey Association of Mathematics Teacher Educators (NJAMTE), currently serves on their Executive Board, and is former chair of the New Jersey section of the Mathematical Association of America.
The College Of New Jersey – Ewing, NJ
Waitlist Registration at: https://goo.gl/s7bMb2
Download Workshop Flyer: https://cpe.tcnj.edu/wp-content/uploads/sites/64/2018/10/Student-Centered-learning.docx


I must take exception to algebra being useless. I have used algebra extensively since graduating from college. I have spent thousands of hours developing spreadsheets for financial modeling, forecasting, building financial statements (cash flow, balance sheets, income statements) for purposes of business planning and financing. I don't type in numbers for my financial statements. I write complex formulas (algebraic expressions where the variable are references to other spreadsheet cells). That way I can build a list of assumptions. When I change a cost of one item, or change the sales price of an item, the entire set of statements will recalculate. So I can see how a small change affects the financial statements for years to come. In the late eighties, my pro-forma spreadsheets, with thousands of formulas, helped our company land a 1.5 million dollar venture capital investment deal. I could not have started several businesses and earned what I did without that useless algebra in my business plans. If you go through life thinking that education and information is useless, you limit your own options in life. Think of everything you learn as a set of tools to put in your tool box. Then one day, when you encounter an opportunity, you might just be able to solve a problem that most people cannot solve. That is how most people build businesses and become wealthy. They solve the problem that no one else can. But you need a set of skills and tools to take advantage of those opportunities when they come in life.


It is well known that continuity has a primary importance for the Philosophy of Mathematics. That is why the investigation into the nature of the continuum has been the object of constant effort and trial for many scientists since antiquity. Although this concept is intuitively very clear and simple, its exact definition, without any intuitive elements, always constituted a very difficult problem. It seemed impossible to most ancient philosophers to analyse this notion into more elementary ones. Nor did others think continuity was a logical or mathematical idea, but rather a pure dogma. As a matter of fact, Greek mathematicians succeeded in approaching the geometrical conception of the continuum through an arithmetical one, by means of the invention of incommensurable numbers. This greek theory could hardly be completed in two thousand of years. What recent mathematicians did, was a representation of the geometrical continuum merely. Thus, the class of all real numbers constituted the linear continuum of Geometry. Later on, by the invention of the set-theory an attempt was made to approach the continuum through the discrete. The method inaugurated in this way has had the intention to bridge the abyss existing between these two quite different concepts, i.e. the concept of continuity and that of discontinuity (discreteness). We have already noted that most of the Greek philosophers thought it appropriate to get continuity as their starting point, inasmuch as they considered continuity and not discontinuity to be the simpler concept. In this paper, after a historical report of former debates concerning the problem of continuity, we intend to give the modern position on this problem on account of the new achievements of the set-theory and the aspects of the Intutitionistic School as well.


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Deceptive APY/APR‘s are quite a common occurrence in yield farming. Whether incorrect rates are displayed by accident (even trustworthy developers make mistakes) or deliberately (in order to deceive investors), incorrect rates can result in opportunity costs and even loss of your deposit fees. In this article you will learn how to calculate the APR of a farm on your own with a simple excel table.
If you are in some doubt as to the real rewards produced by a pool, you can try depositing a very small amount at first in order to measure the returns – this can protect you against the losses described above. This method is described in this article.
To track the real reward you are receiving, you can use a simple Excel script to calculate the time interval between the different claims. This will help you to decide if the farm rewards are worth your investment of funds and time.
So starting with a clean excel, we will now add some basic functionality to calculate the APR.
First you have to add a field where you write down the amount of your deposit as the base for the reward calculation.
The next two fields need to be filled with the date and time of the last and the new reward in order to calculate the time interval.
To get the time interval between the last and the new reward you can simply calculate the difference of the two dates and multiply the results with 1440 divided by 60 which gives you the hours between the two rewards. The function is shown in the following codeblock.
The next step is to add a field for the received rewards and add the formular to calculate the % between the reward and the initial deposit.
In this example the yield is 2,5% which is the results of $2,50 / $100 = 0,025.
With this information, we can calculate the % per day by dividing 24 by the time interval and multiply this with the 2,5% calculated in the steps before
// 24 / 1 * 0,025 = 0,60 = 60,0% per day
In order to know which field are filled automatically and which have to be filled manually you can set a different color to the custom fields.
Now you are able to calculate your own APR and don’t have to rely on the user interface (UI) of the farm when making important decisions with your funds.
Save my name, email, and website in this browser for the next time I comment.


To spell subtract, simply spell out the word “subtract.” It is a verb that means to take away or remove something from a larger whole. When subtracting numbers, the number being subtracted is called the “minuend,” while the number it is being subtracted from is called the “subtrahend.” To subtract, start by writing down the minuend and underlining it. Then, write the subtrahend directly under the minuend. To the right of the subtrahend, draw a line. Starting at the leftmost digit of the subtrahend, count over that many digits to the right on the line and draw a second line. This second line should intersect the first line at the
4 Steps to Spell Subtract
There is no one definitive way to spell “subtract.” The word can be spelled with or without a hyphen, and the spelling may also vary depending on the region or country in which the word is being used. In general, however, the most common spelling of “subtract” is without a hyphen.
In mathematics, subtraction is an operation that represents the operation of removing objects from a collection. When subtraction is performed, the objects are removed from the collection and the number of objects in the collection is reduced. Subtraction is a basic mathematical operation and is essential for students to learn in order to be successful in mathematics. Subtraction is used to solve problems such as finding the difference between two numbers or determining how many objects are left after some are taken away. Subtraction is a fundamental operation that is used throughout mathematics and is an important tool for students to learn in order to be proficient in mathematics.
Step 1: To Spell Subtract, One Needs To Know How To Spell The Numbers One Through Nine
To spell subtract, one must know how to spell the numbers one through nine. To spell subtract, take the number nine and subtract the number one. The answer is eight. Continue this process with the remaining numbers.
Step 2: After That, The Subtraction Symbol (), And The Two Numbers Being Subtracted
After writing the numbers to be subtracted in order from left to right, draw a line under them. Subtract the first number below the line from the second number above the line. Write the answer to this calculation below the line. Continue subtracting the remaining numbers in the same way. The final answer is the spell of subtract.
Step 3: For Example, To Spell The Word “Seven” One Would Need To Know How To Spell The Number “Seven”
To spell the word “subtract,” one would need to know how to spell the numbers “s-u-b-t-r-a-c-t.” Each letter in the word corresponds to a number on the subtracting scale. To spell the word correctly, one would need to know the order of the subtracting scale from left to right.
Step 4: The Word “Subtract” Would Be Written As “75”
The word “subtract” is spelled with a “u” after the “b” and before the “c”. The “b” is silent. After the “c”, the “t” is pronounced like a “d”.
Frequently Asked Questions
Which Is Correct Subtract Or Substract?
The correct word is “subtract.”
What Is The Difference Between Minus And Subtract?
Subtract means to take away or remove something, while minus refers to the mathematical operation of finding the difference between two numbers.
Taking Everything Into Account
To spell subtract correctly, simply remember that it is a word with a double-negative. This means that you need to subtract the first number from the second number to get the answer. For instance, if you wanted to subtract 5 from 3, you would take 3 away from 5, which equals 2.


