Download XXZ Chain Correlation Functions PDF for Free from the given download link at the bottom of this post. We are pleased to offer a free PDF download of XXZ Chain Correlation Functions to our readers. Our study focuses on the XXZ spin chain with diagonal boundary conditions, utilizing the algebraic Bethe ansatz.
By explicitly computing the scalar products of Bethe states and using a revised version of the bulk quantum inverse problem, we determine the elementary building blocks for the correlation functions. In the limit of a half-infinite chain, these blocks are expressed as multiple integrals of standard functions, similar to the periodic boundary condition case. Our research provides concise multiple integral formulas for various physical spin correlation functions in the semi-infinite XXZ chain with a longitudinal boundary magnetic field.
XXZ Chain Correlation Functions PDF
In our recent work, we have obtained compact multiple integral formulas for various physical spin correlation functions in the semi-infinite XXZ chain, where a longitudinal boundary magnetic field is present. Our formulae are the result of several effective resummations of the multiple integral representations for the elementary blocks derived in our earlier paper (I).
Additionally, we have calculated the local magnetization and density of energy profiles in the free fermion point. These quantities display Friedel-type oscillations due to the presence of the boundary, and their amplitudes are dependent on the boundary magnetic field, decaying algebraically with the distance from the boundary. These findings provide valuable insights into the behavior of spin chains under external magnetic fields and boundary conditions.
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A slot is an area of a reel or a video screen where symbols are displayed. If a player matches a winning combination of symbols in a slot, they earn credits based on the paytable for that machine. The payout amounts vary depending on the symbols and the theme of the game. Many slot games have a storyline, characters, and bonus features that align with the theme.
A random number generator is an important component of a slot machine. It’s what determines the odds of a winning spin and prevents players from being cheated by the house. While it may seem like a simple process, it’s actually quite complex. The computer uses an algorithm to record a sequence of numbers, then finds the corresponding stop on a reel. This process is repeated over and over until the sequence ends with a three-number result.
The first step is to record the odds of a particular symbol showing up on a specific reel. This is done by dividing the total probability of a symbol appearing by the total number of possible combinations of symbols. The odds of a particular symbol are then multiplied by the number of reels to get the overall probability of the machine producing that symbol.
Next, the random number generator creates a new random sequence of numbers for each spin. This sequence is then compared to the previous sequence to find out if the odds of a particular symbol have changed. If the odds of a particular symbol have changed, it will be added to the list of symbols for that reel and will be used the next time the reel is spun.
Slots have a high profit margin for the casino, so they are programmed to ensure that they make money each and every time they’re played. This is why you’ll often hear about casinos offering high payback percentages, but that doesn’t mean they are rigged. Instead, the high payouts for hitting maximum coins are a result of incentives built into the pay table.
The earliest slot machines were developed by Charles Fey in the early 1860s, and were much simpler than their modern counterparts. Fey’s machine had three reels and was the first to allow automatic payouts. It also used poker symbols, such as hearts, spades, horseshoes, and liberty bells, with three aligned liberty bells resulting in the highest win.
In football, a slot receiver is a tight end or wide receiver that runs short routes on the route tree, such as slants and quick outs. This type of receiver can help stretch the defense and make it harder for opposing teams to defend the deep passing game. In addition to their speed, slot receivers can also add value to the team by returning kickoffs or punts. This makes them a key piece for any offensive game plan.


Forex exchange trading-Fibonacci golden zone ... Fibonacci golden zone strategy is a good, non-repaint system. You can use this forex trend trading system for any time frame of any currency pairs. This system has a Fibonacci golden zone indicator & Fibonacci golden zone dashboard. Fibonacci is one of the best indicators for forex exchange trading. Fibonacci golden zone is between the 38.2% Fibonacci Pivot Strategy - Advanced Forex Strategies The Fibonacci pivot Strategy is based on the famous Fibonacci sequence which is extremely popular among professional currency traders. They are critical points on charts where price may see strong support or resistance and if broken it can show strong moves.
24 Oct 2018 But Leonardo of Pisa did not actually discover the sequence, said Devlin, who is also the author of "Finding Fibonacci: The Quest to Rediscover
What's important is to assume that the Fibonacci sequence will work when the trend is already there in your favor. All this strategy will do is give you yet another 12 Feb 2016 In fact, Leonardo Pisano Fibonacci's main achievements were: of Pisa didn't invent the Fibonacci numbers though, they were long known in 21 Jul 2011 Until the 13th century, even simple arithmetic was mostly accessible to bear in mind, before the invention of the printing press — a simplified While Fibonacci himself did not discover Fibonacci numbers (they were named after him), he did use them in Liber Abaci. The numbers originate back to ancient 27 Jun 2016 Studies subsequently multiplied, and numerous and unexpected properties of this sequence were discovered, so much so that since 1963, 15 Mar 2017 So Phi was neither discovered by Fibonacci (it had already been defined and studied by Euclid), nor owes its name to the Italian. That said During his travels, which were more akin to a research trip, Fibonacci discovered various mathematical texts that had been translated into Arabic, including the
Fibonacci Theory | FOREX.com
26 Mar 2019 So, how do trades use Fibonacci levels in trading and why do they work? Let's find out … Some Awesome Winning Forex Strategies A complete guide explaining what are Fibonacci numbers and how Fibonacci numbers can be used to trade Forex by forecasting probable price movements. see how your results would have been different using type of stop loss strategy.
Improve Your Forex Trading Strategy With 3 Best Fibonacci ...
Fibonacci retracement ratios are used as a trading strategy for the Forex market, Futures, Stock trading and even Options. While the 50% retracement level is talked about a lot, more importantly are the 38.2% and 61.8% but know that in the fibonacci sequence, these numbers do not show up. We are looking at the 38.2% and the 61.8% (golden ratio) Fibonacci retracement levels for our trading Fibonacci Trend Strategy - Forex Strategies - Forex ... Fibonacci Trend Strategy is an strategy suitable for day trader and swing trader based on Finacci indicators bur following the direction of retracement.Time Frame 15 min, 30 min, 60 min, 240 min.Currency pairs: major, minor, Gold and Indices. Simple Zigzag + Fibonacci Strategy @ Forex Factory Apr 02, 2020 · Simple Zigzag + Fibonacci Strategy Trading Systems. Folks, I want to bring on here a very simple strategy. The basis of this strategy is the use of two … Fibonacci Forex Trading - FXStreet
Auto Fibonacci Level Forex Trading Strategy. The odds are always in your favor when you trade in the direction of the dominant trend and we seek to achieve just that using this strategy. The Auto Fibonacci Level Forex trading strategy offer traders access to high probability set-ups that are profitable to trade.
Mar 30, 2017 · The Fibonacci Retracement Channel Trading Strategy is designed for any market, and any time frame. So yes, aside from forex, that includes you stock, options, and futures people too! The reason we made this one-of-a-kind strategy is because we wanted to show the world how powerful the Fibonacci retracement lines are and why the market respects 3 Simple Fibonacci Trading Strategies [Infographic] Jul 16, 2018 · Chapter 6: Three Simple Fibonacci Trading Strategies #1 – Pullback Trades. First, you want to identify a security in a strong trend. A strong trend can be defined as a stock with successive highs with pullbacks of less than 50%. If you are day trading, you will want to identify this setup on a 5-minute chart 20 to 30 minutes after the market Our Favorite Fib | FOREX.com
Sep 25, 2016 · The Fibonacci Sequence is a series of numbers where the each number in the sequence is the sum of previous two numbers. The first ten numbers in the Fibonacci Using Fibonacci Levels to Scalp Forex Market | ForexTraders Nov 06, 2016 · When trading in a trending market the recommended strategy is to ensure your orders follow the established trends. Using Fibonacci Levels for Scalping the Forex Market; Using Fibonacci Levels for Scalping the Forex Market The Fibonacci extension level is a great tool for this purpose since it allows us to guess with a reasonable degree Forex Strategy «Fibo + Stochastic» | FOREX Strategies Forex Strategy «Fibo + Stochastic» is a very simple breakdown of trade strategy, based on the Fibonacci extension levels as well as on the stochastic, trading is conducted in the range of H1, the recommended currency: GBPUSD and GBPJPY (or other vysokovolatilnye). And so for trade, we need to set a timetable for the chosen currency pair Oscillator Stochastic (14,3,3). Auto Fibonacci Level Forex Trading Strategy


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I am Gerald Glinsey. I worked for the United Postal Service for thirty years in Chicago. St. Paul Lutheran School has given me a second career, as the part-time teacher’s assistant for early childhood. I take pride in teaching Math to our young students. I try to make math fun by using different strategies and methods. Our students learn differently and my goal is to help all students reach their potential.
I assist with the Before Care program each morning. My favorite readings are from the Word of God, I love to cook, and I am the proud parent of an honor roll student for five consecutive years at STP.


Reveal can show data of particular shapes as charts that are usually explorable: when you find an interesting data point on the chart, you can then further inspect the data in that data point.
The simplest shape is labeled numbers. Labeled means that those numbers exist in some collection that has a unique label for every number. For maps, keys are labels, for sequential collections, indices are labels and for sets, numbers themselves are labels.
A pie chart shows labeled numbers:
Other charts support more flexible data shapes — both because they can show more than one data series, and because they can be explored, where it might be useful to attach some metadata with the number. Since JVM numbers don’t allow metadata, you can instead use tuples where the first item is a number and second is the metadata. Bar charts can display labeled numbers (single data series) or labeled numbers that are themselves labeled (multiple data series):
Line charts are useful to display progressions, so Reveal suggests them to display sequential numbers (and labeled sequential numbers):
Finally, Reveal has scatter charts to display coordinates on a 2D plane. A coordinate is represented as a tuple of 2 numbers and as with numbers, you can use a tuple of coordinate and arbitrary value in the place of coordinate. Reveal will suggest scatter charts for collections of coordinates and labeled collections of coordinates.