Ten red socks and ten blue socks are all mixed up in a dresser drawer. The 20 socks are exactly alike except for their colour. The room is in pitch darkness and you want two matching socks. What is the smallest number of socks you must take out of the drawer in order to be certain that you have a pair that match?
The answer is just 3. You’ll end up with either:
- 3 blue socks
- 2 blue socks & 1 red sock
- 2 red socks & 1 blue sock
- 3 red socks
…and that would give you a usable pair every time.


a, b, c，而用户选择的是
a, d，那么如何判断他的正确率呢，这个场景就需要用到F1 score来计算。
From Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/F1_score
In statistical analysis of Binary classification, the F1 score (also F-score or F-measure) is a measure of a test's accuracy.
It considers both the precision p and the recall r of the test to compute the score:
p is the number of correct results divided by the number of all returned results and r is the number of correct results divided by the number of results that should have been returned.
The F1 score can be interpreted as a weighted average of the precision and recall, where an F1 score reaches its best value at 1 and worst score at 0.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
#!/usr/bin/env python #-*- coding:utf-8 -*- def get_f1(standard_answer, user_answer): s_user_answer = set(user_answer) s_standard_answer = set(standard_answer) correct_results_len = len(s_user_answer & s_standard_answer) precision = (correct_results_len + 1e-8) / (len(user_answer) + 1e-8) recall = (correct_results_len + 1e-8) / (len(standard_answer) + 1e-8) f1 = 2 * precision * recall / (precision + recall) return f1 if __name__ == '__main__': standard = ['a', 'c', 'd'] user = ['a'] print get_f1(standard, user)


Daily Coding Problem sends daily coding problem sample when you subscribe to their service. This service is very useful to practice your coding ability and think through the logic you will be using to solve the problem.
This problem was asked by Uber.
Given an array of integers, return a new array such that each element at index i of the new array is the product of all the numbers in the original array except the one at i.
For example, if our input was [1, 2, 3, 4, 5], the expected output would be [120, 60, 40, 30, 24]. If our input was [3, 2, 1], the expected output would be [2, 3, 6].
Follow-up: what if you can’t use division?
The key to above problem is to multiply all the numbers in the list except the one at index “i”. Index “i” in this case is the value where that index was pointed during the iteration.
If the given list is [1, 2, 3, 4, 5], the calculation will be:
[2*3*4*5] where the output should be 120
then the next will be
[1*3*4*5] and the output will be 60
and so on…
On each computation, you need to add them in to new list and eventually, you need do complete a list looks like [120, 60, 40, 30, 24].
We know that to get the product, you just need to multiply all the numbers in the list except the index at i. We also know that anything you multiply by 1 has pretty much no effect. So What I did is, for the value we need to skip, replace with value of 1. once the multiplication is done in the list, put back the original value and move on to next computation. Below is the sample code.
given_list = [1, 2, 3, 4, 5] def compute(a_list): new_list =  for index, value in enumerate(a_list): original_list = a_list original_int = original_list[index] original_list[index] = 1 result = 1 for x in original_list: result = result * x new_list.append(result) original_list[index] = original_int return new_list r = compute(given_list) print(r)
Sample Code Download
Download from here


What do we mean by random? One way to prove a shuffle is (uniformly) random is to show that every element has equal probability of being shuffled to every position, including the original position.
While it may not be obviously random, the fisher-yates algorithm shuffles a list with the following steps:
In the visualization above, we are only demonstrating one possible shuffle. What if we considered all swaps and kept track of the probability each element was in each position? If a shuffle was truly random then each element (color) should occur in each position equally after shuffling.
In the visualization below, we highlight two positions before considering the swap. Colors represent elements. After an iteration we stop considering the last element, hence the diagonal shape.


Math Works textbooks are the perfect choice for homeschooling moms, especially if your child needs some extra review and practice with key concepts. Available only for grades 5 and 6, the texts are a remediation course for pupils who have had trouble in mathematics up to grade 4.
Created by the same company that produces the Singapore Math and Primary Mathematics texts, the Math Works books review the foundation and concepts taught in primary mathematics, but they also introduce new concepts, albeit more slowly than in the standard Primary Mathematics books. Because of these factors, students who previously used another company’s textbooks for primary mathematics can be successful with the Math Works textbooks. Though they proceed more slowly through concepts than other Singapore Math textbooks do, they cover the … Continue Reading