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Understand the basic 6 functions in PyTorch
When I started to learn PyTorch, I found that there are various functions which seem vague to understand for me. Today I would like to summarize them with examples, which I think helpful greatly.
The functions are :
- unsqueeze() and a[None],
You can also check the explanations from the official website one by one, but summarizing them together helps me.
squeeze(i): it is kind of dimension reduction: if the original dimension is 1, then it can be reduced. Let’s check an example:
In the example, the original tensor shape is [2,1,4]. Because the dimension of index 0 is 2, it can’t be reduced and the size keeps the same, but the dimension of index 1 is 1, it can be reduced and the tensor from 3 dimensions into 2 dimension matrix.
2. unsqueeze() and tesor[None]
unsqueeze(i): it is used to increase dimension according to the index of i. Let’s check example:
i is the dimension index that will be extended.
There is another way to increase dimension which is a[None]. Put None to the index position i to extend the dimension, which has the same effect as unsqueeze(i).
From the official website, this function returns the maximum value of all elements in the
Let’s take examples from different dimensions:
For 1 dimension tensor:
c = torch.randn(3)
If the dimension is higher than 1 dimension:
c = torch.randn(2, 3)
- max(c): get the max value from one dimension tensor
- max(c,0): if the tensor is more than 1 dimension, it gets the max values in columns and indices
- max(c,1): if the tensor is more than 1 dimension, it gets the max values in rows and indices
It returns the indices of the maximum value of all elements in the
input tensor, and it is the second value returned by
If tensor is 1 dimension:
d = torch.randn(3)
If tensor is higher than 1dimension:
d = torch.randn(2,3)
PyTorch allows a tensor to be a
View of an existing tensor. But how? Let’s take examples:
The above three views doesn’t change the original view of the tensor. Now let’s change the view as below:
Conclusion: view(i,j) will transfer the origin tensor to the form of i rows and j columns, -1 means no limit.
Hope it helps you a bit. Thanks for your reading.


When needing to ship an item, or items from one place or another, a freight calculator is almost always used. A freight calculator can be an online application, or a freight calculator can be a series of manual mathematical equations, and a person usually working within a shipping or cargo company will use a freight calculator to determine the price to charge a prospective customer.
A freight calculator is an indispensable tool for shipping and freight companies. Without the use of a freight calculator, they could over charge a customer and possibly lose business. Without a freight calculator, there is also the risk of not charging a customer enough, and the company would then be out of pocket. The freight calculator is a must for a successful business.
Either way, a freight calculator is an advantage to most businesses that offer a delivery service of some description.
There are many online websites aimed at the use of a freight calculator. These are designed for possible customers to use the freight calculator themselves, rather than use a freight calculator provided by the company they are thinking of hiring to ship their prospective cargo.
Some freight calculators are seemingly easy to use, while other freight calculators are aimed more at the mathematical genius type of person. If a person knows their mathematical limitations or strengths, it can help them to decide which freight calculator to use.
It is almost always easy to see if a certain websites freight calculator is going to be easy to use. Within the first few lines of the description of the freight calculator, a person should know if that particular freight calculator is going to be suitable for them to use.
Some companies who ship by truck or rail will use a freight calculator and charge for shipment by volume weight, whereas others will find that using a freight calculator and charging for actual weight instead is more cost effective to the company and the customer. A freight calculator is a good budgeting and accounting tool.
Most transport companies will use a freight calculator to calculate both volume and actual weight and will apply whichever has the highest number. Use of the freight calculator will help them to decide shipping costs for that particular item or product.
Air transportation companies will use the freight calculator in a different way. The freight calculator will calculate the cubic size of the freight or shipment.
Using the freight calculator for calculating volume weight for rail, ocean and truck freight charges is different again. The freight calculator is an invaluable asset.
Before using the freight calculator, the shipping company must first know the cubic measurements that the results need to be in. If a country uses the metric system, they will use the freight calculator to give results in cubic meters. If a country uses the imperial system, the freight calculator will be used to give the results in cubic feet.
The freight calculator will be able to do any freight calculator conversions needed with the minimum of effort. A freight calculator can easily convert imperial into metric, and the freight calculator can also be used to convert metric into imperial.
With the minimum of information, a freight calculator can generate the weight in the format you desire. The freight calculator can help a customer decide quickly if they want to use a particular company to ship their goods, or the freight calculator can make them decide not to use a particular company.
A freight calculator can also help a business decide on which company to use. If there are companies in competition with each other, then the use of a freight calculator can do many things. The freight calculator can enable a person or company to have accurate freight calculator quotes instead of estimates.
Companies that regularly deliver large items or items in large quantities typically use a freight carrier to calculate delivery times. The freight calculator would enable the company to estimate the amount of fuel needed to deliver a said item. The freight calculator would enable a company to see if they had reached their weight limit or capacity in a vehicle.
People using a website to buy or sell items, would benefit from a freight calculator. The freight calculator would let them know how much postage to charge. The freight calculator would also let a prospective customer know if that freight calculator postage was fair. A freight calculator keeps people in business.
An example of a simple freight calculator equation for transporting livestock is as follows:
Use a freight calculator and input the number of miles between collection and delivery points.
Use the freight calculator to input the rate per mile.
Use the freight calculator to input the truck capacity in pounds.
Use the freight calculator to input the average weight per head.
Use the freight calculator to input the total number of head.
Click the ‘calculate’ button on the freight calculator.
The freight calculator will generate the results. The freight calculator will show you that the freight cost per load will be $650.
The freight calculator will also show you that the total freight cost will be $2,600,00
These figures are just an example of the capabilities and benefits of a freight calculator.


Dr. Hudson Golino
Department of Psychology
University of Virginia
Dr. Hudson Golino’s research focuses on quantitative methods, psychometrics and machine learning applied in the fields of psychology, health and education. He is particularly interested in new ways to assess the number of dimensions (i.e. latent variables) underlying multivariate data using network psychometrics.
He has been developing a new set of quantitative techniques and metrics, integrated in a general approach - termed Exploratory Graph Analysis (EGA), that is part of the relatively new area of network psychometrics. Particularly, he combines network science, information and quantum information theory, as well as computational methods to address fundamental problems in psychometrics, with the following goals: (1) to improve the estimation of the number of latent factors in an automatic (or semi-automatic) way, (2) to develop innovative fit indices for structural analysis and dimensionality assessment/reduction, (3) to improve the estimation and the interpretability of latent factors in intensive longitudinal data, (4) to develop new techniques for item analysis from a network psychometrics perspective (including, for example, network loadings, item parameters and new metrics of reliability), and (5) to construct general representations of structure built from intraindividual variability, quantifying the homogeneity of individuals using new metrics of complexity.
On networks and online Russian trolls: How can the total entropy fit index be applied to optimize the number of embedded dimensions used in dynamic exploratory graph analysis, and why does it matter
The current presentation will show how a new fit index for dimensionality analysis termed total entropy fit index can be applied to tune the number of embedded dimensions used in the dynamic exploratory graph analysis (DynEGA) technique. DynEGA uses dynamical systems and network psychometrics to estimate the number of (dynamic) latent factors in multivariate time-series of continuous or categorical data. For each time series generalized local linear approximation (GLLA) is used to compute n-order derivatives for each individual. The stacked matrix of derivatives (combined row-wise) is then used to estimate a network structure in which communities represent dynamical factors. GLLA requires the user to set the number of embedded dimensions to transform each time series into a time delay embedding matrix. In a Monte-Carlo simulation, we show that the total entropy fit index can be used in a grid search to find the optimal number of embedded dimensions. In an applied example, we performed DynEGA with the TEFI optimization on a large dataset with Twitter posts from state-sponsored right- and left-wing trolls during the 2016 U.S. presidential election. DynEGA revealed factors (in this case latent topics) that were pertinent to several consequential events in the election cycle, demonstrating the coordinated effort of trolls capitalizing on current events in the U.S. This example demonstrates the potential power of our approach for revealing temporally relevant information from qualitative text data.
Christensen, A. P., & Golino, H. (2021). On the equivalency of factor and network loadings. Behavior Research Methods, 53, 2563-1580. https://doi.org/10.3758/s13428-020-01500-6
Golino, H., Christensen, A. P., Moulder, R., Kim, S., & Boker, S. M. (2022). Modeling latent topics in social media using Dynamic Exploratory Graph Analysis: The case of the right wing and left-wing trolls in the 2016 US elections. Psychometrika, 87(1), 156-187. https://doi.org/10.1007/s11336-021-09820-y
Golino, H., Moulder, R., Shi, D., Christensen, A. P., Garrido, L. E., Nieto, M. D., Nesselroade, J., Sadana, R., Thiyagarajan, J. A., & Boker, S. M. (2020). Entropy fit indices: New fit measures for assessing the structure and dimensionality of multiple latent variables. Multivariate Behavioral Research, 87(1), 874-902. https://doi.org/10.1080/00273171.2020.1779642


Subnetting Tips, Tricks, and More Examples
Have a question? Email us at:
Improve Your Speed: While playing the game, you can increase your speed by using the Enter key to submit your answer, and pressing Enter again to advance to the next question.
In practice mode it works similarly except that if your answer is incorrect you can continue trying until you get it right.
This functionality has been tested in Internet Explorer, Firefox, and Chrome.
Improve Your Speed Even More: Check out our Math Questions which are specifically designed to help you improve your subnetting speed.
Note you must have at least a Free Account to use this feature.
-Thanks to Gabriel from the San Francisco Bay Area for his suggestion and inspiring us to create these math questions.
Q: Suppose I have a block size of 8 and I'm trying to find the IP range for the number 122.
Is there a faster way to get there than by starting at 0, and counting by 8 until I find 120 and 128 to know the range?
During the exam this will take too long! -Asked by Esrar from San Jose, CA
A: Great question! Yes, there is a faster way.
Once you know the block size, you can divide the IP number by the block size to find the multiplier: 122/8 = 15.something.
In this case the division results in 15.25 but the number to the right of the decimal doesn’t matter, which is why we wrote it as "15.something".
Now take the integer portion of that answer (15) and multiply it by 8, which gives you 120, which is the starting point you are looking for.
If you really hate doing division, (like if you are subnetting in your head), another helpful trick is to memorize all the multiples of 64: 0, 64, 128, 192, 256.
Now you can always start at the closest number and work up or down by your block size (unless your block size happens to be 128 in which case you start at 0,128,256).
For 122, that is closest to 128, so work backwards from there: 128-8 = 120, found it already!
Suppose the IP number was 93, then you could start at 64: 64, 72, 80, 88, 96- found it (88).
This significantly cuts down on how far you have to search.
After you’ve done this for a while, you can take it a step further and memorize all the multiples of 16 too: 0, 16, 32, 48, 64, 80, 96, 112, 128, 144, 160, 176, 192, 208, 224, 240, 256.
Once you have those numbers memorized you have much less counting to do, because you can start at any number and always be at most 16 away.
For 93 with block size 8, you would start between 80 and 96, adding 8 to 80 yields 88 – found it already.
However, note that if your block size is greater than 16, for example 32, you can’t use your multiples of 16 numbers.
Instead you have to use the multiples of 64 numbers to start with.
With more practice, this will become second nature.
As an example, if the block size is 2, you probably already figured out that every even number is a new block, and hopefully you don’t have to begin at 0 and count by 2 to find the starting number for say 105- you would instantly know that the starting number is 104 because you already know how to recognize and find the even numbers.
This same recognition will happen for multiples of 64 and 16 too once you memorize them.
Q: I am struggling with answering question type 2 for Class A and B addresses. (How many subnets and hosts per subnet can you get from the network 172.18.0.0/25?) Any helpful suggestions? -Asked by various people
A: First off, it is probably helpful to realize that on our site we only use the private IP address ranges.
We do this so that there is no question about what address class we are working in.
The private network ranges and the corresponding default masks are as follows:
- Class A = 10.0.0.0/8 (10.0.0.0 - 10.255.255.255), Default Mask: 255.0.0.0
- Class B = 172.16.0.0/12 (172.16.0.0 - 172.31.255.255), Default Mask: 255.255.0.0
- Class C = 192.168.0.0/16 (192.168.0.0 - 192.168.255.255), Default Mask: 255.255.255.0
The trick is, if the network begins with "10." then you know you have 24 bits to work with,
if the network begins with "172.X" then you know have 16 bits to work with,
and if the network begins with "192.168" then you know you have 8 bits to work with.
Once you know the number of total bits, the rest should be easier.
In the example given, 172.18.0.0/25, since it begins with 172, we know we are working with 16 bits total.
"/25" translates to 255.255.255.128, which tells us there are 7 bits for hosts.
(Use the cheat sheet to check this.)
Now that we know there are 7 bits for hosts, there must be 16 - 7 = 9 bits for subnets.
2^9 = 512 subnets.
2^7 = 128 hosts per subnet, but remember for each subnet we always have to subtract 2 from the number of available hosts to account for the network ID and the broadcast address, so we have 128 - 2 = 126 hosts.
The final answer is 512 subnets and 126 hosts per subnet.
Tip: to improve your speed, it is helpful to have the powers of 2 memorized: 2^1=2, 2^2=4, etc, up to 2^12=4096.
(You rarely would need to know beyond 2^12, and even if you did you can calculate it manually.)
Of course, if you use the cheat sheet we provide in the tutorial you don't need to memorize them, but ideally they will become second nature if you want to maximize your time in an exam.


Answer to interest rates and bond valuation worksheet part i: go to the federal reserve's web site to examine historical monthly. This example demonstrates an analysis of duration and convexity for a bond portfolio using of a bond portfolio's value to changes in the level of interest rates. If interest rates rise sharply in the future, long-term bonds may suffer such a sharp calculate the present value of a $1,000 zero-coupon bond with five years to interest rate or by using the duration formula which gives an answer of 6907. And changes in prevailing interest rates will affect the value of bonds in your the possibility that the value of the stocks may fluctuate in response to events.
Interest rates and bond prices move in opposite directions—for example, when market interest rates, bond prices, and yield to maturity of treasury bonds, a bond's maturity is the specific date in the future at which the face value of the bond. The present value of a bond is calculated by discounting the bond's future cash payments by the current market interest rate in other words, the present value of . Investing answers building and protecting your wealth through education current yield represents the prevailing interest rate that a bond or fixed however, let's now assume that the same bond is trading at a discount to its par value.
At first glance, the inverse relationship between interest rates and bond prices seems somewhat illogical, but upon closer upon maturity, a zero coupon bondholder receives the face value of the bond read answer . Bond valuation is the determination of the fair price of a bond as with any security or capital finally, where it is important to recognise that future interest rates are of how the price of a bond changes in response to interest rate changes.
If the interest rate rises, the value of the bond and if the interest rate falls, the value of the bond ______ (seerate your answers with one space. Learn the expected trading price of a bond given the par value, coupon rate, market will show the step-by-step solution to the bond valuation formula, as well as a chart to illustrate why bond prices and market interest rates tend to move in. $99005 a risky bond with par value of $1,000 has an annual coupon rate of 8% the 1-year forward interest rate for the second year must be the solution of. The value of a bond goes down when interest rates rise, and the value answer: at first glance, the inverse relationship between interest rates.
5 answers | 6 followers instead, you buy the bond at a discount to face value and it matures at face value equal maturity and will therefore lose value quicker if interest rates rise than a comparable maturity coupon bond. Why bond prices move inversely to changes in interest rate note also that my answer relates to zero-coupon bonds, which is what sal is explaining about in his b) that a par value, for a subsequent purchaser, works as a ceiling price. Ch 05 bonds, bond valuation, and interest sates if firm raises capital by selling new bonds, it is called the issuing firm, and the coupon rate is generally solution elementary differential equations and boundary value problems, william e. Explain why bond prices move inversely to market interest rates for present value and future value, and what types of questions do they help to answer. Bond valuation and bond yields these interest payments, paid as bond coupons, are fixed, unlike dividends paid on equities, which can be variable.
Principles of managerial finance solution lawrence j gitman chapter 6 interest rates and bond valuation instructor's resources overview this . Answers to problem sets 1 a spot interest rates interest rate pv of interest pv of face value pv of bond 10% $5,22154, $9,05063, $14,27217.
The question is: how does the prevailing market interest rate affect the value of a bond values fluctuate in response to the financial condition of individual.
The price of a pure discount (zero coupon) bond is the present value of the par to answer this question, we need to find the monthly interest rate, which is the . Generally, if interest rates have risen since the time of issue, the bond will sell to answer this, all we have to do is look back up to equation (5) and see that we .


1. Using Python for Exploratory Data Analysis and Statistical Inference: A Hands-On Short Course
- Dr. Melvin S. Munsaka, AbbVie
Python has become one of the most popular and powerful programming languages in recent years and is now one of the standard tools for data analysis. It has a mature and growing ecosystem of open-source tools for mathematics and data analysis. It has plenty of great libraries that implement various analysis and functions and because of its general-purpose nature, it is often a one-stop-shop for programming with great extensibility. Python also has great dedicated analytical libraries available not just for routine statistical use, but also for complex analyses and machine learning and is used across many scientific sectors. In this short course, students will learn how to use Python for exploratory data analysis, statistical inference, probability, visualization, and modeling. The course will provide some basics of Python and data structures and move onto how to use Python for exploratory data analysis and visualization, statistical inference, probability, and modeling. By the end of the course, the course participants should have a good understand of Python programming basics, load data into Python from different sources, rearrange and aggregate data in Python and its use in statistical analysis, including descriptive, inference, visualization, and statistical modeling. The course will also prepare the course participants for more complex statistical analyses and data science topics beyond those discussed in the course, including Bayesian analysis and machine learning, which will also be briefly discussed in the course.
Audience: Statisticians, data scientists, programmers
Required: This is a hands-on course. Thus, participants should have access to a computer with an internet connection. Although no basic knowledge of Python is assumed, an understanding of basic concepts in statistics will be assumed.


Sessions will be held Monday January 27th to Wednesday January 29th beginning at 1:00pm. These sessions are meant as extra help and are not mandatory.
The topics covered will be as follows:
Monday 27th: Polynomials and Exponents
Tuesday 28th: Relations, Graphing Lines and Solving Systems
Wednesday 29th: Measurement and Trigonometry
Thursday 30th: Provincial Exam
During each session we will be going over Provincial Exam review questions as well as helping students individually. To get the maximum benefit, students should try the practice questions at home first.