Data-based analysis of extreme events: inference, numerics and applications
Staff - Faculty of Informatics
You are cordially invited to attend the PhD Dissertation Defense of Olga KAISER on Monday, January 12th 2015 at 13h00 in room 006 (Informatics building)
The concept of extreme events describes the above average behavior of a process, for instance, heat waves in climate or weather research, earthquakes in geology and financial crashes in economics. It is significant to study the behavior of extremes, in order to reduce their negative impacts. Extreme value analysis (EVA), based on Extreme Value Theory, provides the necessary statistical tools.
Based on EVA and the Finite Element Time Series Analysis Methodology (FEM), this thesis introduces a semiparametric, nonstationary and non-homogenous framework for statistical regression analysis of spatio-temporal extremes. The resulting FEM-BV-EVA approach goes beyond a priori assumptions of standard methods based, for instance, on Bayesian statistics, Hidden Markov Models or Local Kernel Smoothing. The multivariate/spatial extension of FEM-BV-EVA describes the underlying spatial variability by the model parameters, referring to hierarchical modeling. The spatio-temporal behavior of the model parameters was approximated by locally stationary models and a nonparametric spatial nonstationary switching process.
The FEM-BV-EVA framework is computationally efficient as it deploys gradient free MCMC based optimization methods and numerical solvers for constrained, large, structured quadratic and linear problems. In order to demonstrate its performance, FEM-BV-EVA was applied to various test-cases and real-data and compared to standard methods. It was shown that parametric approaches lead to biased results if significant covariates are unresolved. Comparison to nonparametric methods based on smoothing regression revealed their weakness, the locality property and the inability to resolve discontinuous functions. Spatial FEM-BV-EVA was applied to study the dynamics of extreme precipitation over Switzerland. The analysis identified among others three major spatially dependent regions.
- Prof. Illia Horenko, Università della Svizzera italiana, Switzerland (Research Advisor)
- Prof. Rolf Krause, Università della Svizzera italiana, Switzerland (Internal Member)
- Prof. Igor Pivkin, Università della Svizzera italiana, Switzerland (Internal Member)
- Prof. Rupert Klein, Freie Universität Berlin, Germany (External Member)
- Prof. Simone Padoan, Bocconi University of Milan, Italy, (External Member)
- Prof. Olivia Romppainen, University of Bern, Switzerland (External Member)


15 ноя 2016 | 10:23
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Do you want to add a BMI calculator in WordPress?
If you offer health and fitness-related content, products, or services, then a BMI calculator could be helpful for your audience. It can improve the visitor experience and keep people on your WordPress site for longer.
In this article, we will show you how to easily add a BMI calculator in WordPress without any coding or math required.
Why Add a BMI Calculator to WordPress?
BMI stands for Body Mass Index. It’s a rough measure of a person’s body fat based on their height and weight using the following calculation:
BMI = kg/m2
The kg is the person’s weight in kilograms, and m2 is their height in meters squared.
Alternatively, if you are working with imperial units, then you can use this formula, where lb is the weight in pounds, and in2 is their height in inches squared, multiplied by 703:
BMI = lb/in2 ∗ 703
A BMI reading can help your visitors, patients, or clients figure out whether they are underweight, overweight, or a healthy weight for their height. However, asking people to do the calculation themselves isn’t a good user experience.
This is where a BMI calculator comes in.
If you have started a health or fitness blog, then a BMI calculator can help visitors plan the next steps in their health journey. For example, someone who decides to reduce their BMI may sign up for your fitness tracker.
A BMI calculator can also encourage people to spend more time on your site. This can increase pageviews and decrease your bounce rate.
With that in mind, let’s see how you can easily add a BMI calculator in WordPress. In this tutorial, we will cover two methods, and you can use the links below to jump to the method of your choice:
Method 1: Create a BMI Calculator With WPForms (Easy)
You can easily create a BMI calculator in WordPress with WPForms. It is the best calculator plugin on the market that comes with a drag-and-drop builder, 1300+ premade templates, and complete spam protection.
The plugin also offers a Calculations addon that lets you add any calculator form you like, including a BMI calculator, mortgage calculator, and age calculator.
Note: WPForms has a free plan. However, you will need the pro plan of the plugin to unlock the Calculations addon.
Upon activation, head over to the WPForms » Settings page from the WordPress dashboard to enter your license key. You can find this information in your account on the WPForms website.
After that, visit the WPForms » Addons page and locate the ‘Calculations Addon’.
Then, just click the ‘Install Addon’ button to activate it on your site.
Next, you must head to the WPForms » Add New page from the WordPress admin sidebar.
Here, you can start by typing a name for the calculator form that you are about to create.
After that, find the ‘BMI Calculator Form’ template and click the ‘Use Template’ button under it.
The WPForms form builder will now open on your screen, where you will notice a form preview on the right with form fields in the left column.
From here, you can add any field you like and drag and drop them to rearrange their order.
Next, click on the ‘Unit Of Measurement’ field to open its settings in the left column. Here, you will see that the BMI calculator gives users a choice between the imperial measurement system and the metric system.
However, if you only want to use a single measurement system in your calculator, then you can click on the (-) icon next to a system to remove it.
Keep in mind that using both measurement systems in your BMI calculator will help you cater to a wider audience.
After that, you will notice two different unit fields that will be shown to users once they select one of the units of measurement from the dropdown menu.
However, if you are using a single measurement system, then one of the unit fields won’t be necessary, and you can delete it.
For example, if you only offer BMI in imperial units, then you must delete the unit fields for height (cm) and weight (kg) because they are metric units.
Next, scroll down to the ‘BMI’ and ‘Verdict’ fields. These fields will automatically calculate the height and weight of the users and show them their BMI results.
If you delete any of these fields, then the BMI calculator form won’t be able to perform any calculations for you.
Once you are satisfied with your form, simply click on the ‘Save’ button at the top to store your changes.
Next, open a page/post in the block editor where you want to add the BMI calculator.
From here, click the add block ‘+’ button to open the block menu and locate the WPForms block.
Once you do that, add the BMI calculator form from the dropdown menu within the block itself.
Finally, click the ‘Update’ or ‘Publish’ button to store your settings. Now, you can visit your WordPress website to view the BMI calculator in action.
Here, visitors can simply type in their weight and height, and the calculator will show their BMI and say whether they are underweight, healthy, overweight, or obese.
Method 2: Create a BMI Calculator With Formidable Forms (Advanced)
If you want to show a BMI range within your calculator, then we recommend making a BMI calculator in WordPress with Formidable Forms instead.
It is an advanced form plugin with more calculation capabilities, including conditional calculations. It also has features like a ChatGPT field, dynamic fields, premade templates, and a drag-and-drop builder.
Note: Keep in mind that the ‘Calculator’ templates are only available in the pro plan of the plugin. However, you will still need to install Formidable Forms Lite because it provides the core foundation for the premium plugin’s more advanced features.
Upon activation, visit the Formidable » Global Settings page from the WordPress dashboard and select the ‘Click to enter a license key manually’ option.
You can find the key in your account on the Formidable Forms website. Once you enter the information, simply click the ‘Save License’ button to store your settings.
Next, you must visit the Formidable » Forms page from the WordPress dashboard.
Here, click the ‘+ Add New’ button to start building your calculator.
This will take you to the ‘Form Templates’ page. Here, you can click the ‘Calculator’ tab from the left column to view the 55+ calculator form templates, including an advanced mortgage calculator, percentage calculator, compound interest calculator, and more.
Go ahead and click the ‘Use Template’ button under the ‘BMI Calculator’ template.
This will open the form builder, where you will see a form preview on the right with form fields in the left column. You can now add any field to the form and drag and drop these fields to rearrange their order.
For example, the BMI calculator form template does not have a name field by default. But you can add it to the form from the left panel to collect more information about your users.
After that, you need to click on the ‘Unit of measurement’ field to open its settings in the left column.
From here, you can remove any of the two measurement systems (metric or imperial) by clicking on the (-) icon next to the systems.
However, if you want to keep both of them in the BMI calculator, then you can select one as the default measurement system.
On the other hand, if you decide to use only one measurement system for the calculator, then you will have to delete the unit value fields for the other system.
For instance, if you only want to work with the metric system, then you must delete the height (feet and inches) and weight (lbs) fields from the form.
To do this, simply click the three-dot icon on top of the field and then select the ‘Delete’ option.
Next, you must scroll down to the ‘BMI’ field. This field will automatically calculate the BMI for your users and provide a verdict.
If you delete this field, then the BMI calculator won’t work. We recommend leaving it as is.
After that, click the ‘Save’ button at the top to store your settings.
This will open a prompt on the screen where you must add a name for your form and click the ‘Save’ button.
Next, you must close the form editor and open the page/post where you want to add the BMI calculator in the block editor.
Once you are there, go ahead and click the add block ‘+’ button to open the block menu and add the Formidable Forms block.
After that, select the form you just created from the dropdown menu within the block itself.
Finally, click the ‘Update’ or ‘Publish’ button to store your settings.
Now, you can visit your WordPress blog or website to view the BMI calculator. Here, the visitor can type their height and weight to view their BMI. If they want more information, then they can click on the ‘See My Range’ button.
The calculator will then show the ranges for all the different weight categories.
Bonus: Create a Fitness Tracker in WordPress
Apart from adding a BMI calculator, you can also add a fitness tracker to your WordPress site. This tracker can be a simple form that users fill out every month to track their weight loss journeys.
You can easily create a fitness tracker with Formidable Forms without needing to learn any code. Then, users will be able to track their weight loss progress over time.
For more details, just see our tutorial on how to create a fitness tracker in WordPress.
We hope this tutorial helped you learn how to add a BMI calculator in WordPress. You may also want to check out our guide on how to create a contact form and the must-have WordPress plugins for business sites.