Updating formula for the sample covariance and correlation online dating sites in united state of america
Along with the running sum or average, keep a copy of the oldest datum used to calculate it.
As the new datum arrives, subtract off the oldest one, add the newest one, and divide by the window width $W$.
If stability does become an issue for you there are some other things that can be done.
Let's say that at time $t$ you have $\bar x$, $\text$ and $s^2$, and an observation, $x_$ and you want to have those three computed quantities at time $t 1$.
Here's how you can update them: $t=t 1\ e_t = x_t-\bar x\quad\text \bar x \text \ \bar x = \bar x e_t/t \ \text = \text e_t\cdot (x_t-\bar x)\quad\text e_t^2\ s^2 = SSE/(t-1) $ This calculation is much more stable than the raw calculation of $\sum_i^t x_i^2$ version (which you'll find in many old books, and which is not too bad when working by hand, where you can see when you're losing precision).
Note that while statistically independent variables are always uncorrelated, the converse is not necessarily true.
In the special case of , so the covariance reduces to the usual variance .
In the absence of information to the contrary I assume you want univariate calculations and you want the $n-1$-denominator version of variance.


After getting its Zorbit’s Math Adventure games into elementary classes across Canada and the U.S, St. John’s-based game maker Clockwork Fox has announced success at home.
Schools in the Newfoundland and Labrador English School District (NLESD) added Zorbit to its approved list of resources for its kindergarten to Grade 3 students. Earlier agreements to bring the platform to teachers and students across Canada and the U.S. include multi-year partnerships with the Ottawa Catholic School Board and the Greater Essex County School Board in Ontario.
“We’ve had such an incredible year, seeing Zorbit really take off across the country,” said Clockwork Fox CEO Ed J. Martin in a statement. “But nothing makes us more proud than being able to partner with schools in our own province.”
The Zorbit’s Math Adventure K-3 platform features game-based activities that help students develop their math skills and understanding of math fundamentals.
The platform offers teachers resources to help them plan and execute high-quality math lessons. It also allows them to identify students who are struggling, and find out what their problems are, as well as students who are excelling.
“In addition to the platform itself, teachers who sign up will receive access to our online professional development course, as well as live online PD webinars,” said Clockwork Fox’s Director of Education, Conrad Nickels.
“While the Zorbit games are what get the kids really excited, we’re equally invested in helping to support teachers.”
Zorbit’s Math Adventure recently launched in French, meaning that both English and French Immersion classrooms will be able to use the program. The math content in the platform aligns with the Newfoundland and Labrador math curriculum.
Clockwork Fox was backed in January 2016 by a $1 million equity investment , led by Killick Capital and Venture Newfoundland and Labrador. Venture NL is a public-private investment fund managed by Pelorus Venture Capital of Halifax. Killick Capital is a private St. John’s-based fund headed by Mark Dobbin. The other investors in the round were Newfoundland investors from Pluto Investments, Petten Holdings, and Joe Antle.


For Source information, return
to Why Music? Links and Info Page
- New Studies Support Original Findings
Music Lessons Help Improve Math Skills
- New research continues to show music lessons, especially
lessons, can help elementary school students score higher on
- math tests.
- In a 1999 report, Dr. Gordon Shaw of the University of
- Irvine studied three groups of second graders. One group
- piano lessons and used a special mathematics computer
- Another group used the mathematics program and also
- English training. A third group received only standard
- After four months of this training, the second-grade students
- group that received piano lessons and used the math
- program scored 15 percent to 41 percent higher on tests of
- and fractions than the students in the other two groups.
- In a 2000 report, Dr. Shaw studied the math test scores of a
- of second graders from inner-city Los Angeles who were
- piano lessons twice a week for a year. Shaw compared the
- scores of this group to the scores of elementary school
- affluent Orange County who did not receive piano lessons.
- The second graders from Los Angeles scored as well as
- graders from Orange County. Half of the second graders in
- study scored as well as fifth-grade students in Orange
- The study of music and improvement in math seem to be
- connected. These new studies add credibility to the results of
- research, when a specific link between music and math was
Sharon Begley, "Music On the Mind," Newsweek, July 24, 2000.
berksmusic.com Music Education Links
Return to berksmusic.com Main


Victor® 1228-2 12-Digit Printing Calculator
Victor® 1228-2 12-Digit printing calculator features cost-sell-margin quick calculation keys and large 17 mm digit size for clear visibility of display.
Victor® 1228-2 12-Digit printing calculator with two color roller printer prints negative numbers in red and positive numbers in black color. Printing calculator displays and prints current time and date.
- 12-digit display
- Large LCD and digits for easy viewing
- Displays and prints current time or date at the touch of a key
- 2-color printing; prints positive numbers in black and negative numbers in red
- Easily compute 2 different tax rates, such as city/county and county/state
- Equals Plus Logic feature
- Quick 2.7 LPS printing
- AC operation


Meet The Team
Dr. R D Chaudhari
Co-founderRaju is passionate about making everyday the greatest day of life. Raju is nerd at heart with a background in Statistics.
Raju looks after overseeing day to day operations as well as Focusing on strategic planning and growth of VRCBuzz products and services.
Raju has more than 25 years of experience in teaching field. Raju holds a Ph D degree in Statistics.
Raju loves to spend his leisure time on reading and implementing Machine Learning Concepts using statistical models.
Vaibhav has a decade of experience in software development, integrated frameworks for technology, process targeted at business process. Vaibhav is futuristic about latest technology and its applications in business.
Vaibhav has a keen interest in continually re-evaluating software and services delivery as an engineering science and has been deeply involved in evolving a flexible delivery model which adapts best practice in each discipline to unique users requirements while adhering to the strictest principles of quality management.
Vaibhav holds a Master in Computer applications degree. When not working, you will find Vaibhav playing with daughter Tisha.
Pooja is a programmer by profession and love to write articles on Python. She is highly interested in Python, Data Science and Machine Learning.
Pooja holds B.E. Computer Engineering degree. She loves teaching and learning new thing.
Dr. Fagun Shah
Fagun is a budding researcher in the field of Statistics. She holds Ph.D. degree in Statistics, her area of research is survey sampling, Statistical Inference. She has an experience of 4.5 years in teaching and looks foreword to transfer statistical knowledge to the millennial generation. Few of her research papers are published in renowned international journals and few are in communication. She desires to enrich her research and teaching skills.Facebook Linkedin Twitter Youtube
Dr. Milan Kansagara
Milan holds Ph.D. Degree in Mathematics, his area of research is Banach Algebra and Harmonic Analysis, a branch of pure mathematics. He has cleared NET and GPSC (Gujarat Public Service Commission) with first rank.
Milan enjoys teaching and problem solving in Mathematics. He has good hand on Real Analysis, Complex Analysis, Linear Algebra, Abstract Algebra and Differential Equation.
Apart from teaching Milan spends his time to guide the students for various competitive examinations in Mathematics like JAM, CSIR NET-JRF, GSET, GATE, NBHM, TIFR etc. More than 29 students had cleared such type of examinations under his guidance.
He has teaching experience of more than 13 years in the field of Mathematics at graduate level in Engineering and Science College.


At Carswell we believe that thinking is at the heart of mathematics and that it is an excellent subject through which to explicitly model and teach 21st century learning skills. Reasoning, decision making and communicating are key elements of mathematical thinking and are central to maths learning at Carswell. We encourage children to embrace decision making and explaining their thinking over and above ‘the right answer’, praising the process and effort over the final outcome.
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
National Curriculum 2013
Central to our teaching of ‘Number’ is Haylock and Cockburn’s connectives model which suggests that learning mathematics is about connecting experiences, language, images and symbols. For this reason, the use of concrete materials and images of mathematical concepts along with ‘talk’ are valued in our classrooms over and above a more traditional approach of considering only the abstract.
Haylock and Cockburn’s connectives model
Children use this model to help them to understand ‘number’ and to learn number facts so that they achieve deep learning of mathematical concepts.
Here is a great leaflet from Jo Boaler of Stanford University, to help parents support maths at home.


21 Demo: Simpson’s Paradox
.:rtemis 0.8.0: Welcome, egenn [x86_64-apple-darwin17.0 (64-bit): Defaulting to 4/4 available cores] Documentation & vignettes: https://rtemis.netlify.com
We are given a dataset of just two variables and are asked to explore it. Now, suppose we are quite new to this. We might start by looking whether the two variables are correlated:
We see that they are negatively correlated. We always hear people talking about p-values, so after a quick google search, we return to get a p-value for our correlation.
Pearson's product-moment correlation data: x and y t = -7.0313, df = 198, p-value = 3.242e-11 alternative hypothesis: true correlation is not equal to 0 95 percent confidence interval: -0.5515318 -0.3286346 sample estimates: cor -0.4469948
The correlation is highly significant!
What have we done wrong so far?
We should always begin by plotting data, if possible.
So let’s have a look. Let’s look at each variable by itself, first.
We don’t see much on the univariate plots. Or maybe we do. That first one looks like there’s two separate groups of points. Let’s look at the density plot of x:
Clearly, we want to plot them against each other.
OK - well, so what was that super significant negative correlation?
Let’s plot and draw the linear fit:
Well, sure, but that looks wrong.
Maybe we can cluster the dataset and plot again, grouping by cluster:
[2020-06-23 09:00:42 u.KMEANS] Hello, egenn [2020-06-23 09:00:42 u.KMEANS] Performing K-means Clustering with k = 2... [2020-06-23 09:00:43 u.KMEANS] Run completed in 0.01 minutes (Real: 0.41; User: 0.27; System: 0.02)
We could have done this all with a single mplot3.xy command too:
Ok, now let’s draw separate fit lines. If you specify a grouping variable and request a fit, mplot3.xy will draw separate lines for each group:
That’s pretty nice.
Now we suddenly get all fancy and want to color our points by their distance to the cluster centroid and play around with colors in mplot3.xy:
Simpson’s Paradox is often encountered in biomedical and social sciences. Read more about it here.


4B RaffaInstructor: Mrs. Raffa
The Common Core Standards expect all fourth graders to know their multiplication and division facts through the twelves tables. Students will be assessed on their automaticity of facts with 3.5 minute timings. In order to receive a 3 on the report card, they need to score at least 70 correct problems in 3.5 minutes. Please ensure that your child is practicing their facts nightly. Thank you!
- States of Matter Projects
- Here are some fun projects you can do at home with your child to reinforce the concepts we have been doing in school. These are completely optional. If your child completes a project, they can turn it in by Oct. 30th for a prize. Have fun!


SE424: Worksheet 1- Semantic Algebras
- Given the algebras of natural numbers and truth values (from lecture notes), simplify the following expressions, showing all steps in your simplification.
- ((six equals (two plus one)) ®
one  minus(three minus one)) plus two
- (two equals (true ®
one  two )) and true
- not (false) ®
not(true)  not (true)
- Complete the definition of the algebra for the payroll domain (page 3 of section 3 lecture notes) by defining these operations:
- Update-payrate: Rat x payroll ®
- Update-hours: Rat x payroll ®
Use the completed algebra to define a payroll stating that:
- Jane Doe has been assigned on payroll
- She is moved to the night shift
- She works 38 hours that week
- Use the algebra of dynamic array (with curried operators) and the algebra of payroll records to derive an algebra describing databases of payroll records. A database indexes employees by identity numbers. Operations should include ones for :
- Adding a new employee to a database
- Updating an employees statistics
- Producing a list of employee paychecks for all the employees of the database.
- Given the Domain Unit (lectures notes page 2 section 3) define an algebra for finite lists D* where Unit represents list of length zero, D represents a list of one element, DxD represents a list of length zero, D represents a list of one element and operations cons: D x D* ®
D*, hd: D* ®
D, tl: D* ®
D*, null: D* ®
Tr are defined.


Every 28 day month on the calendar has four heptagrams, one for each calendar color. A heptagram week is the seven day cycle that occurs on a single heptagram over the course of the month. Every day on the heptagram week is three days apart from every other day.
The pattern of Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday can be found in any of the four heptagrams in a month by advancing two points on the heptagram every time. For example:
- 2014.1.1 is a Sunday and is located on the red heptagram
- Two points further clockwise on the red heptagram week is the date of 2014.1.9 which is a Monday
- The next date in the series is 2014.1.17; Tuesday
- 2014.1.25; Wednesday
- 2014.1.5; Thursday
- 2014.1.13; Friday
- 2014.1.21; Saturday
If you're wondering why you must advance two points in the heptagram week's day to day progression, it will become completely apparent to you upon examining the line heptagram design:
Try viewing the interactive calendar and switching Heptagram Type to "Line" in the settings menu on the right. The line heptagram essentially provides a prediction mechanism for days of the week. By knowing one of the days of the week, you have enough information to name every other day as well.
Regular weeks in the month that do maintain the day-to-day continuum obviously consist of days of all four colors, two days for each of three of the four colors. The fourth color only has a single day in the week. For the first week of 2014, the example week we used above (day zero is not considered to be in a week), purple is the color that only has one day. You will notice that Wednesday, the day in the center of the week, is always the day of the week with the unique color.


Kappa Mu Epsilon
Kappa Mu Epsilon is a specialized honor society in Mathematics. KME was founded in 1931 to promote the interest of mathematics among undergraduate students. Its chapters are located in colleges and universities of recognized standing which offer a strong mathematics major. The chapters' members are selected from students of mathematics and other closely related fields who have maintained standards of scholarship, have professional merit, and have attained academic distinction.
The primary purposes of being a member of Kappa Mu Epsilon include the following:
- to further the interests of mathematics in those schools which place their primary emphasis on undergraduate programs
- to help undergraduate students realize the important role that mathematics has played in the development of civilization
- to develop an appreciation of the power and beauty possessed by mathematics, due, mainly, to its demand for logical and rigorous modes of thought
- to provide a society for the recognition of outstanding achievement in the study of mathematics at the undergraduate level
- to disseminate the knowledge of mathematics and familiarize its members with the current progress in this important area of human interest.
National Conventions of Kappa Mu Epsilon are held in the odd numbered years. Conventions usually commence on a Thursday evening of an April weekend and continue through noon Saturday. These afford students and faculty an opportunity to travel to a host chapter school and meet other students and faculty from across the country. The main feature of each national convention is the presentation of papers by student members of KME. These talks are of high quality and the presenters spend much time in their preparation. Official business at the national convention is transacted by members of the National Council and by student delegates selected by each chapter. Items appearing before the convention concern the election of officers, voting on motions to amend the constitution or by-laws, voting on motions relating to establishment of new chapters and deciding matters concerning the society.
The Pentagon is the official journal of the society: it is published semi-annually in December and May. Articles of interest to undergraduate mathematics students are included, assisting the society in achieving its objectives. News items about various chapters and their activities, as an aid to establishing ties between the chapters, are also included, as are book reviews and problems.
If you are interested in joining KME please contact the Mathematics Department chair for more information.


In engineering, finding a value analytically is not always easy or feasible, and in this case, you might want to use a way to approximate a value. The dichotomy method is a way to find the approximate value where a function equals zero, it is doable by hand and with the computer.
What is this method all about and how to implement it? The idea behind this method is that we have an interval and we know that in this interval, the function equals zero at some value, we don't know what that value is but we'll try to get as close as possible to this value.
Let's call our lower and upper boundaries a and b, the next step is to get the value halfway through a and b, let's call it c. If the value at which the function goes through zero is between a and c then (if we consider that the function is strictly increasing or decreasing in the given interval),f(a)f(c)<0, otherwise, f(a)f(c)>0. Same for b and c. Then, we keep c and the boundary (either a or b) that gives us a new interval containing the value at which the function equals zero as our new boundaries and we start all over again until our interval is small enough.
This is probably somewhat confusing without an example so let's see what it would look like in an example.
We'll use this method to find, for what value the exponential function equals 10. This is the same thing as asking:
For what x, does f(x)=10 with f(x)=ex ?
However, the dichotomy method is used to find a value of a function where the function equals zero, not ten. To work around that we can rewrite the question as: For what x, does f(x)=0 with f(x)=ex-10 ?
And just like that, we can go ahead and use our method to find,
for what x, does ex-10=0 ?
First of all, let's graph f(x)=ex-10
Secondly, let's choose our interval: let's say that our lower interval is a=0 and our higher interval is b=10.
The next step is to calculate the middle point: c=(a+b)/2=5
Now, let's calculate:
Evidently, the value we search is between x=0 and x=5, but we can show that by showing that f(0)*f(5)<0 (this means that one boundary is below zero and the other is above zero).
Let's start this process all over again, with our new boundaries being 0 and 5, and our new midpoint being therefore 2.5:
And again, we start over with our new boundaries being 0 and 2.5 (midpoint=1.25)
Here, we'll take 1.25 and 2.5 as our new boundaries (midpoint=1.875). If we keep going until there is a distance of 0.05 between our two boundaries, we get this graph:
In this case, our final boundaries are a≅2.27 and b≅2.30.
Let's check that this is a coherent result by calculating:
c=(a+b)/2=2.285 and then:
Which is somewhat close to 0, if we wanted to have a better value, we could have continued until we had a smaller interval. Anyway, now that we know that ex-10=-0.17, then, we know that ex=9.83, with x=2.85.
This is the implementation I used to get those neat graphs (you can also download it below):
import math import matplotlib.pyplot as plt import numpy as np def f(x): #Change this to whatever function return math.exp(x)-10 precision=0.01 a = 0 b = 4 c=(a+b)/2 x = np.linspace(a,b, 10000) y = list(map(f, x)) plt.plot(x,y) #plotting the graph plt.axvline(x=a, color='red') #these are the red lines showing the changing boundaries plt.axvline(x=b, color='red') while abs(a-b)>precision: #this is where everything interesting happens plt.axvline(x=c, color='red') if f(a)*f(c)<0: b=c else: a=c c=(a+b)/2 print(a,b) #showing the final interval plt.show()
Just for the fun of it, let's change the function to f(x)=x3-1 and the boundaries to a=-5 and b=5. This is the graph we'd get:
Thanks a lot for reading my article, and please consider subscribing to my newsletter, it's free and keeps me motivated!