Math with Bad Drawings: Illuminating the Ideas That Shape Our Reality (Paperback)
In Math with Bad Drawings, Ben Orlin reveals what math is all about. His tools are unorthodox: jokes, cartoons, strange-but-true stories, and beneath it all, the empathy of a veteran teacher who believes that math should belong to everyone. Orlin helps us to think like mathematicians by teaching a brand-new game of tic-tac-toe, profiling the ten people you meet in line for the lottery, and documenting the headaches that ensue when the Evil Empire attempts to build a spherical Death Star. Math with Bad Drawings will change the way you see the subject—and the world.
Ben Orlin is the author of Math with Bad Drawings (as well as the blog of the same name), Math Games with Bad Drawings and the companion game kit The Ultimate Game Collection, and Change Is the Only Constant. His writing on math and education has appeared in The Atlantic, the Chicago Tribune, the Los Angeles Times, Slate, Vox, and Popular Science. He has taught middle and high school mathematics and has spoken about math and education at colleges and universities across the United States. He lives with his family in St. Paul, Minnesota.
"Ben Orlin is terribly bad at drawing. Luckily he's also fantastically clever and charming. His talents have added up to the most glorious, warm, and witty illustrated guide to the irresistible appeal of mathematics."—Hannah Fry, mathematician, University College London and BBC presenter
"Brilliant, wide ranging, and irreverent, Math with Bad Drawings adds ha ha to aha. It'll make you smile - plus it might just make you smarter and wiser."—Steven Strogatz, Professor of Mathematics, Cornell University, author of The Joy of x
"MATH WITH BAD DRAWINGS is a gloriously goofy word-number-and-cartoon fest that drags math out of the classroom and into the sunlight where it belongs. Great for your friend who thinks they hate math - actually, great for everyone!"—Jordan Ellenberg, author of How Not To Be Wrong
"Ben Orlin has hit the seemingly unattainable sweet spot. He has written a book that is funny and serious, that is entertaining and informative, and that would interest a reader with or without a background in mathematics. Math with Bad Drawings would be a wonderful book for people who love math, used to love math, want to love math, want to know what math is good for, or just want to know what math really is."—Math Horizons
"Orlin's ability to masterfully convey interesting and complex mathematical ideas through the whimsy of drawings (that, contrary to the suggestion of the title, are actually not that bad) is unparalleled. This is a great work showing the beauty of mathematics as it relates to our world. This is a must read for anyone who ever thought math isn't fun, or doesn't apply to the world we live in!"—John Urschel, mathematician named to Forbes® "30 Under 30" list of outstanding young scientists and former NFL player
"Illuminating, inspiring, and hilarious, Math with Bad Drawings is everything you wanted to learn in class but never thought to ask. A joyful romp through mathematics and all its wisdom."—Bianca Bosker, author of the New York Times-bestselling Cork Dork


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Probability And Expected Value Weitere Kapitel dieses Buchs durch Wischen aufrufen
What Do You Except: Probability and Expected Value | | ISBN: | Kostenloser Versand für alle Bücher mit Versand und Verkauf duch Amazon. What Do You Expect? Probability and Expected Value Grade 7 Teacher's Guide (C | | ISBN: | Kostenloser Versand für alle Bücher mit. The probability density function of a matrix variate elliptically contoured distribution possesses some interesting properties which are presented in. What Do You Expect? Probability and Expected Value Grade 7 Teacher's Guide (C bei frontsiderock.nl - ISBN - ISBN What is the proper way to compute effectively (fast) the expected value E(x) in a case when I have approximation of probability desity function f(x) by probability.
What Do You Expect? Probability and Expected Value Grade 7 Teacher's Guide (C bei frontsiderock.nl - ISBN - ISBN What Do You Except: Probability and Expected Value | | ISBN: | Kostenloser Versand für alle Bücher mit Versand und Verkauf duch Amazon. ProbabilityExpectation and Variance. Lesezeit: ~35 min. Alle Schritte anzeigen. We often want to distill a random variable's distribution down to a single number.
Probability And Expected Value VideoAlgorithms Lecture #1 - Sums and Expected Value
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Kolmogorov also showed, in , that if the variables are independent and identically distributed, then for the average to converge almost surely on something this can be considered another statement of the strong law , it is necessary that they have an expected value and then of course the average will converge almost surely on that.
This statement is known as Kolmogorov's strong law , see e. The strong law shows that this almost surely will not occur.
The strong law does not hold in the following cases, but the weak law does. Let X be an exponentially distributed random variable with parameter 1.
Let x be geometric distribution with probability 0. If the cumulative distribution function of a random variable is. If  . This result is useful to derive consistency of a large class of estimators see Extremum estimator.
More precisely, if E denotes the event in question, p its probability of occurrence, and N n E the number of times E occurs in the first n trials, then with probability one, .
This theorem makes rigorous the intuitive notion of probability as the long-run relative frequency of an event's occurrence.
It is a special case of any of several more general laws of large numbers in probability theory. Chebyshev's inequality. The independence of the random variables implies no correlation between them, and we have that.
As n approaches infinity, the expression approaches 1. And by definition of convergence in probability , we have obtained.
This shows that the sample mean converges in probability to the derivative of the characteristic function at the origin, as long as the latter exists.
The law of large numbers provides an expectation of an unknown distribution from a realization of the sequence, but also any feature of the probability distribution.
For each event in the objective probability mass function, one could approximate the probability of the event's occurrence with the proportion of times that any specified event occurs.
The larger the number of repetitions, the better the approximation. Thus, for large n:. With this method, one can cover the whole x-axis with a grid with grid size 2h and obtain a bar graph which is called a histogram.
From Wikipedia, the free encyclopedia. Theorem in probability and statistics. This article needs additional citations for verification.
Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed.
A Modern Introduction to Probability and Statistics. Wiley Interdisciplinary Reviews: Computational Statistics. The Drunkard's Walk.
New York: Random House, He attempts a two-part proof of the law on pp. Journal für die reine und angewandte Mathematik.
Encyclopedia of Mathematics. Springer Texts in Statistics. Wahrscheinlichkeitstheorie Verw Gebiete. Retrieved Weak law converges to constant.
Archived from the original PDF on Geyer, Charles. The Annals of Mathematical Statistics. Am Math Month Grimmett, G.
Probability and Random Processes, 2nd Edition. Clarendon Press, Oxford. Richard Durrett Probability: Theory and Examples, 2nd Edition.
Duxbury Press. Martin Jacobsen Probability theory 1 4th ed. Springer Verlag. Newey, Whitney K. Large sample estimation and hypothesis testing.
Handbook of econometrics, vol. IV, Ch. Elsevier Science. Ross, Sheldon A first course in probability 8th ed.
Prentice Hall press. Sen, P. K; Singer, J. Large sample methods in statistics. Categories : Probability theorems Mathematical proofs Asymptotic theory statistics Theorems in statistics.
Hidden categories: Harv and Sfn no-target errors Articles with short description Short description is different from Wikidata Articles needing additional references from March All articles needing additional references Articles containing French-language text.
Namespaces Article Talk. Views Read Edit View history. Let us take an example of Ben who has invested in two securities within his investment portfolio.
The probable rate of return of both the securities security P and Q are as given below. Based on the given information, help Ben to decide which security is expected to give him higher returns.
In this case, the expected value is the expected return of each security. Let us take another example where John is to assess the feasibility of two upcoming development projects Project X and Y and choose the most favorable one.
Determine for John which project is expected to have a higher value on completion. It is important to understand for an analyst to understand the concept of expected value as it is used by most investors to anticipate the long-run return of different financial assets.
The expected value is commonly used to indicate the anticipated value of an investment in the future. On the basis of the probabilities of possible scenarios, the analyst can figure out the expected value of the probable values.
Although the concept of expected value is often used in the case of various multivariate models and scenario analysis, it is predominantly used in the calculation of expected return.
This has been a guide to the Expected Value Formula. Here we learn how to calculate the expected value along with examples and downloadable excel template.