Who is the Greatest
The Ranking Of Bragg Hands
In this article I describe how the ranking works for different hands in the card game bragg. There are a number of different versions of bragg and I will describe the most popular version here. I will start with the highest rank of hand and will also include the probability of obtaining each hand and the amount of possible combinations for each hand. A prial A prial is where you have three cards of the same number or rank. The highest prial is actually a prial of threes, where most people would presume it would be a prial of aces. The prial of aces is the second highest rank of prial and a prial of twos is the lowest rank.
There are fifty-two possible combinations of prial and the probability of being dealt this hand is 0.24%. Running flush A running flush is where you have three cards of the same suit in a sequence. Unlike in poker where ace, two, three, four, five would be classed as the lowest rank of running flush, in bragg ace, two, three is the highest. This is followed by ace, king, queen, and four, three, two is the lowest.
There are forty-eight possible combinations of running flush and the probability of being dealt this hand is 0.22%. These figures of probability and possible combinations are actually quite strange as it shows that it is slightly easier to obtain a prial than a running flush. You would therefore think that the royal flush would be the highest rank of hand in bragg, but of course, as already explained it isn't. A Run A run is where you have three cards which are not all of the same suit in a sequence. As with the royal flush ace, two, three is the highest rank of run, followed by ace, king, queen. Four, three, two is the lowest rank of run. There are seven hundred and twenty possible combinations of run and the probability of being dealt this hand is 3.26%. Flush This is where you have three cards of the same suit which are not in a sequence.
As in poker the highest rank of flush will have an ace in. If two people on the table have an ace flush, it is then decided who wins by the rank of the second highest card. At times people have the same rank of highest and second highest card, at this point the rank of the lowest card comes into play. For example player one has ace of clubs, queen of clubs and five of clubs. Player two has ace of spades, queen of spades and four of spades. In this example player one would win. There are one thousand and ninety-six possible combinations of flush and the probability of being dealt this hand is 4.96%. Pair This is where you have a pair of the same rank with a spare card. Where two people on the table have a pair, it is the player with the highest rank of pair which wins.
If both players have the same rank of pair, the one with the highest rank of its spare card wins. Strangely enough over ninety percent of hands are no higher in rank than a pair. There are three thousand, seven hundred and forty-four possible combinations of pair and the probability of being dealt this hand is 16.94%. High card This is where you have no combinations and basically just have a high card. The highest rank of card in this situation would be the ace and the lowest a two. There are sixteen thousand, four hundred and forty possible combinations of high card and the probability of being dealt this hand is 74.39%. As you can see it is not easy to obtain a decent hand in bragg and in fact most hands which are dealt are pretty rubbish. This is why it is such a great game for people who like to bluff.
Bragg is a very popular game in social clubs and card schools up and down the country and is an ancestor to poker. As well as three card bragg, people also play a seven and nine card version.
Who is the Greatest Articles
Who is the Greatest Books
Who is the Greatest


American Printing House for the Blind, Inc.
Works with your Apple® iPad® or iPad mini® running iOS 7® or later!
While there are hundreds of math drill and practice apps on the App Store℠, most of them are not accessible to students who are blind. APH's Math Robot™ was designed for students who are blind and visually impaired, as well as sighted students, making it ideal for use by an entire class.
A flashcard format and a smart "know-it-all" math robot character provide fun drills and practices for simple math problems. The app is both self-voicing and accessible with Apple's VoiceOver.
Math Robot automatically announces the problem, or if VoiceOver is running, it uses the screen reader to announce and control the app functions. For sighted students, Math Robot intelligently enunciates and repeats the problem.
When using a refreshable braille display, like APH's Refreshabraille 18™ Bluetooth device, the built-in VoiceOver screen reader shows the problem in braille and allows the user to enter his or her answers using the display's braille keyboard. Set VoiceOver to display the problems in literary U.S. English Braille, Unified English Braille, or Nemeth Braille.
In order to input your answers in Nemeth braille, your braille input should be set for eight-dot uncontracted braille. You are then be able to input Nemeth characters one at a time and without the number sign.
Teachers and parents can: set the range of numbers to use for drills; select the operations to use; set the number of tries, and set a time limit allowed to answer each problem. A low vision mode adds extra contrast.
Recommended ages: 6 years and up.
Available on the App Store at itunes.apple.com/app/math-robot/id704570512.
Notice: Accessibility of APH Websites


Plagiarism is simply passing someone else's work off as your own, and is considered a serious offence in mathematics, copying a definition or the statement of a theorem is not considered plagiarism but for a long proof, it is much better to read it, absorb it and then write it in your own words, perhaps adding extra details. Project maths, paper 2 – higher level instructions there are two sections in this examination paper marks will be lost if all necessary work is not clearly shown answers should include the appropriate units of (iv) add the line of best fit to the completed scatter plot above (v) use the line of best fit to estimate the annual. Leaving certificate strand 1 statistics and probability effect on mean by adding constant student activity on adding constant effect on mean by multiplying by a constant student activity on multiplying by constant effect on mean by adding a new data item student activity on adding a new data item stem and leaf. And the ingenuity of his statement is there before us to see, in this internet era objectives: my objectives to achieve upon completion of the additional mathematics project work are: 1 to realize the importance and the beauty of mathematics 2 to prepare myself for the demands of my future show more. 2012 add math project work part 1 part 1 a) b) polygon is defined as a closed, 2-dimensional shape made up of three or more straight line segments connected end to end to end polygons have been known since ancient times the regular polygons were known to the ancient greeks, and the.
Should also demonstrate a positive work attitude and value and display creative imagination and students may even do the csec additional mathematics as an extra subject simultaneously with cape this paper comprises a project requiring candidates to demonstrate the practical application of. We students taking additional mathematics are required to carry out a project work while we are in form 5this year the curriculum development division, ministry of education has prepared four tasks for us we are to choose and complete only one task based on our area of interest this project can be done in groups or. Additional mathematics project work 2 2014 oliver 5s2 sekolah menengahkebangsaan serian addititional mathematics project w additional mathematics project work 2 2014 oliver 5s2 introduction this project needs to be done to additional mathematics project work 2.
Assist student on their add maths project we will do everything for you addmaths project selangor 2017 start delivering ready by email o make your work easier without doing anything, we will sent to you full answer in pdf form just print and send to your teacher it is just rm60 follow steps in fb :add maths project,. A team of mathematical researchers (and frequent mmp collaborators) are working with the bbc on an innovative project, bbc pandemic read more nrich on step is an additional mathematics examination which forms part of conditional offers to applicants for mathematics, and some read more celebrating.
Additional mathematics advanced fsmq 6993 additional mathematics fsmq (6993) mark scheme for the find a point on the circle and then use pythagoras m1 to find radius a1 m1 b1 a1 3 complete the square centre radius accept correct answers with no working 4 0 0 0 sin 4cos tan 4 7596. The school mathematics project is a developer of mathematics textbooks for secondary schools, formerly based in southampton in the uk now generally known as smp, it began as a research project inspired by a 1961 conference chaired by bryan thwaites at the university of southampton, which itself was precipitated. Project work, compalsory in additional mathematics provides opportunities for pupils to apply the knowledge and skills learned in the classroom into real-life situations project work carried out by pupils includes exploration of mathematical problems, which activates their minds, makes the learning of mathematics more.
Guidelines for the implementation of additional mathematics project work form 5 2012 (student's edition) every student taking additional mathematics in form 5 is required to carry out a project work the aims of carrying out this project work are to : i) develop mathematical knowledge in a way which. Add math project 2/2016 name: teh ming yang class: 5c my card number: 991216-14-6157 school: wesley methodist school kuala lumpur (international) similarly, i will learn the virtue of working together as i will be helping and receiving help from my fellow peers in the production of this project also. Folio additional mathematics project work 1 - integration - free download as pdf file (pdf), text file (txt) or read online for free project work 2011 :d. Well,i had got my answer but the problem i have now i dont know how to rewrite or type it into word when it comes to square root and fractionand i was searching for this right now if u can teach methen we have the deal i will give my answer source: sample answers add math project work 2013 kedah about heron`.
Spm, add maths, additional mathematics, project, 2017, spm2017, assignment, answers, full, complete, guide, answers scheme, sample, form 5, reference, linear law, application, real life i also put in a lot of hard work in order to complete this project i also did not give up in doing my project, i have.
Maths project work class 9, maths project work class 10, wwwmaths project work com, maths project work for grade 1, maths project work ideas, add maths project work index number, project works in maths, add maths project work johor 2013, add maths project work johor 2014, maths project work model. Additional mathematics project 2012 done by: group 6 class : 5p school: wesley methodist school table of contents no 1 2 by using the dimensions found, find the volume of the frustum using the formula, volume = ( working: since area = ( ) ( ) ( )( ), x √ ) by using trial and error, let x = 7, and r = 3, find the length of h. The final weeks of the school year have arrived and finding ways to keep your kids actively engaged in the math classroom is more challenging than ever having students work on math-related projects is a great way to keep their attention and break up the monotony of the normal classroom routine.


From here, you can get complete information about this 9th Class Assessment Scheme 2023 Mathematics Science Group Assessment Method Lahore Board. If you are from Lahore board and you belong to 9th class science group then you need to know about your math subject assessment scheme 2023. This math paper has total 75 marks and you have to finish this paper exactly in 03:00 hours. Below are the further evaluation scheme 2023 details of this maths paper for class 9th students.
- There are total 17 chapters in this 9th class maths book. Chapter 1 has a weightage of 8%. This chapter is given 9 marks. 1 MCQ will come from this chapter. There will be total 2 short questions and 1 essay type question from this chapter 1.
- Then Chapter 2 carries a weightage of 8%. 9 marks have been assigned to this subject chapter. 1 MCQ and 2 short questions, 1 essay type question will come from the same Chapter 1.
- Moving on to Chapter 3, it has a weightage of 8% and consists of A total of 9 marks have been given to this unit. You will have 1 MCQ, 2 short questions and 1 essay type question from this unit 3.
- Then we have Chapter 4. The weight of this unit is 8%. Its maximum and total number is 9. From this chapter, 1 MCQ and 2 short questions along with 1 essay type question will definitely come.
- Chapter 5. This chapter has about 5% weightage. It has total 7 marks. Only 1 MCQ. 1 short question and 1 essay type question will definitely come from this Unit 5.
Assessment Scheme 2023 Maths Science Group- What is the Assessment Method?
- Similarly, the rest of the chapters and units will have the same weighting format. This 9th class math book has only 17 chapters. In this simple and easy paper you can easily get full marks.
Other Boards having the same standard for Mathematics for 9th Class Evaluation Scheme like Lahore Board including:
- Gujranwala Board
- Faisalabad Board
- Multan Board
- Sahiwal Board
- Sargodha Board
- Rawalpindi Board
- Bahawalpur Board
- DG Khan Board
Just check this 9th Class Assessment Scheme 2023 Mathematics Science Group Assessment Method Lahore Board in detail. If you also want to know about 9th class other subjects assessment scheme 2023 then wait for a while. We will definitely share with you. As a 9th standard student, you should know how to evaluate each of your subjects.