Your car or truck loan may market interest that is low, however the real rate you’re paying could be two times as high.
A typical point of confusion, with regards to loans, could be the various ways interest percentage is calculated. This is also true when it comes to car loans – if you tally the total amount invested at the end of the loan, it seldom fits the advertised rate.
What Makes Car Finance Rates Higher Priced Than They Appear?
When it comes to auto loans, the reported rate of interest is totally different from the true interest (called the Effective interest, or EIR). Simply because car loans always utilize what’s called a Flat speed Method.
By having a Flat Rate Method, the quantity of interest you spend is fixed, in relation to the initial principal.
- You are taking away a motor auto loan of S$84,000
- T he marketed rate of interest is 2.78% p.a .
- The mortgage tenure is 7 years
Utilizing the Flat speed approach to calculation, the interest you spend is founded on the principal that is original of84,000 every month. Therefore the interest that is total over 7 years is:
2.78% x S$84,000 x 7 = S$16,346.40
Now, added to your initial loan of S$84,000, the total quantity you have to repay = S$100,346.40


This blog serves two purposes: First, I just shared a lesson with the Polite Pirates (my class) that went so well that I want to share it with everyone. And, second, due to its complexity, several students need additional clarification. I am hoping that by writing this down, I can make clear how the business of bridge-building works.
Yesterday morning I dug out the colorful, connectable, plastic blocks I’d stored away in a bin under the counter. I told my students that they would be building bridges. Cheers rang out. They were to work as a team to construct a way for a car to travel from one pile of dictionaries to another. The Polite Pirates cheered with joy.
“There’s a catch, however. You have to buy the blocks!” I exclaimed. The class groaned. “Each one costs ¼ of a dollar. (I’ve been teaching fractions and mixed numbers.)”
“How much is that?!” a few students grumbled.
“You know how much a quarter of a dollar is,” I accused.
“Twenty-five cents?” a student clarified.
“Yes. You will work as a team of engineers. Use your Spiral Notebooks to keep track of the number of blocks. You’ll need to figure out the total cost of your bridge.
“Oh, one more thing: Your bridge is going to make you money. That’s right! Sure, it will cost you to build it, but once it is done, you can charge a toll for cars to use it. For every foot of bridge you are allowed to charge one dollar.
This is the slightly confusing part (one of them, anyway): If about twenty vehicles travel across your bridge per hour, how long will it take to make (dramatic pause) one thousand dollars?
Before setting them loose, I showed them that this problem was doable. (The looks on their faces were incredulous.) “Let’s say you build a 10 foot bridge. How much money can you charge to cross it?”
“Right, but that is $10 per car. If twenty cars travel across your bridge in one hour, how much money do you earn?”
Thinking… “Two hundred dollars,” a student offers.
“Good; You are correct. Where did that number come from?” I prompt. I want the class to know how to do these calculations.
“I multiplied ten by twenty.”
“Right. If your bridge makes $200 every hour, how long will it take to get to a thousand dollars?” Their minds were working, now!
“Five!” several students shouted in unison.
“Don’t forget that you need to use some of that money to pay for the building blocks that you used to construct the bridge,” I remind them. And, they’re off!
The Polite Pirates had a blast working together. I was impressed that they almost instantly formed the idea of making supports to hold up longer sections of bridge. In this way they could earn more toll money. Of course, they had to count the blocks that they used to hold up their bridge when tallying up the cost of building materials. I didn’t let them use anything other than the building blocks for construction.
Once the bridges got to be several feet long, every single student on the team was needed to hold the bridge in place as more supports and lengths were added. I overheard one third grader explaining to his partners that even though it would cost more to use extra blocks, they would make more money from tolls, because they could make their bridge longer. I reinforced this idea by sharing, “Sometimes you have to spend money to make money, folks!”
After a timer I had set went off, I had everyone stop building and count up the number of blocks that they had used. One team split up the task by divvying up the sections to be counted. They then added all the numbers together. Next, it was time to calculate the cost of all of those blocks. One team had used 355 blocks! How could they figure out 25￠ per block?
I reminded them that they already knew what a quarter of 100 was. “Separate the 300 from the 55,” I told them. “Each 100 would be how much?”
“Twenty-five dollars,” someone answered.
“That’s right. Now, how many twenty-fives do you have? We’re talking about 300 blocks.” I wrote 100÷4=25 on the board. When someone suggested that they needed 3 twenty-fives, I put X3 under the 25. “These might seem like really big numbers, but you already know what ‘three-quarters of a dollar is,” I prompt.
“Seventy-five cents!” a few blurt out.
“Not cents, though…” I can see the gears turning behind my students’ eyes. It feels like I can hear the steam coming from their ears. They even gasp with understanding.
“Now, for the 55 other blocks. Is there a number close to 55 that is divisible by four,” sounded like Greek to them. I reworded my question in a more leading way. “Can 48 be evenly divided by 4?” This connected with their math facts. A student raised his hand.
After deciding that 48 blocks would cost $12, we tackled the leftovers. “What’s left?” I asked the Polite Pirates who were sitting so patiently on the carpet in the front of my classroom. Counting up from 48 to 55, we discovered there were seven blocks left. “How can we figure out the cost of these?”
When this question was met with blank stares, I quickly drew seven (very ugly) squares on the dry erase board. I drew a hasty circle around the first four. “Each of these cost 25￠. How much money is four quarters?” Lights blinked on in every students’ eyes.
“And…” I prompted for the cost of the remaining three unaccounted for blocks.
“A dollar and 75￠,” a student finished the thought.
“So, these seven cost $1.75, the 48 blocks cost $12, and the 300 blocks cost $25 X 3,” I summed up our calculations thus far. “What will this team need to do next? Tell the person next to you.” Then I sent everyone back to their seats to work out the costs of their bridges. I told them to figure out the prices independently. Then compare your work with your teammates. In this way you can double-check your math accuracy.
I walked around the room, helping students with their division facts. There was a wonderful hum of productive struggle. Some individuals figured out that they would have to add more than one additional hour on to their original answer in order to account for the cost of the bridge. Most found that only one hour would do the trick.
Now that all of the math was done, it was time to write about it. I had posted a question in the Polite Pirates’ Google classroom: “How long will it take for your engineering firm to make one thousand dollars?”
They could work with partners and discuss their writing with their team, but each student was responsible for producing their own explanation of what they did. I left the math that I’d shown them on the board, so they could copy it into their notes, or just write about what we figured out together.
One of the things I like most about using Google classroom on iPads is how easy it is to use the “Speak to Text” feature. It’s true, you have to teach and practice rereading and editing your text, in order for students to use this effectively, but it speeds up typing entire paragraphs. It also helps facilitate a more “Discourse” -style text. When my students purely type, they are less likely to include opening statements, and they will leave out key details. Through the process of “Telling” their iPads what they did, you get a more structured description. And, because it is easy and fast to do, students don’t have a problem including more details.
I hope you enjoyed hearing/reading about this lesson that my students experienced this week. If you have ideas on ways to improve or modify it, let me know in the comments. Thanks, and take care.


STEM Activities at CISD
STEM stands for Science, Technology, Engineering and Math. Virtually every school in the United States is trying to improve on their "STEM" activities. The CBS TV show 60 Minutes recently aired a story on how schools are helping young students learn about STEM subjects. One of the tools schools are utilizing are littleBits. They are complex hand-held tools that introduce students to engineering. Caldwell ISD received a grant from the Caldwell Education and Leadership Foundation to purchase a set for the intermediate campus.


“A journey of a thousand miles begins with one footstep.” So how do I begin my first maths3 blog post. Well I have decided to focus on the sort of innovations I intend to share on this blog in future.
There are some groundbreaking revolutionising changes going on in the way mathematics is being taught. www.emathsmaster.co.uk is a great example of this. Sites like this are changing the way students experience maths and provide a high quality teaching resource that allows students to work at their own pace.


The Maths Competency Test (MCT) is designed for applicants who have met entry requirements for UWA other than a mathematics prerequisite.
It is also suitable for applicants:
• who have completed a mathematics subject at matriculation level elsewhere, but where the comparability is equivocal
• for non-school-leavers with no formal matriculation-level qualification in mathematics (or the qualification is older than five years), but who believe they can meet the required standard for entry.
The MCT is accepted as satisfying the mathematics requirement for UWA courses that list 'At least WACE Mathematics 2C/2D” as a prerequisite, namely: Commerce, Computer Science (but not Computer and Mathematical Sciences), Economics, Health Science, Science – 3 Year (only applicable to majors and named programs which list “At least WACE Mathematics 2C/2D” as a prerequisite) and Science – 4 Year.
If you use the MCT to satisfy the mathematics prerequisite for admission to a course requiring at least WACE Mathematics 2C/2D, you will generally be required to take an additional mathematics unit in the first year of your course. For more information on eligibility for admission to degree courses please contact the Admissions Centre on 6488 2477.
The test includes three sections: Section I: Algebra Section II: Functions, Sequences and Basic Statistics Section III: Budgeting and Discounting.To pass this exam students must achieve over 50% in each section and an overall pass mark of 65%.
Math Competency Tests are scheduled throughout the year, with more tests being held immediately prior to enrolment periods at UWA. You can find all scheduled Maths Competency Tests here.
MCT Sample Test
Download the sample test and answers here
Practice for the MCT
Are you ready to sit the MCT? Use the "‘Are You Ready’ quiz to see just how ready you are!
Want more practice? Get hold of a “High School Maths 2C/2D” textbook and start studying!


How much time do I have to put in to pass the math portion of the FTCE General Knowledge test?
The general knowledge test DOES NOT contain upper level mathematcs such as Calculus or Differential Equations etc...
But it does contain...
Mathematics that is commonly observed from elemenary to high school courses.Expect:
- basic mathematical concpets
You don't want to retake the exam
Practice tests are the most effective way to diagnose your weak and strong areas in addition prepare you for real testing conditions.
Concerning picking which practice test to invest in, make sure your practice tests are both up-to-date and similar to actual testing conditions (i.e. computer based). Teach Ready offers a wide range of practice tests.
Generally speaking studying and or taking multiple practice tests that are not similar to real tests often paint an inaccurate picture of the real exam.


Summit County Education Service Center
About the Presenter:
Steve Miller is in his forty-second year in education and fifth year as the Mathematics Content Consultant for the Summit Educational Service Center. Steve spent thirty-five years in the Akron Public Schools, which included teaching at three levels as well as district-level technology and coaching positions.
Steve is one of the authors of NCTM’s new series “Taking Action: Implementing Effective Mathematics Teaching Practices”. He is leading ODE’s development of Mathematical Modeling and Reasoning, an Algebra 2 equivalency course.
Steve has trained and supported coaches as a facilitator for the Mathematics Coaching Program and for Content Focused Coaching as part of the University of Pittsburgh's Institute for Learning.


Note that a Platonic solid is a regular polyhedron, so all of its faces are regular and congruent. Briefly, the Euler characteristic says that vertices minus edges plus faces equals two for all polyhedra (this can be proven by puncturing one face, mapping the polyhedra to a planar graph and triangulating it. With this relationship, the fact that regularity implies if the polyhedron has faces with n edges each and m faces meet at each vertex then the following equations hold:
V - E + F = 2
2E = nF
mE = 2V
The only solutions to these equations amongst the integers give us the tetrahedron, cube, octahedron, dodecahedron and icosahedron.
Yeah, I know that (although I don't have the equations committed to memory!). My point was that if this topological
relationship on the net works, then the geometric
condition of congruency and regularity is unnecessary and the proof is more general. That is, the proof using the Euler formula demonstrates that one could not make a polyhedron of (say) heptagons (regular or otherwise, not necessarily congruent) where some constant number N
≥3) heptagon vertices meet at each vertex of the polyhedron. My loose geometric reasoning only works for regular congruent polygons.
But I think it doesn't demonstrate (nor does it attempt to) that one cannot make a polyhedron using regular congruent polygons but with varying
numbers of polygons meeting at each vertex - imagine two tetrahedra pushed together and the joining faces removed. But triangles are always the most potent geometers! Squares won't work (unless one accepts coplanar faces), so that probably only applies to triangles.
Can one pave a polyhedron with congruent heptagons, or congruent hexagons (relaxing the condition on constant number of faces at each vertex)? You can have three faces meeting if the fatter corners are kept apart from each other, but do those fat corners eventually bite you on the backside? This is left as an exercise for the reader, or for Lord Monckton, as he's such a friggin' mathematical genius, in his own mind.