How to Create a Profitable Trading System
Create a trading system with a positive expected value.
The expected value of your trading plan is how much you will gain or lose based on the statistics. Expected value is calculated by multiplying the probability of being right by the reward and subtracting the reward from the probability of being wrong by the loss.
Expected value = Probability (correct) * Reward (correct)-Probability (incorrect) * Loss (incorrect)
To calculate the expected value of a trading system, you need to know the probability of profit and the expected reward potential. Additionally, you need to know the probability of losing and the potential for losing.
First, you need to have a risk management system in place to base the size of your wins and losses. Let’s say you will limit the size of the loss to $200 and the size of the gain will be $60. The rate of return for a strategy with this risk-reward is 76.7%, meaning you need to win more than 76.7% of your trades to make money.
Now you need to backtest a trading system who wins more than 76.7% of the time. Strategies like this are best used with options since the profit probabilities are given when entering the trade. If you sell put options on a stock index with a delta of 0.15, you should earn about 85% of your trades over time.
However, the option delta is the percentage chance that an option will be ITM at expiration. If you take profits and manage them before expiration, this number will make less sense. You need to perform a backtest and know how often you will take profit against a stop loss. If you make a profit on at least 77% of your trades, you will at least break even in this example.
The amount of money you make or lose in the stock market is a simple statistic. You need to create a positive expectancy system based on success rate and risk-reward.
If you skew the stats in your favor, you are bound to make a profit on many trading events. Options are advantageous for statistical traders since the profit probabilities are generated by the Black-Scholes model.


I wouldn’t have made it this far in math without enjoying the pleasure of teaching and sharing knowledge, and am glad to currently be in a position and at an institution that values teaching and instructor development. I have taught the following courses as primary instructor, and many more as recitation/lab instructor:
MATH 112 – Calculus 2 (Spring 2023)
MATH 213 – Calculus 3 (Fall 2022)
MATH/CMPS 2170 – Intro to Discrete Math (Spring 2021)
MATH/CMPS 2170 – Intro to Discrete Math (Fall 2020)
MATH 1230 – Statistics for Scientists (Fall 2019)
MATH 1110 – Probability and Statistics (Summer 2017)
MATH 1160 – Long Calculus II (Spring 2017)
I’m currently part of the Red ’22 Project NExT cohort, and I am interested in innovative teaching, alternative grading, and active and participatory learning.
Some of my favorite teaching experiences have been with the Center for Academic Equity at the Tulane University of Louisiana. I was an instructor for their NTC Summer Experience in 2017 and 2018 and have also led Calculus workshops for students affiliated with the Center during the semester.


Monster Multiplication Wheels
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Teach and reinforce the multiplication facts from 1 to 12 with easy-to-make, easy-to-use learning wheels. All types of learners will love this engaging and hands-on way to practice and master key facts independently! Students turn a wheel to find and solve each multiplication fact. To check themselves, they simply lift a flap along the way to reveal the answers. Also includes wheels for practicing mixed facts, quiz sheets, and more! For use with Grades 2-4.
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The Vancouver Summer Program with UBC Science provides students with the opportunity to study at a top international research university and experience local Vancouver culture.
What you might expect/course format
Courses with UBC Science include in-class and lab portions taught by UBC faculty members, graduate students, and guest lecturers. Courses also include short field trips and other engaging learning opportunities. Students can expect team-based learning activities and assignments.
Check out VSP Integrated Sciences’s page here!
*This course package is canceled for June and July 2023. Students who have applied for this package are encouraged to consider switching to other course packages available.
Game theory is the study of mathematical models of conflict and cooperation between intelligent rational decision-makers. As such it is applicable to a wide range of behavioral relations, and is now an umbrella term for the science of logical decision making in computers and organisms. Game theory has been widely recognized as an important tool in many fields including computer science, biology, economics, political science and psychology. In this course we will consider representations of games (normal, extensive, and characteristic-function forms), game types (cooperative/non-cooperative, symmetric/asymmetric, zero-sum/non zero-sum, simultaneous/sequential, etc.), history, awards, and game theory in popular culture.
The mathematic definition of symmetry is that an object is invariant to various transformations; including reflection, rotation, or scaling. Mathematical symmetry may be observed with respect to spatial relationships, through geometric transformations and other kinds of functional transformations, with respect to the passage of time, as an aspect of abstract objects, theoretic models, music, and language. Symmetry in everyday language refers to a sense of harmonious proportion and balance. In this course we investigate symmetry and asymmetry in mathematics, physics, chemistry, and biology, and in the arts, specifically architecture, fine art, and music.
For VSP Integrated Sciences-specific questions, email Mary Anne Lyons at email@example.com
– VSP Science Student, 2019


A Fibonacci online betting system relies on numbers in the Fibonacci sequence. If you don’t know what this is, it’s a series of numbers in which you add the prior two numbers to get the next one. So it starts 1, 1, 2, 3, 5, 8 and 13. It then starts to grow at a faster rate as the added numbers get bigger: 21, 34, 55, 89, 144, and so on.
One way in which the Fibonacci sequence works has to do with the game of craps. Basically, once you’ve established your point on the dice, you want to match it before you roll a seven. The average probability that you will “seven out” (roll a seven before your point) is 0.66 on average, although it varies with the specific point. If you define losing as “sevening out” six consecutive times, the odds of losing fall to 0.08, which means you have a 0.92 chance of winning. Winning five times consecutively is also a fairly rosy proposition (0.65 chance), and even winning eight times in a row is better than even odds (0.51). Using the Fibonacci sequence with craps and sports online betting can yield up to a 30 percent profit, winning between 5 and 8 times in a row.
Here’s how it works. You start with $400, and you’ll use this until you either have $500 or $0. (Remember, you shouldn’t gamble with money that you need to pay bills or buy groceries. This should be money that you won’t mind losing. If you need the money, don’t do this).
Now, start by betting Fibonacci numbers, in sequence, on the pass line. Put down $1 to start. If you don’t match your point but instead seven out, put $2 on the pass line. If you seven out again, bet $3. Keep going down the Fibonacci sequence. If you do hit your point, start the sequence over it.While you’re doing it, take the 10x odds behind the line. Don’t pay any attention to results on the come-out roll, because your outcomes there are small. The game play that is important starts when the point has been set and the 10x odds are out there. Keep going until you have $500 in front of you, or if your money is all gone.
One potential problem with this strategy is that the pit bosses know that people like to use it. You might not think that they’re paying attention to you, because of all the chaos that ensues around a craps table. The truth is, though, that there are cameras aimed at just about every person in a casino. Once you start to have a little success, you get an increasing level of scrutiny. The end result is that pit bosses may start to take notice and then urge you to move on and play elsewhere – if the strategy works.
How to use the Fibonacci System for MLB online betting?
Some criticisms of the Fibonacci strategy for craps and MLB betting includes the fact that it’s unnecessarily complex. Simply doubling your bets each time accomplishes a similar result. However, the bets don’t accelerate as quickly in terms of dollar value, which means that payouts don’t accelerate as quickly either. Other people criticize the strategy for a lack of excitement. However, the fact that you have a strategy in place to win money should (one would think) be exciting, even though it involves less random behavior than putting down bets without any thought to proportion or amount. Over time, this should bring in winnings that are fairly reliable, at least until you draw the ire of the casino staff. After all, they definitely don’t like a winner, even though everyone else does.


Math disability like other leaning disorders can stand in the way of children’s potential to success. As with other learning problems, early recognition of mathematical disability is the first step toward helping the struggling children to overcome it. Many parents commonly dismiss math difficulty as a normal part of life especially they too struggled with math when they were young. Many people think that math is a subject that either come naturally to a person or remains forever out of intellectual reach.
Mathematical skills are often cumulative in nature as one skill building upon previous learned skills. For example, algebraic manipulation would be impossible without an understanding of basic arithmetic. Similarly, the effects of math disabilities are also cumulative. Computational weakness can keep children from reaching high level mathematics regardless of that children’s potential for abstract mathematical thinking. Because of this, young children with math disabilities stand the best chance of reaching their potential when developmental differences are dealt with promptly before children loss confidence or develop a fear of math.
There are no single math disability because mathematical disabilities are as varied and complex as those associated with reading. In math, there are some arithmetic disabilities which can exist independent and some are the learning disabilities that can effect children’ language processing during learning. Some children experience emotional blocks as overwhelming as preclude their abilities to think responsibly and clearly when attempting math and these children are disable. But unfortunately, researchers areattempting to classify these yet to be validated or widely accepted, so caution is required when considering descriptions of differing degrees of math disabilities.
Children with disorder in math are specifically included under the definition of learning disabilities. In many Middle School Tutor Sydney, special education services are provided exclusively on the basis of children’s reading disabilities. Few children are provided substantive assessment and remediation of their math disabilities even after being identified as leaning disabled. Many learning disabled children have persist trouble to memorizing basic number facts in all operation which are add, subtract, multiplication and division. Some people think that learning disabilities in math refers to unexpected learning problems after classroom teachers or other trained professionals have provided the children with appropriate research based mathematics interventions for a sustained period of time.
The term “dyscalculia” has been used for many years to refer to a math disability. Dyscalculia is a brain based condition that make it hard to make sense of math concepts. Some children with dyscalculia can’t grasp basic number concepts and they work hard to learn and memorize basic numbers. At the other hand, many children understand the logic behind the math but they are not sure how and when to apply their knowledge to solving problems. But today, the terms learning disabilities in math and mathematical disability are more commonly used for individuals who exhibit continued difficulties in why the learning lab and applying mathematical skills and concepts. A research shows that in average 5% to 8% of school age children are identified as having as mathematical disabilities. There are many strategies and tools that help children to deal with dyscalculia or mathematical disabilities.


Bounds on the minimum distance of linear codes
Bounds on linear codes [35,6] over GF(5)
ConstructionConstruction type: DG1
Construction of a linear code
[35,6,24] over GF(5):
: [35, 6, 24] Quasicyclic of degree 5 Linear Code over GF(5)
QuasiCyclicCode of length 35 with generating polynomials: x^6 + 4*x^5 + x^3
+ 4*x^2, x^6 + 4*x^5 + 2*x^4 + 3*x^3 + x^2 + 4*x, x^6 + x^5 + 4*x^3 + 4*x^2,
4*x^6 + 2*x^4 + 4*x^3 + x^2 + 4*x, 4*x^6 + x^5 + 4*x^4 + 2*x^3 + 4*x
last modified: 2003-07-07
From Brouwer's table (as of 2007-02-13)
Lb(35,6) = 24 DG1
Ub(35,6) = 24 is found by considering shortening to:
Ub(33,4) = 24 Ma
R.N. Daskalov & T.A. Gulliver, Bounds on minimum distance for linear codes
over GF(5), preprint, Nov. 1997.
T. Maruta, On the nonexistence of linear codes attaining the Griesmer
bound, Geom. Dedicata 60 (1996) 1-7.
T. Maruta, On the nonexistence of linear codes of dimension four attaining
the Griesmer bound, pp. 117-120 in: Optimal codes and related topics, Proc.
Workshop Sozopol, Bulgaria, 1995.
T. Maruta, The nonexistence of [116,5,85]_4 codes and [187,5,139]_4
codes, Proc. 2nd International Workshop on Optimal Codes and Related Topics
in Sozopol (1998), pp. 168-174.
T. Maruta & M. Fukui, On the nonexistence of some linear codes of dimension 4
over GF(5), preprint, 1995.
T. Maruta, M. Takenaka, M. Shinohara, K. Masuda & S. Kawashima, Constructing
new linear codes over small fields, preprint 2004.
- All codes establishing the lower bounds where constructed using
- Upper bounds are taking from the tables of Andries E. Brouwer, with the exception of codes over GF(7) with n>50.
For most of these codes, the upper bounds are rather weak.
Upper bounds for codes over GF(7) with small dimension have been provided by Rumen Daskalov.
- Special thanks to John Cannon for his support in this project.
- A prototype version of MAGMA's code database over GF(2) was
written by Tat Chan in 1999 and extended later that year by
Damien Fisher. The current release version was
developed by Greg White over the period 2001-2006.
- Thanks also to Allan Steel for his MAGMA support.
- My apologies to all authors that have contributed codes to this table for not giving specific credits.
- If you have found any code improving the bounds or some errors, please send me an e-mail:
codes [at] codetables.de
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Last change: 27.03.2010


Marcus du Sautoy
Marcus du Sautoy is a British mathematician, author, and populariser of science and mathematics. In 1996, he was awarded the Title of Distinction of Professor of Mathematics at the University of Oxford and in 2008, he was appointed to the Simonyi Professorship for the Public Understanding of Science and a fellowship at New College.
1 book on the list
Winner of the 2016 Baillie Gifford Prize for NonfictionA profound and profoundly important book--a moving personal detective story, an uncovering of secret pasts, and a book that explores the creation and development of world-changing legal concepts that came about as a result of the unprecedented atrocities of Hitler's Third Reich.East West Street...


EXHIBITS > Measurements with man as measure >
Calculating the distance of a ship from the shore
From the point of the shore which is found opposite the ship, we cover (perpendicularly) at length of the shore a random distance (eg 20 steps) where we place a stick and at its extension we cover an equal distance (of 20 steps). Afterwards, we walk (perpendicularly) inland up to the point where we can aim the ship through our stick. Then (due to the shaping of two equal triangles) our distance from the shore equals the requested distance of the ship from the shore. This method, which is attributed to Thales of Miletus, was also used to find the width of a river, α cliff, etc.
SOURCES: "Proklos Diadochos, A Commentary on the First Book of Euclid's Elements"


Tah-dah! I finished this top this morning. With the Square in a Square blocks finished and borders added it really looks different than yesterday.
The blocks finished to 11" square. The borders make the overall size about 39" square. The border fabrics were both trimmings from quilt backs. There wasn't much of the red print left.
The blocks in the center of the Square in a Square blocks were 6½" unfinished. I used 8" squares cut in half for the triangles. This was a bit oversized and I trimmed the finished block to 11½ inches.
Rather than doing math to figure out the size of the triangles, I used the grid on my cutting mat and a ruler. I placed a 6½" block, on point, with the center 5¾" from each edge; i.e., centered in an 11½" square. I laid the ½" line of a ruler on the lower left edge of the block. The edge of the ruler crossed the edges of the 11½" square at the measurement needed for my triangles.
I've made 2 tops using only stuff from my scrap drawer this month. Tomorrow, I plan to work on borders for the Scrappy Hearts quilt top. I know I won't finish tomorrow and I'll be out of town for most of the holiday weekend. Hopefully, I can finish that UFO before I leave on vacation next Thursday.


Soaring in STEAM (SIS) After-School Program at PHCSE!
Starting January 29, 2018
2501 Main Street, Penn Hills, PA, 15235
More than academics… a place to Learn. Develop. Have Fun. Succeed!
- Enhanced academic program for students in grades 6, 7, 8 (Monday through Friday immediately after school until 6:00 p.m.). All staff are college educated and have received clearances as required by state law.
- STEAM classes: Classes for Science, Technology, Engineering, Arts, and Math curriculum utilizing creative approaches.
- Homework help: Instructors will be available to assist students with homework as needed.
- Arts programs including drumming, dance, and chorus.
- Transportation and snack provided
- NO Fee
SIS is an after-school academic enrichment program for 6th-8th grade students that offers academic support in the areas of Math and ELA, as well as builds support in the areas of character to help craft inspiring entrepreneurs. The program offers a learning environment that stimulates interest and participation from the students by allowing them to refresh and expand math, reading, and social skills in a creative educational environment three hours per day, five days per week, until June 7, 2018.
Focusing on academic, entrepreneurial, and social enrichment, as well as community service and recreation, the SIS Program provides participants with an educational and fun experience. Youth participate in reading and math activities on a daily basis, as well as activities to advance computer and arts skills. Students will also participate in experiential seminars provided by local agencies.
The hours of operation are January 29 – June 7, 2018, Monday through Friday from 3:00 p.m.-6:00 p.m. The Program is FREE for all participants.


In The Art of Logic, Professor Eugenia Cheng presents an accessible introduction to mathematical logic, not for its own sake, but in pursuit of a more human kind of truth.
Professor Cheng ultimately explains intelligent rationality and how to have good arguments without needless antagonism. She shows how logical arguments relate to emotional arguments, and how to use them more effectively together.
Three things particularly impressed me about the book:
- Using concrete examples to introduce and explain abstract concepts, all the way through
- Examples that matter - misogyny, racism, and privilege
- Linking two seemingly unrelated topics, in this case logic and emotions
In fact, the book drew me in from the start, by touching on a personal experience.
How to think
In the book’s introduction, Professor Cheng challenges the orthodoxy that pure mathematics only exists to support applied mathematics, referring to:
the mistaken idea that the whole point of maths is to turn life situations into equations, and solve them using maths
Professor Cheng calls this a ‘chain of intermediaries’:
pure mathematics → applied mathematics → science → engineering → numerical world
The classic XKCD cartoon ‘Useless’ illustrates the limitation of this way of thinking - that you can’t use a formula or numbers on an emotional argument:
Professor Cheng motivates her work and introduces the rest of the book with this alternative:
Mathematics in school may well be mostly about numbers and equations, but higher-level mathematics is about how to think, and in this way it is applicable to the entire human world, not just the part involving numbers.
This leads to the book’s key argument: not only can logic help with the rational part of an emotional argument, we can use analogies to link logical arguments to human emotions.
I love this book’s examples more than anything else about it. Much non-fiction focuses on concepts and techniques lacks a motivating example that answers editors’ classic question, so what and why do I care?
Introductions to logic rarely use more interesting examples than rain in Kansas, say, before discarding analogies to human affairs and continuing using only symbols. You can experience exactly that for yourself by attempting to read the Wikipedia page on propositional calculus.
The Art of Logic, meanwhile, maintains such a good balance between the examples and the mathematics that I simultaneously read it as:
- an accessible introduction to propositional logic, predicate logic, and category theory, and
- a thought-provoking analysis of misogyny, racism and privilege.
This impressed me, unlike some explanations I’ve previously encountered.
A few years ago, I saw a conference presentation that failed to use examples while introducing category theory to an audience who use its concepts in functional programming. The presentation focused on diagrams like this (source):
This accurately represents some concept in category theory, but I don’t recommend expecting anyone to understand it without a real-world example. Ironically, that particular programmer community would have especially benefitted from The Art of Logic’s analysis of white male privilege.
Your intellectual health deserves the tonic this book administers. Read it!