Assistive Technology: Math
Assistive Technology Training Online Project (ATTO) (www://atto.buffalo.edu/) is an interactive website geared towards special needs children, or students who have difficulty learning. This website can be used to teach math, reading or writing. The parent or teacher can customize a lesson, including math for their child/student (Dell, et al. p. 314).
This website is geared towards children in the elementary age group. This website has lots of information that will help parents and teachers create the right lesson plan for the individual student. Furthermore, this application informs the adult of different devices that are available in order to help the child with counting, sorting, subtraction, etc. Moreover, there is a section in the Assistive Technology Training Online Project that is customized for the blind individual, or those with communication problems.
Scientific Notebook (MacKichan Software) can help your student or child to do math problems. This program will help the child through each step throughout the math problem. Clearly, this application will give the child the correct answers to all the problems when requested. Moreover, this program is voice capable. However, in order to activate the voice feature, one has to use Dragon Naturally Speaking (voice recognition software) (Dell, et al. p. 129).
The Virtual Pencil (VP) and Arithmetic (publisher is Henter Math) (http://hentermath.com) is an application to help those children who have learning disabilities and who have difficulties holding and using a pencil. This application also has a tutorial feature if needed. These programs recognize math symbols and will place the numbers in the right place order, e.g. 1’s, 10’s, 100’s and 1,000’s place. Thus, this application is geared towards the elementary level math student (Dell, et al. p. 131).
Math Talk/Scientific Notebook will give a math lesson. These math lessons range from pre-algebra to the graduate level, thus middle school and higher (Dell, et al. p.131). The publisher of this application is Metroplex Voice Computing, Inc. (http://www.mathtalk.com).
The Math Pad application is an electronic math worksheet. This program also lines up the numbers in the correct order. However, it works with whole numbers only. The publisher of this application is Cambium Learning Technologies (http://www.cambiumtech.com). It is geared towards students in Kindergarten through second grade (Dell, et al. p. 131).
The above applications automatically work the student through the math problem. Moreover, the program will prompt or remind the student of the next step in the process. The above applications have tutoring sections, math games and basic math. Hence, many of the applications have visuals in order for the student to be able to see how to add or subtract.


Measure all the perimeters of your cube and calculate the average.
Calculate your new extrusion multiplier using the formula on the second image. Here is an example:
Your original extrusion multiplier = 1.00 and your average perimeter thickness = 0.441mm.
Your are using a 0.4mm nozzle, so your target/expected extrusion width is 0.45mm.
Your new extrusion multiplier = (1.00 · 0.45)/0.441 = 1.02.
Enter the new extrusion multiplier value in the filament settings page of PrusaSlicer.
Print the part again to verify the value is correct. Repeat the previous steps if necessary.
Tip: The extrusion multiplier is generally constant for a whole spool (if you do not change temperature) but the filament diameter will change. Therefore, before slicing a part, measure the filament diameter you are going to use and enter it into PrusaSlicer.
Your contributions are licensed under the open source Creative Commons license.
Insert a new line below
Insert a new line above
Indent current line
Unindent current line
Delete current line
Navigate to next step.
Navigate to previous step.


Transfer function model is a unidirectional relationship between input and output.
Problem/Hypothesis of the time series data:
To analyze the relationship between Consumer Price Index (CPI) the Gross Domestic Product (GDP) of the Indian market.
Number of records in the dataset:
The dataset contains the history of CPI and the GDP for the past 60 years of the Indian market (one entry for each year).
Data source: https://www.data.gov.in/
On our initial visual analysis, we could see that both the input and output parameters are of different scales, the GDP was in lakhs of rupees and the CPI is in percentage, so we have transformed the dependent variable (GPD) with log10.
The relation between the input and output is mostly linear with some discrepancy due to white noise and the auto correlation between the output variable. On business terms, we understand that the Consumer Price Index and GDP of a India were related to each other with positive correlation and having a good interaction. This can be confirmed by the given scatterplot matrix below:
With the above understanding we continue to the transfer function analysis for the above dataset.
With initial Time Series Basic Diagnostics, we see that the for the output variable the ACF and PACF both are tailing off; hence this is an ARIMA model. But, we see that the data is already stationary so we have not done any differencing. Similar pattern is followed by the input series (CPI) also.
For Pre-whitening, we could see that the auto correlation is significant after lag 14, i.e nearly after 15 years. By Indian Government standards, the budget is revised every 5 years and due to the slow growth of economy the impact of CPI on GDP is seen after 15 years. But it is very prominent during the next 5-7 years as seen in the below ACF graph.
For the transfer function, we expect that B15 and other variables are to be prominent. The above analysis resulted in the below transfer function wherein the relation between the output variables and the input is seen to be prominent. Thereby confirming the delayed impact of CPI after 15 years on the GDP of India.
Since, the pre-whitening process gave us a model of (2,0,2) and we could also see that the peak in pre-whitening lag plot is at 19 and the significant values start from 15. So s1 is given a value of 4. Below is the transfer function model summary.
The actual transfer function which depicts the current GDP is impacted by the 5 CPI observations that are nearly 15 years old. This also gives us an idea that the 5-year budgeting is having a prominent impact on the GDP.
From the above analysis we have concluded that the GDP estimate on the input variable (CPI) is as given below:
This gives us a clear understanding that the current GDP is dependent on the 3 previous years’ GDP and 6 years of CPI (independent variable) which is 15 years apart. We also notice that as the year grows, the older years are having minimal impact.